E Relating to education ARTICLE 1 � REPEAL OF PROFILE OF LEARNING; STATEWIDE ACCOUNTABILITYRepealing and replacing the profile of learning; prohibiting the +commissioner of children, families and learning (CFL) from implementing the +profile of learning portions of the results oriented graduation rule; requiring +and providing for the commissioner to adopt statewide rules establishing educational standards, specifying certain learning areas required for+ statewide accountability and requiring specific legislative authorization to +amend or repeal the rules; requiring individualized education plan (IEP) teams+ to establish alternative standards for students requiring special +education; specifying certain required and minimal standards; requiring the +commissioner to develop assessments for the required learning areas using state +constructed tests developed from and aligned with the standards, specifying +certain assessment requirements, requiring alternative assessments for +students with disabilities or limited English proficiency (LEP); requiring schools,+ school districts and charter schools to administer statewide assessments +using student performance to evaluate student progress in achieving high standards +in the required learning areas; modifying certain graduation rule +requirements; modifying certain statewide testing and reporting procedures; +requiring and providing for the commissioner to adopt rules establishing school and+ district accountability measures, requiring use of certain specified +indicators to measure school performance and requiring specific legislative +authorization to amend or repeal the rules, requiring students to satisfy certain +participation requirements to demonstrate adequate yearly progress, specifying +certain adequate yearly progress components for progress demonstration and determination purposes and certain duties of the commissioner and +prescribing a formula for determination of the school or district proficiency +index; providing for designation of schools and districts as under review, +low performing, meeting expectations, excellent or superior, authorizing +appeal of designations to the accountability advisory council; providing for +the designation of persistently dangerous schools based on certain +dangerous offenses or incidents, authorizing appeal; providing for teacher +quality, specifying certain quality requirements for teachers and certain paraprofessionals, requiring board of teaching review of Praxis test +passing criteria and scores for comparison with other states; specifying +certain school report card and school district reporting requirements; providing for determination of the district of student enrollment for +accountability purposes; establishing the accountability advisory council, +specifying membership requirements and duties, requiring annual reports to the +legislature on appeals, sunset; repealing certain rules establishing minimum +requirements for earning a high school diploma ARTICLE 2 � COMMISSIONER'S DUTIES Requiring the commissioner of children, families and learning (CFL) +after consultation with certain stakeholders including parents, teachers, +school board members, post-secondary faculty, business community +representatives and national associations of teachers to provide recommendations to the +legislature by a certain date on high educational standards and to present to the legislature proposed rules and amendments to or repeals of existing +rules for educational excellence and accountability purposes, requiring +legislative authorization for the commissioner to adopt new rules or amend or +repeal existing rules; requiring the commissioner to develop a methodology +for using portions of the tests in the subject areas of reading and mathematics+ for grade students to meet federal accountability requirements and to develop procedures for students not initially meeting the state basic skills requirement; authorizing the commissioner to refer to the key +understandings developed as part of a revision of the profile of learning by the +mid-continent regional educational laboratory to provide grade level banding for +the state standards ARTICLE 3 � REQUIRED: READING, VIEWING AND LISTENINGRequiring students to demonstrate an understanding of written and +spoken words to comprehend essential ideas; specifying certain primary, +intermediate, middle school and high school reading, viewing and listening demonstration requirements for comprehension purposes ARTICLE 4 � REQUIRED: WRITING AND SPEAKINGRequiring students to write and speak effectively for a variety of +purposes and audiences; specifying certain primary, intermediate, middle school +and high school writing and speaking demonstration requirements for an +understanding of the writing process and of strategies for effective speaking; +providing an interpersonal communications option for high school students to +communicate effectively in interpersonal situations ARTICLE 5 � REQUIRED: MATHEMATICAL CONCEPTS AND APPLICATIONSSpecifying certain shape, space and measurement concept requirements +for students in primary, intermediate, middle school and high school +grades; requiring students in the primary, intermediate and middle school +grades to develop certain number concepts to solve problems and justify +reasoning and high school students to demonstrate an understanding of certain +mathematical concepts to make critical judgments, predictions or decisions and to +solve technical problems ARTICLE 6 � REQUIRED: SCIENTIFIC CONCEPTS AND APPLICATIONSRequiring students in primary, intermediate, middle school and high +school grades to demonstrate an understanding of certain scientific concepts+ to develop a foundation for science literacy, to identify and analyze +interactions and interdependence of living systems, to investigate living and +environmental systems at a molecular level and to investigate and analyze earth and+ space systems through concepts, theories and principles ARTICLE 7 � REQUIRED: SOCIAL SCIENCESRequiring students in primary, intermediate, middle school and high +school grades to understand the interaction of individual, family, school, +community and place and the influences on historic events, to analyze current +events and to understand the responsibilities of citizenship ARTICLE 8 � REQUIRED: ARTS AND LITERATURERequiring and providing for primary and intermediate students to use +artistic processes to create, perform and interpret art works in the areas of +dance, music, theater and visual arts and middle and high school students to+ use artistic processes to analyze and interpret a variety of works in the+ same areas, adding the areas of literature, creative writing and media +arts to the requirements for high school students and specifying certain artistic expression and interpretation demonstration requirements for students+ in all grades ARTICLE 9 � ECONOMICS, TECHNOLOGY AND SYSTEMS MANAGEMENTProviding for the exposure of students in the primary grades to the +basic concepts of the technological world, for intermediate students to +explore and apply the technologies and to manage resources as a team to produce +products or services, for middle school students to participate in the +development and creation of technological products and to understand the impact of +various purchases and effectively manage personal and financial resources and+ for high school students to investigate the interaction and interdependence of+ natural and managed systems, to apply principles of personal and family +resource management and the fundamentals of business management, to analyze +and apply financial systems, information and basic accounting principles, to +develop expertise in the design, diagnosis, and operation of technical +systems and to understand the use of scarce resources to satisfy unlimited wants and+ needs; specifying certain ability demonstration requirements of all students ARTICLE 10 � OPTIONAL: HEALTH, PHYSICAL EDUCATION AND CAREER +AWARENESSProviding for primary students to understand and participate in +activities promoting personal health and fitness, motor skills development and +awareness of self and the world, for intermediate students to use decision +making models to promote personal health, to participate in activities to develop +motor skills and physical fitness and to explore a goal setting and +decision making process for future choices, for middle school students to make +informed decisions based on valid information to promote personal health and +nutrition, to understand fitness planning, to participate in physical activities+ to develop motor skills and to explore career options and for high +school students to understand training and movement principles, to apply decision +making processes to develop and implement a plan to achieve fitness, to +investigate career choices and to experience authentic work situations; +specifying certain understanding and ability demonstration requirements of all students ARTICLE 11 � INQUIRY AND RESEARCHSpecifying certain observation and investigation requirements of +primary and intermediate students, certain direct observation requirements of +middle school students and a social science and mathematics research process for +high school students, requiring high school students to analyze perspectives on +issues and to synthesize the findings, to understand history from a written +perspective and through arts and culture, to use observation and theory to study +natural systems, human interaction, learning or development, to develop and +implement a plan to start a business or organization and to participate in +product development and field studies; specifying certain ability +demonstration requirements of all students ARTICLE 12 � WORLD LANGUAGES Providing for the exposure of primary students to languages other +than English and for demonstration of an understanding of the technical concepts +of language, for intermediate students to explore and begin to +communicate in a language other than English and to demonstrate an understanding of +symbols representing ideas, quantities, elements and actions, for middle +school students to communicate in a language other than English on familiar +topics and to demonstrate an understanding of the basic features and symbols of +a technical language and high school students to communicate in a +language other than English on a variety of topics and to comprehend and communicate+ using a universal technical language; specifying certain understanding and +ability demonstration requirements of all students (ra, ja)