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2008-2009 NDCEL
Final Positions and Belief Statements |
| 1. |
FINANCE |
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A.
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The NDCEL strongly opposes any legislation that creates new mandates
without full funding. |
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B. |
The NDCEL is
very concerned about the current state of the economy as well as the
financial condition of the school districts and the State of North
Dakota. Therefore, the NDCEL strongly supports sustaining the
funding that was started by the Legislature in 2007. Additionally,
the NDCEL strongly supports any new dollars available from the State
to be used for per pupil payments in the State Foundation Aid
program. |
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C. |
In
order
to improve equity and adequacy of school funding in North Dakota,
the NDCEL supports legislation that
provides equity in per pupil payments and begins to address adequacy
of funding over the coming biennia by placing all program funds into
one formula and uses a base ADM.
In addition, the NDCEL supports funding this formula
with provisions for increased costs of educating children that will: |
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(1) |
Annually provide for 70 percent funding of the cost of education as
defined by current law. |
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(2) |
Remove tax levy caps and other
restrictions on school district levies. |
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(3) |
To support a total
legislative appropriation of at least $100
million in new money to
districts for the biennium. |
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(4) |
Make the
funding of high cost students more predicative by changing the
current high cost risk pool for special education to an overall
education cost risk pool. |
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(5) |
Support state
reimbursement for costs over 1.0 times the cost of education for
non-special needs student placements. |
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(6) |
Increase state’s share of special education funding from the current
.067 to a weighting factor that more accurately reflects cost. |
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(7) |
Support state reimbursement for excess costs that more accurately
reflects the highest (2%) of special needs cost students (3.0
times). |
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(8) |
Distribute remaining funds from the excess cost pool, starting with
the surplus from the 2007-2009 biennium, for high cost students on a
per pupil basis. |
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D.
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The NDCEL supports
the basic concept of educational adequacy which is being conducted
by the Commission on Education Improvement and uses both an
evidenced based and professional judgment panel review to develop an
“adequate funding” formula for the state of North Dakota. |
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E.
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The NDCEL
supports a transportation funding system, outside of the per pupil
payment of $100 million, relating to actual operational costs,
ridership and mileage driven with a commitment to increased
efficiency. Increases for rates paid per mile should be
commensurate with increases, as a percentage of cost, in state
mileage rates made by the state legislature as of 2005. |
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F |
The NDCEL
strongly opposes public funding of private,
parochial, or home schools through such mechanisms as vouchers, tax
credits, tax-free savings accounts, etc. |
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G. |
Taxation: |
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(1) |
The NDCEL
supports a tax system that provides for a balanced mix of sales tax,
income tax, energy tax, and property tax to adequately fund K-12
education resulting in a 70 percent funding of the statutory cost of
education from the state and 30 percent from local sources. |
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(2) |
The NDCEL
supports
property tax relief legislation that, assumes 70 percent funding of
the cost of education and is based on an adequacy model provided it
does not reduce the $100 million dedicated in the Governor’s 2009-11
budget for K-12 education. |
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(3) |
The NDCEL
opposes any initiated measure which would restrict the number of tax
dollars from going into the general fund or would limit a school
district from capitalizing on any property valuation increase |
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(4) |
The NDCEL supports
a
simple majority vote to pass mill levy increases and bond issues. |
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(5) |
The NDCEL supports
allowing school boards to establish levies of up to 10 mills for
technology by a simple majority vote of the Board. |
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(6) |
The NDCEL supports
a 20
mill-building fund established by a simple majority vote of the
school board. |
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(7) |
The NDCEL supports
placing 90 percent of the Tobacco Settlement money into the Common
Schools Trust Fund and 10 percent to the Health Department. |
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(8) |
The NDCEL supports
allowing local school districts to levy up to 15 mills which would
be dedicated specifically for funding full day kindergarten by a
simple majority vote of the school board. |
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(9) |
The NDCEL supports
allowing school boards to vote on all
city and county tax abatements. |
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H. |
The NDCEL supports continued state funding for the ETC and the
statewide network. |
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I. |
The NDCEL supports legislation for incentives such as “signing
bonuses,” “housing,” and paying off the salary schedule to attract
and retain certified personnel. |
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J. |
NDCEL recognizes the positive impact that career and technical
education has on students and the state’s economy. Therefore NDCEL
supports the need for funding career and technical education which
provides equitable programming to all students across the state. |
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K. |
NDCEL
supports the funding of the 2009-011 REA $3,000,000 and that it be
included as a part of the state budget and not funded from the
contingency fund.
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L. |
NDCEL
supports state funded ITD delivery (T1) and any upgrades needed to
make schools and school districts capable of delivering greater band
width within and among schools and state agencies. |
| 2. |
REFORM |
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A. |
The NDCEL supports a system of school accreditation that includes
the development of areas of learning, educational standards,
environmental and facilities standards, local implementation plans,
and holds schools accountable for performance. These accreditation
standards should be related to a district’s mission, goals, and
objectives. |
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B. |
The NDCEL supports state-federal-mandated assessments, however,
these tests must: |
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(1) |
Allow
results from multiple assessments and opportunities to retake
assessments to be used in gauging school success. |
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(2) |
Allow
ELL students to
develop language proficiency as determined by a language proficiency
assessment before using their scores in determining AYP.
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(3) |
Employ a
“growth” model to determine student progress/ achievement from year
to year (longitudinally) to allow the tracking of students and
student sub-groups over time. |
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(4) |
Not be administered
to 12th grade students, and consideration should be made
to electronic assessments such as the NWEA MAP. |
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(5) |
Be
useful to educators
concerned about improving the instruction of children and allow
educational agencies direct input into this process with a turn
around time of four to six weeks. |
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(6) |
The
cost of the mandated testing should be fully funded by the state and
federal agencies. |
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(7) |
Not
support any state mandated assessment above and beyond federal
requirements. |
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C.
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The NDCEL supports quality schools, which are defined as locally
driven with a plan for school improvement. Locally derived
performance and content standard should be a part of the curriculum,
and they should be related to a district’s mission, goals, and
objectives. Schools should: |
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(1) |
Provide
educators who are role models who are trained and current in
research and instructional methods. |
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(2) |
Be
supported financially and emotionally by a community interested in
collaboration for children. |
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(3) |
Be focused
on teaching and learning. |
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D. |
The NDCEL supports quality schools,
which are defined as locally driven with a plan for school
improvement. Locally derived performance and content standard should
be a part of the curriculum, and they should be related to a
district’s mission, goals, and objectives. Students should: |
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(1) |
Learn to be
good citizens by understanding and practicing democracy. |
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(2) |
Learn to
respect and get along with others amid an atmosphere of learning and
individual comfort. |
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(3) |
Practice
and understand health and safety. |
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(4) |
Prepare for
the world of work. |
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(5) |
Seek to be
good managers of time and resources. |
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(6) |
Develop
skills in reading, writing, speaking, listening, mathematics, and
problem solving. |
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(7) |
Learn to
examine and use information. |
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(8) |
Appreciate
fine arts and beauty. |
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(9) |
Respect and
understand the world around them. |
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E. |
The NDCEL supports quality schools, which are defined as an
“educational experience” which attempts to provide activities
designed to further the progress of the whole student in relation to
his/her needs, abilities, interests, and achievement. The high
school education offering should include: |
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(1) |
4 Credits
of Language Arts (English); |
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(2) |
4 Credits
of Social Studies; |
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(3) |
4 Credits
of Mathematics; |
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(4) |
4 Credits
of Lab Science; |
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(5) |
1/2 Credit of
Physical Education; |
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(6) |
1/2 Credit of
Health |
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(7) |
6 years
(courses) of Electives to include courses in technology, the arts,
foreign languages, career and technical education, and other
enrichments according to the interests of the student. |
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(8) |
And does not include
any tiered diploma system. |
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F. |
The NDCEL
supports a rigorous and adequately funded curriculum which ensures
North Dakota students are educated in an innovative, relevant,
integrated and challenging system which provides world-class quality
to prepare them as good citizens and take full advantage of
employment opportunities. |
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G. |
The NDCEL supports quality schools, which are defined as performance
and content standards in North Dakota: |
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(1) |
A
school
should be linked to a School Improvement Planning
process via CASI-NCA or the Department of Public Instruction |
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(2) |
Performance
and Content Standards should serve as guides within
the improvement process. Local schools shall retain the right to
select and approve local curriculum. |
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(3) |
Locally selected curriculum should be adopted based on a district’s
mission, goals, and objectives. |
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(4) |
There shall be high standards for all students, which are aligned to
curriculum and instruction and in conjunction with assessments to
measure and recognize academic progress. |
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H. |
The NDCEL strongly opposes using economic sanctions, rewards,
student transfers, vouchers, and ranking of schools based on
performance to “punish” schools to become excellent. |
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I. |
The NDCEL strongly opposes any legislative mandates regarding how
schools should achieve outcomes. The “how to” is best left to the
professionals in the school system. |
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J. |
The NDCEL opposes home education or private schools that are not
accredited by NDDPI and are not taught by licensed teachers. |
| 3.
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ADMINISTRATIVE CREDENTIALS |
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A. |
The NDCEL believes that an adequate number of well-trained,
credentialed school administrators are necessary in each local
school district to provide the leadership required to produce
quality education. The NDCEL supports the current rules for
administrative credentials and
supports basing credential decisions on agreed-upon outcomes and not
just inputs. |
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B. |
The NDCEL
supports the creation of an “Administrative Standards and Practices
Board” for the purpose of setting and reviewing standards for
training and credentialing of school administrators if attempts are
made to change the current rules or move the process to the ESPB. |
| 4. |
RETIREMENT |
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A.
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The NDCEL supports the use of any “margin” in the TFFR funds to be
used to increase benefits for members through the formula. The
NDCEL supports a pre-funded health insurance program using state
funds and not the margin of the Fund. |
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B.
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The NDCEL supports any effort to allow
more portability in pension plans. |
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C.
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The NDCEL supports the current defined
benefit plan used by TFFR as opposed to any defined contribution
plan. |
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D.
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The NDCEL supports allowing retired
members of TFFR to return to work at full salary with full benefits
as long as contributions are paid to TFFR. |
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E.
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The NDCEL supports the development of a
COLA provision in TFFR benefits. |
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F. |
The NDCEL supports
insuring TFFR’s funding level and overall financial health without
impairing legally protected contractual obligations by allowing
school districts, for purposes of determining minimum salary, to
include the employee’s half of TFFR in the determination of minimum
salary for school districts paying both sides of TFFR. |
| 5.
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PROFESSIONAL DEVELOPMENT |
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A.
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The NDCEL supports increased funding for
ND LEAD and Teacher Centers so that appropriate professional
development activities can be provided to administrators and
teachers including but not limited to the following areas. |
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(1)
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Instructional Leadership |
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(2)
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Data Driven Decision Making |
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(3)
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School Safety |
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(4)
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Performance Evaluation |
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(5)
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Leadership to Increase Student Achievement |
| 6.
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SCHOOL CALENDAR/YEAR/DAY: |
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A.
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The NDCEL
supports
local school boards maintaining the authority to
establish the school calendar, school year, and school day and an
increase in the state appropriation for foundation aid that will
allow funding of at least 70% to
provide for a minimum school term of 185 days. The school calendar
must include a minimum of 175 days for instruction, 3 days for
holidays,
2 days for parent-teacher conferences,
and 5 days for professional development activities. If there is a
mandated after Labor Day school start the requirement must also be
imposed on all educational institutions including higher ed. |
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B.
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The NDCEL
believes that the minimum school day should be 6
clock hours for high school students and 6 hours for elementary
students. |
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C.
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The
supports the banking of hours for staff development
days reported to DPI as a part of the calendar report rather than
requested from DPI. |
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D.
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The NDCEL
supports having extended, compensated days for staff
development which are a part of the school calendar. |
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E.
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The NDCEL
supports early dismissals for professional
development activities and that an additional student contact day be
added to the school calendar to compensate for the contact time lost
due to an early dismissal. |
| 7.
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OTHER |
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A.
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The NDCEL supports the use of tobacco funds or state general funds
to fund school nurse programs. |
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B.
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The NDCEL
supports state funding of pre-school education for 3-5 year old
children. |
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C.
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The NDCEL
supports legislation which places an ending date to teacher
negotiations prior to June 1 or impasse shall be declared. |
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D.
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The NDCEL
supports the
use of lottery funds for providing for K-12 professional
development. |
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E.
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The NDCEL supports
funding of elementary summer school and elementary core subject
classes at 20 hour increments up to a total of 60 hours and adding
science and social studies to the list of core courses. |
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F.
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The NDCEL supports
appropriating at least $5,000,000 for
district deferred maintenance and physical plant improvement. |
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G.
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The NDCEL supports
expanding and funding an alternative school or alternative school
day treatment programs at the elementary, middle, and high school
level. |
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H.
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The NDCEL supports
the current rules for administrative credentials
provided it allows state programs in educational leadership to allow
required course preparations which are K-12 in content (curriculum,
school administration, etc.) and can be taught in any sequence order
as long it is an approved program of study. The NDCEL also supports
basing credential decisions on agreed-upon outcomes and not just
inputs. |
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I.
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The NDCEL supports
legislation that requires students to remain in school until they
acquire proficiencies required for graduation or until they reach an
age of 18 provided that adequate funding is available for
enforcement and the provision of adequate educational opportunities
for non-matriculating students. |
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J.
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The NDCEL supports
legislation that would fund PowerSchool
as the student data base and eliminates the current STARS reporting
process and interfaces TIE NET (the State IEP Reporting System) with
PowerSchool. |