Provides for better communication between sending and receiving districts regarding students receiving CTE or pathways education.
Impact
One significant aspect of S0662 is the adjustment of cost responsibilities between the sending and receiving districts. If the costs incurred by the receiving district for providing educational services are lower than the per-pupil expenditure of the sending district, the sending district's financial responsibility will be capped at the lower amount. This provision is intended to ensure that the home district does not bear a disproportionate financial burden for providing education opportunities to students seeking specialized training or programs not available in their home district.
Summary
Senate Bill S0662 aims to enhance the communication and financial responsibility between sending and receiving school districts regarding students enrolled in career and technical education (CTE) programs and pathways education. The bill proposes that receiving districts must report the status of students from sending districts on a quarterly basis or when significant changes occur. This aims to ensure that sending districts remain informed about students who are attending programs outside their home districts, thereby fostering transparency and accountability in the education process.
Contention
Although the bill primarily aims to streamline processes and enhance communication, there may be concerns about the financial implications on sending districts, especially those already facing budget constraints. Providing clarity regarding how costs are determined and allocated is essential to address potential fears that some districts could end up subsidizing programs that they do not directly benefit from. Additionally, the actual implementation of communication protocols and how effectively they can be executed may raise questions among educators and administrators.
Amends the local share of education funding to be paid to charter public schools based on a comparison of performance data between the specific school from which the student is coming and the specific charter school that will be receiving the student.
Adds multilingual learners into the determination of high-need students and provides a student success factor of twenty-five percent (25%) of the core instruction per-pupil amount and repeals the categorical funding for these students.
Provides that the permanent foundation educational aid program would provide state funding for school-based mental health services pursuant to specified conditions.
Adds multilingual learners into the determination of high-need students and provides a student success factor of twenty-five percent (25%) of the core instruction per-pupil amount and repeals the categorical funding for these students.
Provides that the permanent foundation educational aid program would provide state funding for school-based mental health services pursuant to specified conditions.
Amends the term "extraordinary costs" for the purposes of excess costs associated with special education students. The new definition of extraordinary costs would be educational costs that are over 3 times the average statewide special education cost.