|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Ch. 312
|
|
|
|
|
|
Martin O'Malley, Governor
|
|
|
|
|
|
|
|
|
|
|
|
|
|
(c) Each local education agency that is applying for State support for special
programs for disruptive youth shall submit proposals for funding of programs to the
[State Department of Education] DEPARTMENT that include:
(1) An assessment of the number of students in each school in need of
special services;
(2) Specific plans with goals and measurable objectives for activities
and programs that provide a continuum model for the prevention and intervention
of disruptive student behaviors including but not limited to removal and re-entry
programs necessary for effective learning;
(3) Adherence to the State Board regulations on disciplinary policies
and programs and other guidelines established by the [State Department of
Education] DEPARTMENT;
(4) A procedure involving the participation of administrators,
teachers, parents, students, and other members of the community; and
(5) In service training and staff development for administrators,
(f) (1) At the end of each fiscal year, each participating local education
agency shall submit a written statement to the [State Department of Education]
DEPARTMENT that describes:
(i) The assessment, the educational problems determined, the
overall program developed with goals and procedures, and a yearly evaluation of the
success of the program as provided under the provisions of this section; and
(ii) Information regarding the number of students identified as
being habitually truant as provided under the provisions of § 7-302(e) of this subtitle.
(2) On or before December 1 of each year, the [State Department of
Education] DEPARTMENT shall submit a summary of the reports required under this
subsection to the Governor and, subject to § 2-1246 of the State Government Article,
to the General Assembly.
7-304.1.
(a) In this section, "Positive Behavioral Interventions and Support Program"
means the research based, systems approach method adopted by the State Board to
build capacity among school staff to adopt and sustain the use of positive, effective
practices to create learning environments where teachers can teach and students can learn.
|
|
|
|
|
|
|
|
|
|
- 2001 -
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
 |
