Relates to alternative institutional support programs for school districts

Summary of specific provisions

Section 1. Paragraph one provides that public school districts shall be authorized to contract with alternative institutional support services programs to provide instruction and support services to special and non-special education students who are at-risk.

Paragraph two provides that the contracting school district shall provide the alternative institutional support services program with the actual cost of services provided and that the students shall continue to be counted by the District of Residence for purposes of determining Federal and State Aid.

Paragraph three provides that school districts may also contract with approved alternative institutional support services programs to serve as Interim Alternative Educational Settings (IAES), as defined by Federal and State law, compensation to the approved alternative institutional support services programs for serving as an IAES shall be on an actual cost basis.

Paragraph four provides that the Commissioner of Education shall process applications for and maintain a list of approved alternative institu- tional support services programs and requires that a not-for-profit, non-sectarian educational program be approved as an approved alternative institutional support services program if the program utilizes certified personnel and has demonstrated a minimum of ten (10) years of improved student performance for at-risk students.

Section 2. Effective Date.

Justification

The number of students who are at-risk of failing and/or dropping out of school has reached epidemic proportions. Addressing the needs of at-risk students is vital to maintaining and improving the health of the State's educational system. Students both with and without disabilities who are (i) at-risk of dropping out of school, (ii) in danger of academic failure, (iii) excessively truant, (iv) school phobic, (v) peer relationship challenged, (vi) have engaged in certain disciplinary situations or (vi) at risk of placement in a residential setting can often succeed. if provided with the right alternative learn- ing experience, such as highly individualized or very small group instruction with supports. Yet, public schools are often not equipped with the flexibility or resources to offer this type of programming to its students.

Several not-for-profit programs throughout the State have extensive experience in providing alternative learning experiences to these types of students. Indeed, in many cases, students otherwise at risk of drop- ping out or failing have successfully earned High School diplomas with the assistance of these programs. The Education and Assistance Corpo- ration Learning Centers (EAC), for example, have been serving at risk students for over 40 years with consistently demonstrated success for at-risk youngsters who have otherwise been on the cusp of dropping out of school or being placed in a residential setting. Despite the fact that EAC provides services to students who are often considered at the greatest risk of failing or ceasing their education, almost 95% of its students earn a high school diploma.

Notably, the Federal Government, through its Race to the Top (RTTT) initiative has emphasized the need for innovative educational strategies to foster educational reform; particularly for at-risk students. RTTT aims to reduce the achievement gap among children, improve student outcomes and graduation rates and ensure that all children have the opportunity to be enriched by a quality education. To that end, the Federal Government has indicated that increased interest will be given in the RTTT grant competition to states which grant schools flexibility in providing comprehensive services to high needs students through such ventures as public school partnerships with not-for-profit corporations and community based organizations.

EAC and programs like it are precisely what RTTT contemplates as promis- ing partners for public school districts. They are community based not- for-profit programs poised to provide innovative education solutions to -some of the State's most needy youth. The programs have the capacity to accept students expeditiously and swiftly provide them with intense support. Moreover, where appropriate, programs like EAC have been successful in transitioning youth back into their home public schools for graduation.

Notwithstanding such, currently there is no legislative authority to enable public school districts to contract with private not-for-profits to provide educational services to at-risk students. Without the instant legislation this fragile population is at even greater risk of not receiving the types of services they need to meet with success, and the achievement gap will continue to widen. This legislation bridges that gap by enabling public schools to contract with not-for-profit corporations and supports some of the State's neediest students in reaching the top of their educational potential.

Legislative history

New Bill.

Fiscal implications

Administrative costs for implementation.

Effective date

This act shall take effect immediately.