SB1257
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McClellan |
SOQ; school board to provide at least three specialized student support positions. |
Summary:
Standards of Quality; specialized student support positions.
Modifies a school personnel requirement in Standard 2 of the Standards of Quality to require each school board to provide at least three specialized student support positions, including school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, per 1,000 students.
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Fiscal Impact
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Last Five Actions:
2/22/2021 - Committee amendment agreed to 2/22/2021 - Engrossed by House as amended 2/22/2021 - Passed House with amendment (63-Y 37-N) 2/22/2021 - VOTE: Passage (63-Y 37-N) 2/26/2021 - Signed by Speaker
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Senate Committee Actions:
2/25/2021 - Enrolled 2/25/2021 - Bill text as passed Senate and House (SB1257ER) 2/25/2021 - Signed by President 2/26/2021 - Impact statement from DPB (SB1257ER) 3/1/2021 - Enrolled Bill Communicated to Governor on March 1, 2021
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Early Childhood/Innovation Subcommittee
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Subcommittee recommends reporting with amendments (8-Y 0-N); Subcommittee recommends referring to Committee on Appropriations
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SB1288
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Dunnavant |
Special education; Department of and the Board of Education to develop new policies and procedures. |
Summary:
Department of Education and Board of Education; special education.
Requires the Department of Education and the Board of Education to develop new policies and procedures and effect numerous modifications to existing policies and procedures to improve the administration and oversight of special education in the Commonwealth. This bill is identical to HB 2299.
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Fiscal Impact
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Last Five Actions:
2/25/2021 - Conferees appointed by House 2/25/2021 - Delegates: VanValkenburg, Carr, Wiley 2/27/2021 - Conference report agreed to by House (96-Y 0-N) 2/27/2021 - VOTE: Agreed To (96-Y 0-N) 3/11/2021 - Signed by Speaker
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Senate Committee Actions:
3/9/2021 - Enrolled 3/9/2021 - Bill text as passed Senate and House (SB1288ER) 3/9/2021 - Impact statement from DPB (SB1288ER) 3/9/2021 - Signed by President 3/15/2021 - Enrolled Bill Communicated to Governor on March 15, 2021
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Elementary and Secondary Subcommittee
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Subcommittee recommends reporting (7-Y 0-N)
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SB1316
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McClellan |
Child care providers; background checks, portability. |
Summary:
Child care providers; background check portability; subsidy pilot program; report.
Exempts prospective employees and volunteers of certain child care providers from statutory background check requirements where the individual completed a background check within the previous five years, provided that (i) such background check was conducted after July 1, 2017; (ii) the results of such background check indicated that the individual had not been convicted of any barrier crime and was not the subject of a founded complaint of child abuse or neglect; and (iii) the individual is an employee or volunteer of a child care provider that is subject to background check requirements or has been separated from such employment or volunteer position for not more than 180 days. The bill requires such child care providers, prior to hiring or allowing to volunteer any individual without the completion of a background check, to obtain written certification that such individual satisfies all such requirements and is eligible to serve as an employee or volunteer. The bill also directs the Department of Education (the Department) to establish a two-year pilot program for the purpose of stabilizing and improving the quality of services provided in the Commonwealth's child care industry. The bill provides that under the pilot program a fixed sum of funds, based on the number of children served and certain other factors, will be disbursed to participating child care providers who agree to meet higher standards of quality and care, as determined by the Department. The bill requires the Department to report to the Governor and the General Assembly no later than December 1 of each year of the pilot program certain information set forth in the bill. The bill also requires the Department, in collaboration with the School Readiness Committee, to (a) identify and analyze financing strategies that can be used to support the systemic costs of high-quality child care services, ensure equitable compensation for child care staff, and better prepare children for kindergarten and (b) analyze the effectiveness of using a cost-of-quality modeling system for the child care subsidy program. The bill requires the Department to report its findings to the Governor and the General Assembly no later than December 1, 2021.
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Fiscal Impact
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Last Five Actions:
2/19/2021 - Read second time 2/22/2021 - Read third time 2/22/2021 - Passed House BLOCK VOTE (98-Y 0-N) 2/22/2021 - VOTE: Block Vote Passage (98-Y 0-N) 2/25/2021 - Signed by Speaker
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Senate Committee Actions:
2/24/2021 - Enrolled 2/24/2021 - Bill text as passed Senate and House (SB1316ER) 2/24/2021 - Impact statement from DPB (SB1316ER) 2/24/2021 - Signed by President 3/1/2021 - Enrolled Bill Communicated to Governor on March 1, 2021
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Elementary and Secondary Subcommittee
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Subcommittee recommends reporting (7-Y 0-N)
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SB1357
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Dunnavant |
Standards of Learning; reading & mathematics assessments for students in grades three through eight. |
Summary:
Standards of Learning assessments; reading and mathematics; grades three through eight; individual student growth.
Requires the Board of Education to establish, in lieu of a one-time end-of-year assessment and for the purpose of providing measures of individual student growth over the course of the school year, a through-year growth assessment system, aligned with the Standards of Learning, for the administration of reading and mathematics assessments in grades three through eight. The bill requires such through-year growth assessment system to include at least one beginning-of-year, one mid-year, and one end-of-year assessment in order to provide individual student growth scores over the course of the school year, provided that the total time scheduled for taking all such assessments shall not exceed 150 percent of the time scheduled for taking a single end-of-year proficiency assessment. The bill requires the Department of Education to ensure adequate training for teachers and principals on how to interpret and use student growth data from such assessments to improve reading and mathematics instruction in grades three through eight throughout the school year. The bill provides that with such funds and content as are available for such purpose, such through-year growth assessment system shall provide accurate measurement of a student's performance, through computer adaptive technology, using test items at, below, and above the student's grade level as necessary. The bill requires full implementation of such system no later than the 2022â2023 school year and partial implementation during the 2021â2022 school year consisting of one beginning-of-year assessment and one end-of-year assessment. This bill is identical to HB 2027.
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Fiscal Impact
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Last Five Actions:
2/22/2021 - Amendment by Delegate Coyner agreed to 2/22/2021 - Engrossed by House - committee substitute with amendment SB1357H1 2/22/2021 - Passed House with substitute with amendment (99-Y 0-N) 2/22/2021 - VOTE: Passage (99-Y 0-N) 2/26/2021 - Signed by Speaker
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Senate Committee Actions:
2/25/2021 - Enrolled 2/25/2021 - Bill text as passed Senate and House (SB1357ER) 2/25/2021 - Signed by President 3/1/2021 - Enrolled Bill Communicated to Governor on March 1, 2021 3/3/2021 - Impact statement from DPB (SB1357ER)
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Elementary and Secondary Subcommittee
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Subcommittee recommends reporting (6-Y 0-N 1-A)
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