Provides for a comprehensive education accountability system that will recognize schools that have done an exemplary job of raising student achievement; target persistently low-achieving schools; implement the state board of education's accountability index for schools in need of improvement; and use intervention models and state funds through a required action process beginning in 2013.   Official Text and Analysis.

Modifies and clarifies numerous provisions in the bill, including the requirement that the State Board of Education must have ongoing collaboration with the Achievement Gap Oversight and Accountability Committee; and that the minimum evaluation criteria for classroom teachers must be expanded to include collaborating, not just communicating, with parents and school community.

To provide that if, after three years of in-service training and mentoring, a classroom teacher lacks improvement and the unsuccessful improvement is found to be detrimental to students' academic progress, the principal may initiate dismissal proceedings.

To strike the underlyind bill and make the following changes: clarifies that the required action districts are those districts that are among the lowest-achieving 5% of Title I or Title Ieligible schools. Clarifies that the service regions for institutions of higher education established by the HECB must be established to encourage and support, not exclude, the reach of public institutions of higher education across the state. Removes the language addressing tenured and provisional certificated staff. If after 3 years of unsuccessful improvement based on the inservice training and mentoring and after a finding that the lack of a teacher's progress in improving his or her teaching skills is detrimental to the academic performance of their students, the principal may initiate an action to dismiss the teacher. The teacher is given written notice of this action and an opportunity to provide rebuttal information in an informal meeting with the principal. Within ten days following the meeting, the principal is required to reinstate the teacher or recommend that the school board terminate the employee. At the meeting of the school board, the teacher is given the opportunity to provide rebuttal information in writing and verbally. If the school board decides to terminate the teacher, its decision is final and cannot be appealed. After September 1, 2011, school district collective bargaining agreements are required to include provisions consistent with this process. Removes the requirement that the parent representative on the group that will create models for implementing the teacher and principal evaluation system criteria, student growth tools, professional development programs, and evaluator training be chosen via a lottery system.

To add to the minimum criteria for teacher evaluation that "objective and comparable measures of student growth" must be used to demonstrate effective teaching practices.

To require the common statewide models to be adopted for use in 2011-12 in the set of school districts that were selected to participate in their development in 2010-11, and then requires the models to be pilot-tested by all school districts with at least some employees in 2012-13.

To provide for a new authority and process for the Superintendent of Public Instruction (SPI) and the State Board of Education (SBE) to enact an accountability system that recognizes successful schools and requires certain actions by school districts in which, according to federal definitions, at least one school falls among the lowest 5 percent of persistently low-achieving schools.

Creates a Required Action Review Panel to hear requests for reconsideration if the SBE rejects a school district's Plan and creates a Joint Select Committee to examine options and models for consequences and significant state action in the case of persistent lack of improvement by a Required Action district. Requires the SBCTC to select up to three community colleges to offer a baccalaureate degree plus teaching certificate in a subject matter shortage area, subject to degree and certificate program approval procedures. The amendment sets baseline values for Basic Education funding, as recommended by a technical working group and the QEC, for the prototypical school funding formula adopted in 2009 legislation, effective September 1, 2011.

Changes an effective date in the bill from April to July.

Establishes a process for a local school board to create Innovation Schools or groups of schools called an Innovation School Zone. Encourages Required Action districts to implement Innovation Schools in their persistently lowest performing schools, as long as the Innovation School Plan meets the requirements of a federal innovation model for receipt of federal school improvement funds.

Removes provisions that require the State Board for Community and Technical Colleges to select up to three community colleges to offer a baccalaureate degree plus teaching certification in a shortage subject area. Directs the Council of Presidents to convene an inter-institutional work group to implement plans prepared by the four-year institutions of higher education in response to a proviso in the 2009-2011 biennial budget regarding increasing the number of mathematics and science teachers. Requires the COP to report to the Education and Higher Education Committees on demonstrated progress toward achieving the outcomes identified in the plans by December 31, 2011.

Corrects the minimum allocation of staffing units for Central Administration to be 5.30% of the other staffing allocations in the funding formula, rather than 5.45%.

Within the prototypical school funding formula, phases in enhanced allocations to reduce K-3 class size to no more than 17.0 students per classroom teacher rather than 15.0 students, over a five-year period. Phases in enhanced allocations for maintenance, supplies, and operating costs over a four-year period (2011-12 to 2014-15) rather than a three-year period.

Provides authority and specifies a process for the Superintendent of Public Instruction (SPI) and the State Board of Education to implement an accountability system that recognizes successful schools and requires certain actions by school districts with persistently lowest-achieving schools, according to federal definitions. The bill establishes a new process for transferring principals to a subordinate position, which applies only to principals hired after the bill takes effect and in school districts with more than 35,000 students. It requires public colleges of education that offer residency certification to submit a proposal to offer an alternative route program. The bill also sets forth in statute numeric values for the Basic Education prototypical school funding formula adopted in 2009, to take effect September 1, 2011 and adopts a schedule for phasing in kindergarten through third grade class size reduction, increased funding for maintenance, supplies, and operating costs, and full-day kindergarten.

Provides authority and specifies a process for the Superintendent of Public Instruction (SPI) and the State Board of Education to implement an accountability system that recognizes successful schools and requires certain actions by school districts with persistently lowest-achieving schools, according to federal definitions. Requires development and implementation of new classroom teacher and principal four-level rating evaluation systems with specified minimum criteria, and extends provisional status for non-supervisory certificated staff from two to three years. Requires public colleges of education that offer residency certification to submit a proposal to offer an alternative route program. It also authorizes the SPI to provisionally adopt, by August 2, 2010, the Common Core Standards developed by a multi-state consortium, but prohibits implementation until the Legislature has an opportunity for review.

Provides authority and specifies a process for the Superintendent of Public Instruction (SPI) and the State Board of Education to implement an accountability system that recognizes successful schools and requires certain actions by school districts with persistently lowest-achieving schools, according to federal definitions.

Provides authority and specifies a process for the Superintendent of Public Instruction (SPI) and the State Board of Education to implement an accountability system that recognizes successful schools and requires certain actions by school districts with persistently lowest-achieving schools, according to federal definitions.