Competitive grant program

(a) Subject to appropriations by the General Assembly, the State Board of Education shall establish a competitive grant program for local school systems to implement school reform measures in selected high schools. The state board shall establish program requirements in accordance with the provisions of this Code section and shall establish grant criteria, which shall encourage alignment with industry credentialing, including postsecondary partnerships between the Technical College System of Georgia and college and career academies and other career, technical, and agricultural education programs in high schools. Priority for reform grants shall be given to chronically low-performing high schools in accordance with subsection (b) of this Code section or to high schools enhancing career, technical, and agricultural education programs to allow for greater attainment of industry credentialing in accordance with subsection (b.1) of this Code section. (b)(1) The State Board of Education shall develop an evidence based model program for chronically low-performing high schools receiving a reform grant pursuant to this Code section for addressing at-risk students, which shall include various programs and curricula that have proven to be effective for at-risk students focusing on: (A) Identification of students at risk for being poorly prepared for the next grade level or for dropping out of school; (B) Strengthening retention of ninth grade students in school and reducing high failure rates; (C) Improving more students’ performances to grade level standards in reading and mathematics by the end of ninth grade; (D) Assisting students and their parents or guardians in setting an outcome career and educational goal and identifying a focused program of study to achieve such goal; and (E) Assisting students in learning and applying study skills, coping skills, and other habits that produce successful students and adults. (2) The at-risk model program shall include: (A) Diagnostic assessments to identify strengths and weaknesses in the core academic areas; (B) A process for identifying at-risk students, closely monitored 519 20-2-328 by the Department of Education in collaboration with local school systems to ensure that students are being properly identified and provided timely, appropriate guidance and assistance and to ensure that no group is disproportionately represented; and (C) An evaluation component in each high school to ensure the programs are providing students an opportunity to graduate with a high school diploma. (3) The at-risk model program may include various components designed to result in more students facilitating a successful start in high school and passing ninth grade such as: (A) Utilizing a flexible schedule that increases students’ time in core language arts/reading and mathematics studies designed to eliminate academic deficiencies; (B) Maintaining a student-teacher ratio in ninth grade that is no higher than any other grade level ratio in high school; (C) Utilizing experienced and effective teachers as leaders for teacher teams in ninth grade to improve instructional planning, delivery, and reteaching strategies; (D) Assigning students to a teacher mentor who will meet with them frequently to provide planned lessons on study skills and other habits of success that help students become independent learners and who will help them receive the assistance they need to successfully pass ninth grade; and (E) Including ninth grade career courses which incorporate a series of miniprojects throughout the school year that require the application of ninth grade level reading, mathematics, and science skills to complete while students learn to use a range of technology and help students explore a range of educational and career options that will assist them in formulating post high school goals and give them a reason to stay in school and work toward achieving their stated goals. (b.1) The State Board of Education shall develop criteria for reform grants for high schools that enhance career, technical, and agricultural education programs to allow for greater attainment of industry credentialing including postsecondary partnerships between the Technical College System of Georgia and college and career academies and other career, technical, and agricultural education programs in high schools. The grants may also be used to require that career, technical, and agricultural education teachers participate in industry credentialing training to teach courses that lead to industry credentialing. (c) The State Board of Education shall promulgate rules and regulations for high schools receiving a reform grant pursuant to this Code 520 20-2-328 ELEMENTARY & SECONDARY EDUC. 20-2-329 section to make the high schools more relevant to and effective for all students. Such rules shall encourage high schools to implement a comprehensive school reform research based model that focuses on: (1) Setting high expectations for all students; (2) Personalizing individual graduation plans for students; (3) Developing small learning communities or college and career academies with a rigorous academic foundation and emphasis in broad career fields of study; (4) Using project based instruction embedded with strong academics to improve relevancy in learning; (5) Fostering collaboration among academic and career/technical teachers; (6) Implementing nontraditional scheduling in ninth grade for students behind in their grade level; (7) Promoting parental involvement; and (8) Training teachers to work with low-performing students and their parents or guardians. (d) This Code section shall be subject to appropriations by the General Assembly. History. Code 1981, § 20-2-328, enacted by Ga. L. 2010, p. 186, § 1/HB 400; Ga. L. 2011, p. 421, § 3/SB 161; Ga. L. 2018, p. 731, § 10/SB 3. Editor’s notes. Ga. L. 2018, p. 731, § 1/SB 3, not codi- fied by the General Assembly, provides: “This Act shall be known and may be cited as the ‘Creating Opportunities Needed Now to Expand Credentialed Training (CONNECT) Act.’” 20-2-329. Requirements for high schools that receive reform grants as chronically low-performing high schools. High schools that receive reform grants as chronically low-performing high schools pursuant to subsection (b) of Code Section 20-2-328 shall: (1) Provide focused programs of study which are designed to provide a well-rounded education for students by fostering artistic creativity, critical thinking, and self-discipline through the teaching of academic content, knowledge, and skills that students will use in the workplace, further education, and life. The focused programs of study, whether provided at a choice technical high school, a college and career academy, a traditional high school, or on site at a technical school or college or a public college or university, shall be aligned with 521 20-2-329 graduation requirements established by the State Board of Education and content standards established pursuant to Part 2 of this article, including, at a minimum, four years of mathematics, Algebra I and higher, and four years of English, with an emphasis on developing reading and writing skills to meet college and career readiness standards or including high school diploma requirements established pursuant to Code Section 20-2-149.2; (2) Implement a teacher adviser system; (3) Provide students in the ninth through twelfth grades information on educational programs offered in high school, in technical and community colleges, in colleges and universities, and through work based learning programs and how these programs can lead to a variety of career fields. Local school systems shall provide career awareness and exploratory opportunities such as field trips, speakers, educational and career information centers, job shadowing, and classroom centers to assist students and their parents or guardians, with guidance from school counselors and teacher advisers, in revising, if appropriate, the individual graduation plan developed pursuant to subsection (c) of Code Section 20-2-327; (4) Enroll students no later than ninth grade into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an industry credentialing exam in a high demand, high skill, or high wage career field or to an associate’s degree or bachelor’s degree. The awarding of a special education diploma to any disabled student who has not completed all of the requirements for a high school diploma, but who has completed his or her Individualized Education Program (IEP) shall be deemed to meet the requirements of this paragraph; (5) Implement the at-risk model program developed by the State Board of Education pursuant to subsection (b) of Code Section 20-2-328; (6) Comply with the rules and regulations promulgated by the State Board of Education for chronically low-performing high schools pursuant to subsection (c) of Code Section 20-2-328; and (7) Schedule annual conferences to assist students and their parents or guardians in setting educational and career goals and 522 20-2-329 ELEMENTARY & SECONDARY EDUC. 20-2-333 creating individual graduation plans beginning with students in the eighth grade and continuing through high school. These conferences shall include, but are not limited to, assisting the student in identifying educational and career interests and goals, selecting a career and academic focus area, and developing an individual graduation plan. History. Code 1981, § 20-2-329, enacted by Ga. L. 2010, p. 186, § 1/HB 400; Ga. L. 2011, p. 421, § 4/SB 161; Ga. L. 2014, p. 341, § 5/HB 766; Ga. L. 2015, p. 1376, § 34/HB 502; Ga. L. 2018, p. 731, § 11/SB 3. Editor’s notes. Ga. L. 2014, p. 341, § 1/HB 766, not codified by the General Assembly, provides: “This Act shall be known and may be cited as the ‘Work Based Learning Act.’” Ga. L. 2018, p. 731, § 1/SB 3, not codified by the General Assembly, provides: “This Act shall be known and may be cited as the ‘Creating Opportunities Needed Now to Expand Credentialed Training (CONNECT) Act.’”