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The BRIDGE Bill HB 400. Building Resourceful Individuals to Develop Georgia’s Economy Act. Applicability. 20-2-326 Provides common definitions 20-2-234 Articulation agreements and student advisement 20-2328 Competitive grant subject to appropriations

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The bridge bill hb 400

The BRIDGE BillHB 400

Building Resourceful Individuals to Develop Georgia’s Economy Act


Applicability
Applicability

  • 20-2-326 Provides common definitions

  • 20-2-234 Articulation agreements and student advisement

  • 20-2328 Competitive grant subject to appropriations

  • 20-2-329 High schools that receive a grant


  • Articulation-means agreement between a high school and a postsecondary institution regarding the awarding of both secondary and postsecondary credit for a dual enrollment course


Essential requirements
Essential Requirements

  • Student performance at the advanced proficiency/honors level on any assessments required for purposes of high school graduation shall be recognized as:

    Meeting postsecondary entrance test requirements, and

    Qualifying students to enroll in credit-bearing postsecondary course work in accordance with policies and requirements established by the State Board of Education, the Board of Regents of the University System of Georgia, and the State Board of Technical and Adult Education


Secondary and postsecondary credit
Secondary and Postsecondary Credit

  • Shall be awarded immediately upon successful completion of any articulated or dual enrollment course in accordance with policies and requirements established by the State Board of Education, the Board of Regents of the University System of Georgia, and the State Board of Technical and Adult Education


Beginning with the 2010 2011 school year
Beginning With the 2010-2011 School Year

  • Students in the sixth, seventh, and eighth grades shall be provided counseling, advisement, career awareness, career interest inventories, and information to assist them in evaluating their academic skills and career interests.


The individual graduation plan
The Individual Graduation Plan

  • Before the end of the second semester of the eighth grade, students shall develop an individual graduation plan in consultation with their parents, guardians, or individuals appointed by the parents or guardians to serve as their designee.


High school guidance
High School Guidance

  • High school students shall be provided guidance, advisement, and counseling annually that will enable them to successfully complete their individual graduation plans, preparing them for a seamless transition to postsecondary study, further training, or employment.


Components of the individual graduation plan
Components of the Individual Graduation Plan

  • Includes rigorous academic core subjects and focused work in:

  • Mathematics and science or

  • Humanities, fine arts, and foreign language or

  • Sequenced career pathway coursework


Other components
Other Components

  • Incorporate provisions of IEP where applicable

  • Align educational and broad career goals and a student’s course of study

  • Be based on the student's selected academic and career focus area as approved by the student’s parent or guardian

  • Include experience based, career oriented learning experiences which may include, but not be limited to, internships, apprenticeships, mentoring, co-op education, and service learning


The individual education plan should
The Individual Education Plan Should

  • Should include opportunities for postsecondary studies through articulation, dual enrollment and joint enrollment

  • Be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and qualify the student for admission to postsecondary education

  • Be approved by the student and the student's parent or guardian with guidance from the student's counselor or teacher advisor


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