Senate Bill 48 - AN ACT relative to school performance and accountability.
SB 48 uses a lot of Common Core buzz-words: "college and career ready," "rigorous," "deeply engage" students, etc. These marketing terms are used as gimmicks which are never substantiated. Competency-based learning is another name for outcome-based learning, which is teaching to the test. "Blended" learning, "effective" teachers, "focus" and "priority" schools all come from the Common Core playbook and have very specific meanings.
What's extremely dangerous is the "disposition" evaluations which will be made, along with knowledge and skills, in the statewide assessments and placed in the student's longitudinal database -- to follow the student from School-to-Work. A politically correct disposition will be needed for entry into college and the workforce.
SB 48 passed the Senate and heads to the House for a public hearing, which has not been scheduled.
George Will explains what "assessing" dispositions means: "Many education schools discourage, even disqualify, prospective teachers who lack the correct "disposition," meaning those who do not embrace today's "progressive" political catechism. Karen Siegfried had a 3.75 grade-point average at the University of Alaska Fairbanks, but after voicing conservative views, she was told by her education professors that she lacked the "professional disposition" teachers need. She is now studying to be an aviation technician."
Please tell your legislators that you do NOT want your child assessed on their "dispositions". Senate Bill 48 should be killed.
SENATE BILL 48
AN ACT relative to school performance and accountability.
SPONSORS: Sen. Stiles, Dist 24; Sen. Bradley, Dist 3; Rep. Ladd, Graf 4; Rep. Shaw, Hills 16; Rep. Pitre, Straf 2
COMMITTEE: Health, Education and Human Services
AMENDED ANALYSIS
This bill makes various changes to the statute on school performance and accountability. The bill also repeals the local education improvement fund established under the statewide assessment program and establishes definitions of “priority school” and “focus school.”
193-H:1-a Purpose.
I. The purpose of this chapter is to create an accountability model that will best support
schools and educators as they work to enable all students to progress toward college and career readiness with clearly defined learning outcomes.
II. New Hampshire's student assessment system should promote and measure the knowledge, skills, and dispositions that lead students to graduate from high schools ready for college and career.
III. Students best learn at their own pace as they master content and skills, allowing them to advance when they demonstrate the desired level of mastery rather than progressing based on a predetermined amount of seat time in a classroom will assure that students will reach college and career readiness.
IV. New Hampshire's system of educator support should build the capacity of educators to deeply engage students in learning rigorous and meaningful knowledge and skills.
V. Competency-based strategies provide flexibility in the way that credit can be earned and awarded and provide students with personalized learning, including those that are offered through on-line, blended, and community based opportunities.
VI. Competencies are defined as targets for student learning representing key content-specific concepts and skills applied within or across content domains.
2 School Performance and Accountability; Definitions. Amend RSA 193-H:1 to read as follows:
193-H:1 Definitions. In this chapter:
I. “Commissioner” means the commissioner of the department of education.
II. “Department” means the department of education.
III. “[Highly qualified] Effective teacher” means a person who is certified by the local school board and holds a valid teaching credential, and who has demonstrated, through a process approved by the department of education, teaching skills in the core subjects of instruction.
IV. “Focus school” means a school that has the largest within-school gaps between the highest achieving subgroup or subgroups of students and the lowest-achieving subgroup or subgroups of students or, for a high school, has the largest within-school gaps in graduation rates.
V. “Priority school” means:
(a) A school that is among the lowest 5 percent of schools in the state based on the achievement of all students on the statewide assessment pursuant to RSA 193-C and which, when measuring the achievement of all students, has demonstrated a lack of progress on the statewide assessment over 3 years; or
(b) A high school with a graduation rate of less than 60 percent over 3 years.
VI. “Statewide assessment” means the New Hampshire education improvement and assessment program as established under RSA 193-C.
3 School Performance and Accountability; Statewide Performance Assessment and Targets. Amend RSA 193-H:2 to read as follows:
193-H:2 Statewide Performance Targets.
I. On or before the 2013-2014 school year, schools shall ensure that all pupils are performing at the basic level or above on the statewide assessment as established in RSA 193-C.
II. In addition to the requirements of paragraph I, schools shall meet statewide performance targets as approved by the legislative oversight committee established in RSA 193-C and thereafter, as established in rules adopted by the state board of education pursuant to RSA 541-A which shall include rules for:
(a) The statewide improvement and assessment program pursuant to RSA 193-C.
(b) Attendance rates.
(c) The percentage of pupils who graduate with a diploma from an approved high school.
III. [Schools shall meet statewide performance targets as approved by the legislative oversight committee established in RSA 193-C and thereafter, established in the rules adopted by the state board of education pursuant to RSA 541-A, relative to the statewide assessment.
IV. Schools shall meet statewide performance targets as approved by the legislative oversight committee established in RSA 193-C and thereafter, established in the rules adopted by the state board of education pursuant to RSA 541-A, relative to attendance rate.
V. Schools shall meet statewide performance targets as approved by the legislative oversight committee established in RSA 193-C and thereafter, established in the rules adopted by the state board of education pursuant to RSA 541-A, relative to the percentage of pupils who graduate with a regular diploma from an approved high school.
VI.] Notwithstanding RSA 541-A, the state board of education shall receive approval from the legislative oversight committee established in RSA 193-C prior to the submission of any rules to the joint legislative committee on administrative rules relative to statewide performance targets required under this section.
4 School Performance and Accountability; Identification and Public Disclosure. Amend RSA 193-H:3 to read as follows:
193-H:3 Identification and Public Disclosure of Priority and Focus Schools [in Need of Improvement].
I. The commissioner shall annually compile and disseminate to the governor and council, the president of the senate, the speaker of the house of representatives, local school boards, superintendents of schools, and the public, and shall make available on the department website, a list of priority and focus schools [that are not meeting] based on the statewide performance targets established in RSA 193-H:2.
II. A school or school district designated by the commissioner as [not meeting statewide performance targets] a priority and focus school shall have 30 days from the date of the report to appeal such designation to the state board of education.
5 School Performance and Accountability; Local Education Improvement Plan. Amend RSA 193-H:4, I to read as follows:
I.(a) A school or school district shall have one year from the date that a school or school district has been designated as [in need of improvement] a priority and focus school pursuant to RSA 193-H:3 to take action to remedy identified problems at the local level. The school or school district shall create a plan that identifies actions that it intends to correct the areas of concern. This plan shall be submitted to the state board within 90 days of the date that the school or school district was designated as [in need of improvement] a priority and focus school. If the plan does not sufficiently address the areas of concern, the state board shall disapprove the plan within 30 days. If the state board disapproves the plan, the state board’s designee shall work with the school or school district to amend the plan so that it meets state board approval. One year following the designation, if the school or school district is not making satisfactory progress in implementing its plan, the commissioner of education shall issue a notice to the school or school district and shall initiate a process for providing assistance pursuant to paragraph II; or
(b) If a school or school district has been designated as [in need of improvement] a priority and focus school, then the school or school district may request assistance from the department of education. The department shall provide technical assistance to those schools that request assistance under this section.
(c) On or before the one year anniversary of being designated as a [school or school district in need of improvement,] priority and focus school, the commissioner shall designate a progress review team to evaluate the implementation of the improvement plans and the progress toward state performance targets. The progress review team shall deliver a report to the state board. This report shall include evidence of satisfactory implementation and progress towards state performance targets or lack thereof and recommendations regarding future actions pursuant to subparagraph II(b).
6 School Performance and Accountability; Local Education Improvement Plan. Amend RSA 193-H:4, III(a) to read as follows:
(a) Identify the area in which the school [failed] needs to meet the annual statewide performance targets established under RSA 193-H:2.
7 Repeal. The following are repealed:
I. RSA 193-C:1, V, relative to the local education improvement and assessment plan.
II. RSA 193-C:9, relative to the local education improvement fund.
8 Effective Date. This act shall take effect 60 days after its passage.
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Senate Bill 82 establishes a Commission, which includes a homeschooling representative appointed by the HEAC, to define and implement Competency-Based Education (also known as Outcome-Based Education), identify models for financing this education, and identify potential barriers to OBE. If implemented, homeschoolers will be affected.
Please tell the House Education Committee to kill SB 82. Parents do not want a Commission for Competency-Based Public Education
EMAIL House Education Committee members: houseeducationcommittee@leg.state.nh.us
SENATE BILL 82
AN ACT establishing a commission to identify strategies needed for developing and implementing a competency-based public education system.
SPONSORS: Sen. Stiles, Dist 24; Sen. Watters, Dist 4; Sen. Carson, Dist 14; Rep. Spang, Straf 6; Rep. Sapareto, Rock 6; Rep. Lovejoy, Rock 36; Rep. Gile, Merr 27; Rep. Grassie, Straf 11
COMMITTEE: Health, Education and Human Services
ANALYSIS
This bill establishes a commission for the purpose of identifying strategies needed for developing and implementing a competency-based public education.
1 New Subdivision; Commission for Competency-Based Public Education. Amend RSA 189 by inserting after section 64 the following new subdivision:
Commission for Competency-Based Public Education
189:65 Commission Established. There is hereby established a commission to identify strategies needed for delivering and implementing a competency-based public education.
189:66 Membership and Compensation. The members of the commission shall be as follows:
I. The commissioner of the department of education, or designee.
II. The chairman of the New Hampshire state board of education, or designee.
III. One teacher who is a member of the National Education Association-New Hampshire, appointed by the executive director of the association.
IV. One member from the American Federation of Teachers-New Hampshire, appointed by such organization.
V. Two New Hampshire school district superintendents, appointed by the president of the New Hampshire School Administrators Association.
VI. One member from the New Hampshire School Boards Association, appointed by the president of the association.
VII. One member from the New Hampshire Association of Special Education Administrators, appointed by the president of the association.
VIII. One member from the Parent Information Center, appointed by the executive director of the center.
IX. One member from the community college system of New Hampshire, appointed by the chancellor of the community college system of New Hampshire.
X. One member from the New Hampshire Association of School Business Officials, appointed by the executive director of the association.
XI. Two members from the Business and Industry Association, appointed by the president of the association.
XII. Two members from the New Hampshire Association of Chamber of Commerce Executives, appointed by the president of the association.
XIII. One member from the Council for Teacher Education, appointed by the chairman of the council.
XIV. The chancellor of the university system of New Hampshire, or designee.
XV. One member from the Southeastern Regional Education Service Center, appointed by the executive director of the center.
XVI. One member from North Country Education Services, appointed by that organization.
XVII. One member who shall be a New Hampshire school district attorney, appointed by the governor.
XVIII. Five members of the public, who shall be appointed by the members of the executive council with each member of the executive council receiving one appointment.
XIX. Two members who have received the New Hampshire Teacher of the Year award, appointed by the commissioner of the department of education.
XX. One member who is an elementary or middle school principal, appointed by the New Hampshire Association of School Principals.
XXI. One member who is a high school principal, appointed by the New Hampshire Association of School Principals
XXII. One member of the New Hampshire Extended Learning Organization, appointed by that organization.
XXIII. One attorney licensed in the state of New Hampshire who represents children with disabilities, appointed by the Disabilities Rights Center.
XXIV. One member representing home schooled students, appointed by the chairperson of the home education advisory council established in RSA 193-A:10.
XXV. One member representing charter school students, appointed by the New Hampshire Public Charter School Association.
XXVI. One member representing students engaged in career and technical education, appointed by the New Hampshire Association of Career and Technical Administrators.
189:67 Duties. The commission shall:
I. Create a report defining the development and implementation of a competency-based public education system which is based on each student attaining mastery of required competencies regardless of the learning environment.
II. Identify multiple models and strategies of financing a competency-based public education.
III. Identify the roles educators will play in a competency-based public education system.
IV. Identify multiple models and strategies of financing for a competency-based education system in school districts of various sizes and financial capabilities.
V. Identify support structures needed to facilitate the successful implementation of a competency-based system.
VI. Identify potential barriers to successfully implementing a competency-based system.
VII. Make recommendations for legislation that will facilitate the implementation of a competency-based system.
VIII. Not suggest or identify any new tax source to fund the commission’s recommendation.
189:68 Chairperson; Quorum. The members of the commission shall elect a chairperson and a vice-chairperson from among the members at the first meeting. The first meeting of the commission shall be called by the chairman of the state board of education. The first meeting of the commission shall be held within 15 days of the effective date of this section. Fifteen members of the commission shall constitute a quorum. Meetings of the commission shall be noticed in the house of representatives and senate calendars.
189:69 Report. The chairperson of the commission shall submit the report of the commission’s findings and any recommendations for proposed legislation to the president of the senate, the speaker of the house of representatives, the senate clerk, the house clerk, the governor, the state library, and the commissioner of the department of education on or before October 31, 2014.
2 Repeal. RSA 189:65 through RSA 189:69, relative to a competency-based public education commission, is repealed.
3 Effective Date.
I. Section 2 of this act shall take effect October 31, 2014.
II. The remainder of this act shall take effect upon its passage.