The bill's provisions directly impact the educational programs governed by the Quality Basic Education Act, setting forth specific requirements for local boards of education. It aims to create structured support for students who are identified as at risk of not achieving academic proficiency. Furthermore, the Department of Education is tasked with developing enhanced professional development opportunities for educators focused on early intervention strategies and supporting limited-English-proficient students, promoting improved teaching practices and support systems within Georgia's schools.
Summary
House Bill 23, known as the Student Success and Progress Act, aims to enhance educational outcomes for at-risk students in Georgia by mandating that schools provide regular progress reports to parents or guardians, particularly for students in early intervention programs and English for speakers of other languages (ESOL) programs. The legislation emphasizes the importance of parental involvement in students' educational journeys and formalizes the requirement for schools to communicate students' academic performance at least twice each semester. By fostering better home-school collaboration, the bill seeks to support students who may be struggling academically.
Contention
While the bill generally enjoys support from various educational stakeholders, potential points of contention arise regarding the resources needed for proper implementation. Questions about the adequacy of funding and personnel to maintain a low student-to-teacher ratio in the early intervention programs have been raised. There's an emphasis not only on providing the necessary reports to parents but also on the efficacy of intervention strategies employed. Additionally, stakeholders advocate for clearer guidance from the State Board of Education regarding program standards and accountability measures to ensure that the Act's objectives are met effectively.
AN ACT Relating to improving student performance and success with evidence-based practices, achievement-based incentives and accountability and transparency measures;
Quality Basic Education Act; students significantly at risk of not achieving grade level reading proficiency or with characteristics of dyslexia; include provisions
Establishing the mental health intervention team program in the Kansas department for aging and disability services in state statute and providing incentives for coordination between school districts, qualified schools and mental health intervention team providers.