A.B.

303
ASSEMBLY BILL NO. 303ASSEMBLYMEN JONES, DICKMAN, FIORE,
MOORE, SHELTON; ARMSTRONG, ELLISON, GARDNER,
MUNFORD, OHRENSCHALL AND TROWBRIDGE
MARCH 13, 2015
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JOINT SPONSOR: SENATOR GUSTAVSON
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Referred to Committee on Education
SUMMARYRevises provisions governing academic standards in
public schools. (BDR 34-886)
FISCAL NOTE: Effect on Local Government: May have Fiscal Impact.
Effect on the State: Yes.
CONTAINS UNFUNDED MANDATE ( 5)
(NOT REQUESTED BY AFFECTED LOCAL GOVERNMENT)
~
EXPLANATION Matter in bolded italics is new; matter between brackets [omitted material] is material to be omitted.

AN ACT relating to education; removing the requirement that a

pupil pass current end-of-course examinations in certain
subject areas; requiring the State Board of Education to
prescribe an examination to determine whether a pupil has
mastered certain standards of content and performance;
voiding the regulations through which the State Board of
Education adopted the Common Core State Standards;
providing for certain former standards in this State to
become effective; and providing other matters properly
relating thereto.
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Legislative Counsels Digest:

Existing law creates the Council to Establish Academic Standards for Public
Schools and requires the Council to: (1) establish standards of content and
performance for certain courses of study; and (2) forward these standards to the
State Board of Education for adoption. (NRS 389.510, 389.520) Existing law
authorizes the State Board to adopt regulations to establish such standards. (NRS
385.080, 389.520) Existing law also requires the State Board to adopt regulations
establishing courses of study and the grade levels for which the courses of study
apply for certain subjects. (NRS 389.0185)

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Section 7 of this bill voids the regulations through which the State Board
adopted the Common Core State Standards on July 1, 2015. Section 7 also makes
the regulations that established standards of content and performance that were in
effect before the State Board adopted the Common Core State Standards effective
upon the repeal of those standards. Sections 5 and 6 of this bill make conforming
changes.
Existing law requires the State Board to adopt regulations that prescribe the
criteria for a pupil to receive a standard high school diploma. Existing law requires
this criteria to include, without limitation, the requirement that a pupil pass end-ofcourse examinations in the subject areas for which the State Board has adopted the
common core standards. (NRS 389.805) This requirement was enacted to assist
with the implementation of Common Core State Standards. Because this bill voids
the Common Core State Standards, section 3 of this bill eliminates this requirement
and instead requires a pupil to successfully complete an examination prescribed by
regulation of the State Board to determine whether the pupil has mastered certain
standards of content and performance. Sections 1, 2 and 4 of this bill make
conforming changes.
Existing law requires the State Board to develop model curriculum for English
language arts and mathematics for each grade level. Existing law also requires the
Department of Education to provide such curriculum to the board of trustees of
each school district and the governing body of each regional training program for
the professional development of teachers and administrators. (NRS 389.0187)
These requirements were enacted to assist school districts with implementation of
the Common Core State Standards by providing teachers in the school districts with
an example from which to instruct pupils or a product for implementing the
Common Core State Standards. (Chapter 109, Statutes of Nevada 2011, p. 476)
Because this bill voids the Common Core State Standards, section 9 of this bill
repeals these requirements.

THE PEOPLE OF THE STATE OF NEVADA, REPRESENTED IN

SENATE AND ASSEMBLY, DO ENACT AS FOLLOWS:
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Section 1. NRS 386.550 is hereby amended to read as follows:

386.550 1. A charter school shall:
(a) Comply with all laws and regulations relating to
discrimination and civil rights.
(b) Remain nonsectarian, including, without limitation, in its
educational programs, policies for admission and employment
practices.
(c) Refrain from charging tuition or fees, levying taxes or
issuing bonds.
(d) Comply with any plan for desegregation ordered by a court
that is in effect in the school district in which the charter school is
located.
(e) Comply with the provisions of chapter 241 of NRS.
(f) Except as otherwise provided in this paragraph, schedule and
provide annually at least as many days of instruction as are required
of other public schools located in the same school district as the
charter school is located. The governing body of a charter school

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may submit a written request to the Superintendent of Public

Instruction for a waiver from providing the days of instruction
required by this paragraph. The Superintendent of Public Instruction
may grant such a request if the governing body demonstrates to the
satisfaction of the Superintendent that:
(1) Extenuating circumstances exist to justify the waiver; and
(2) The charter school will provide at least as many hours or
minutes of instruction as would be provided under a program
consisting of 180 days.
(g) Cooperate with the board of trustees of the school district in
the administration of the examinations administered pursuant to
NRS 389.550 and, if the charter school enrolls pupils at a high
school grade level, the [end-of-course examinations administered]
examination prescribed by the State Board pursuant to subsection
2 of NRS 389.805 and the college and career readiness assessment
administered pursuant to NRS 389.807 to the pupils who are
enrolled in the charter school.
(h) Comply with applicable statutes and regulations governing
the achievement and proficiency of pupils in this State.
(i) Provide instruction in the core academic subjects set forth in
subsection 1 of NRS 389.018, as applicable for the grade levels of
pupils who are enrolled in the charter school, and provide at least
the courses of study that are required of pupils by statute or
regulation for promotion to the next grade or graduation from a
public high school and require the pupils who are enrolled in the
charter school to take those courses of study. This paragraph does
not preclude a charter school from offering, or requiring the pupils
who are enrolled in the charter school to take, other courses of study
that are required by statute or regulation.
(j) If the parent or legal guardian of a child submits an
application to enroll in kindergarten, first grade or second grade at
the charter school, comply with NRS 392.040 regarding the ages for
enrollment in those grades.
(k) Refrain from using public money to purchase real property
or buildings without the approval of the sponsor.
(l) Hold harmless, indemnify and defend the sponsor of the
charter school against any claim or liability arising from an act or
omission by the governing body of the charter school or an
employee or officer of the charter school. An action at law may not
be maintained against the sponsor of a charter school for any cause
of action for which the charter school has obtained liability
insurance.
(m) Provide written notice to the parents or legal guardians of
pupils in grades 9 to 12, inclusive, who are enrolled in the charter
school of whether the charter school is accredited by the

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Commission on Schools of the Northwest Association of Schools

and of Colleges and Universities.
(n) Adopt a final budget in accordance with the regulations
adopted by the Department. A charter school is not required to adopt
a final budget pursuant to NRS 354.598 or otherwise comply with
the provisions of chapter 354 of NRS.
(o) If the charter school provides a program of distance
education pursuant to NRS 388.820 to 388.874, inclusive, comply
with all statutes and regulations that are applicable to a program of
distance education for purposes of the operation of the program.
2. A charter school shall not provide instruction through a
program of distance education to children who are exempt from
compulsory attendance authorized by the State Board pursuant to
subsection 1 of NRS 392.070. As used in this subsection, distance
education has the meaning ascribed to it in NRS 388.826.
Sec. 2. NRS 386.740 is hereby amended to read as follows:
386.740 1. Each empowerment plan for a school must:
(a) Set forth the manner by which the school will be governed;
(b) Set forth the proposed budget for the school, including,
without limitation, the cost of carrying out the empowerment plan,
and the manner by which the money apportioned to the school will
be administered;
(c) Prescribe the academic plan for the school, including,
without limitation, the manner by which courses of study will be
provided to the pupils enrolled in the school and any special
programs that will be offered for pupils;
(d) Prescribe the manner by which the achievement of pupils
will be measured and reported for the school, including, without
limitation, the results of the pupils on the examinations administered
pursuant to NRS 389.550 and, if applicable for the grade levels of
the empowerment school, the [end-of-course examinations
administered] examination prescribed by the State Board pursuant
to subsection 2 of NRS 389.805 and the college and career
readiness assessment administered pursuant to NRS 389.807;
(e) Prescribe the manner by which teachers and other licensed
educational personnel will be selected and hired for the school,
which must be determined and negotiated pursuant to chapter 288 of
NRS;
(f) Prescribe the manner by which all other staff for the school
will be selected and hired, which must be determined and negotiated
pursuant to chapter 288 of NRS;
(g) Indicate whether the empowerment plan will offer an
incentive pay structure for staff and a description of that pay
structure, if applicable;

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(h) Indicate the intended ratio of pupils to teachers at the school,

designated by grade level, which must comply with NRS 388.700 or
388.720, as applicable;
(i) Provide a description of the professional development that
will be offered to the teachers and other licensed educational
personnel employed at the school;
(j) Prescribe the manner by which the empowerment plan will
increase the involvement of parents and legal guardians of pupils
enrolled in the school;
(k) Comply with the plan to improve the achievement of the
pupils enrolled in the school prepared pursuant to NRS 385.357;
(l) Address the specific educational needs and concerns of the
pupils who are enrolled in the school; and
(m) Set forth the calendar and schedule for the school.
2. If the empowerment plan includes an incentive pay structure,
that pay structure must:
(a) Provide an incentive for all staff employed at the school;
(b) Set forth the standards that must be achieved by the pupils
enrolled in the school and any other measurable objectives that must
be met to be eligible for incentive pay; and
(c) Be in addition to the salary or hourly rate of pay negotiated
pursuant to chapter 288 of NRS that is otherwise payable to the
employee.
3. An empowerment plan may:
(a) Request a waiver from a statute contained in this title or a
regulation of the State Board or the Department.
(b) Identify the services of the school district which the school
wishes to receive, including, without limitation, professional
development, transportation, food services and discretionary
services. Upon approval of the empowerment plan, the school
district may deduct from the total apportionment to the
empowerment school the costs of such services.
4. For purposes of determining the budget pursuant to
paragraph (b) of subsection 1, if a public school which converts to
an empowerment school is a:
(a) Charter school, the amount of the budget is the amount equal
to the apportionments and allowances from the State Distributive
School Account pursuant to NRS 387.121 to 387.126, inclusive, and
its proportionate share of any other money available from federal,
state or local sources that the school or the pupils enrolled in the
school are eligible to receive.
(b) Public school, other than a charter school, the empowerment
team for the school shall have discretion of 90 percent of the amount
of money from the state financial aid and local funds that the school
district apportions for the school, without regard to any line-item

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specifications or specific uses determined advisable by the school

district, unless the empowerment team determines that a lesser
amount is necessary to carry out the empowerment plan.
Sec. 3. NRS 389.805 is hereby amended to read as follows:
389.805 1. A pupil with a disability who does not satisfy the
requirements for receipt of a standard high school diploma may
receive a diploma designated as an adjusted diploma if the pupil
satisfies the requirements set forth in his or her individualized
education program. As used in this subsection, individualized
education program has the meaning ascribed to it in 20 U.S.C.
1414(d)(1)(A).
2. The State Board shall adopt regulations that prescribe the [:
(a) Criteria] criteria for a pupil to receive a standard high school
diploma, which must include, without limitation, the requirement
that [:
(1) Commencing with the 2014-2015 school year and each
school year thereafter, a pupil enrolled] a pupil:
(a) Enrolled in grade 11 take the college and career readiness
assessment administered pursuant to NRS 389.807;
[(2) Commencing with the 2014-2015 school year and each
school year thereafter, a pupil enroll]
(b) Enroll in the courses of study designed to prepare the pupil
for graduation from high school and for readiness for college and
career; and
[(3) Commencing with the 2014-2015 school year and each
school year thereafter, a pupil pass at least four end-of-course
examinations prescribed pursuant to paragraph (b).
(b) Courses of study in which pupils must pass the end-ofcourse examinations required by subparagraph (3) of paragraph (a),
which must include, without limitation, the subject areas for which
the State Board has adopted the common core standards and which
may include any other courses of study prescribed by the State
Board.]
(c) [The maximum number of times, if any, that a pupil is
allowed to take the end-of-course examinations if the pupil fails to
pass the examinations after the first administration.] Successfully
complete an examination prescribed by the State Board to
determine whether the pupil has mastered the standards of content
and performance established by the Council to Establish
Academic Standards for Public Schools pursuant to NRS 389.520.
3. The criteria prescribed by the State Board pursuant to
subsection 2 for a pupil to receive a standard high school diploma
must not include the results of the pupil on the college and career
readiness assessment administered to the pupil in grade 11 pursuant
to NRS 389.807.

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4. If a pupil does not satisfy the requirements prescribed by the

State Board to receive a standard high school diploma, the pupil
must not be issued a certificate of attendance or any other document
indicating that the pupil attended high school but did not satisfy the
requirements for such a diploma. The provisions of this subsection
do not apply to a pupil who receives an adjusted diploma pursuant
to subsection 1.
Sec. 4. NRS 389.809 is hereby amended to read as follows:
389.809 1. The Department shall develop an informational
pamphlet concerning the [end-of-course examinations required]
examination prescribed by the State Board pursuant to subsection
2 of NRS 389.805 and the college and career readiness assessment
administered pursuant to NRS 389.807 for pupils who are enrolled
in junior high, middle school and high school, and their parents and
legal guardians. The pamphlet must include a written explanation of
the:
(a) Importance of [passing] successfully completing the [end-ofcourse examinations] examination prescribed by the State Board
pursuant to subsection 2 of NRS 389.805 and the importance of
taking the college and career readiness assessment;
(b) Courses of study [for which the end-of-course examinations
are administered] tested on the examination prescribed by the State
Board pursuant to subsection 2 of NRS 389.805 and the subject
areas tested on the college and career readiness assessment; and
(c) Format for the [end-of-course examinations] examination
prescribed by the State Board pursuant to subsection 2 of NRS
389.805 and the college and career readiness assessment, including,
without limitation, the range of items that are contained on the
examinations and the assessment . [; and
(d) Maximum number of times, if any, that a pupil is allowed to
take the end-of-course examinations if the pupil fails to pass the
examinations after the first administration.]
2. The Department shall review the pamphlet on an annual
basis and make such revisions to the pamphlet as it considers
necessary to ensure that pupils and their parents or legal guardians
fully understand the [end-of-course examinations] examination
prescribed by the State Board pursuant to subsection 2 of NRS
389.805 and the college and career readiness assessment.
3. On or before September 1, the Department shall provide a
copy of the pamphlet or revised pamphlet to the board of trustees of
each school district and the governing body of each charter school
that includes pupils enrolled in a junior high, middle school or high
school grade level.
4. The board of trustees of each school district shall provide a
copy of the pamphlet to each junior high, middle school or high

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school within the school district for posting. The governing body of
each charter school shall ensure that a copy of the pamphlet is
posted at the charter school. Each principal of a junior high, middle
school, high school or charter school shall ensure that the teachers,
counselors and administrators employed at the school fully
understand the contents of the pamphlet.
5. On or before October 1, the:
(a) Board of trustees of each school district shall provide a copy
of the pamphlet to each pupil who is enrolled in a junior high,
middle school or high school of the school district and to the parents
or legal guardians of such a pupil.
(b) Governing body of each charter school shall provide a copy
of the pamphlet to each pupil who is enrolled in the charter school at
a junior high, middle school or high school grade level and to the
parents or legal guardians of such a pupil.
Sec. 5. NRS 391.544 is hereby amended to read as follows:
391.544 1. Based upon the assessment of needs for training
within the region and priorities of training adopted by the governing
body pursuant to NRS 391.540, each regional training program shall
provide:
(a) Training for teachers and other licensed educational
personnel in the:
(1) Standards established by the Council to Establish
Academic Standards for Public Schools pursuant to NRS 389.520;
(2) [Curriculum and instruction required for the common
core state standards adopted by the State Board;
(3)] Curriculum and instruction recommended by the
Teachers and Leaders Council of Nevada; and
[(4)] (3) Culturally relevant pedagogy, taking into account
cultural diversity and demographic differences throughout this State.
(b) Through the Nevada Early Literacy Intervention Program
established for the regional training program, training for teachers
who teach kindergarten and grades 1, 2 or 3 on methods to teach
fundamental reading skills, including, without limitation:
(1) Phonemic awareness;
(2) Phonics;
(3) Vocabulary;
(4) Fluency;
(5) Comprehension; and
(6) Motivation.
(c) Training for administrators who conduct the evaluations
required pursuant to NRS 391.3125 and 391.3127 relating to the
manner in which such evaluations are conducted. Such training must
be developed in consultation with the Teachers and Leaders Council
of Nevada created by NRS 391.455.

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(d) Training for teachers, administrators and other licensed

educational personnel relating to correcting deficiencies and
addressing recommendations for improvement in performance that
are identified in the evaluations conducted pursuant to NRS
391.3125 or 391.3127.
(e) At least one of the following types of training:
(1) Training for teachers and school administrators in the
assessment and measurement of pupil achievement and the effective
methods to analyze the test results and scores of pupils to improve
the achievement and proficiency of pupils.
(2) Training for teachers in specific content areas to enable
the teachers to provide a higher level of instruction in their
respective fields of teaching. Such training must include instruction
in effective methods to teach in a content area provided by teachers
who are considered masters in that content area.
(3) In addition to the training provided pursuant to paragraph
(b), training for teachers in the methods to teach basic skills to
pupils, such as providing instruction in reading with the use of
phonics and providing instruction in basic skills of mathematics
computation.
(f) In accordance with the program established by the Statewide
Council pursuant to paragraph (b) of subsection 2 of NRS 391.520
training for:
(1) Teachers on how to engage parents and families,
including, without limitation, disengaged families, in the education
of their children and to build the capacity of parents and families to
support the learning and academic achievement of their children.
(2) Training for teachers and paraprofessionals on working
with parent liaisons in public schools to carry out strategies and
practices for effective parental involvement and family engagement.
2. The training required pursuant to subsection 1 must:
(a) Include the activities set forth in 20 U.S.C. 7801(34), as
deemed appropriate by the governing body for the type of training
offered.
(b) Include appropriate procedures to ensure follow-up training
for teachers and administrators who have received training through
the program.
(c) Incorporate training that addresses the educational needs of:
(1) Pupils with disabilities who participate in programs of
special education; and
(2) Pupils who are limited English proficient.
3. The governing body of each regional training program shall
prepare and maintain a list that identifies programs for the
professional development of teachers and administrators that
successfully incorporate:

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(a) The standards of content and performance established by the

Council to Establish Academic Standards for Public Schools
pursuant to NRS 389.520;
(b) Fundamental reading skills; and
(c) Other training listed in subsection 1.
The governing body shall provide a copy of the list on an annual
basis to school districts for dissemination to teachers and
administrators.
4. A regional training program may include model classrooms
that demonstrate the use of educational technology for teaching and
learning.
5. A regional training program may contract with the board of
trustees of a school district that is served by the regional training
program as set forth in NRS 391.512 to provide professional
development to the teachers and administrators employed by the
school district that is in addition to the training required by this
section. Any training provided pursuant to this subsection must
include the activities set forth in 20 U.S.C. 7801(34), as deemed
appropriate by the governing body for the type of training offered.
6. To the extent money is available from legislative
appropriation or otherwise, a regional training program may provide
training to paraprofessionals.
Sec. 6. NRS 391.556 is hereby amended to read as follows:
391.556 The board of trustees of each school district shall
submit an annual report to the State Board, the Commission, the
Legislative Committee on Education and the Legislative Bureau of
Educational Accountability and Program Evaluation that includes
for the immediately preceding year:
1. The number of teachers and administrators employed by the
school district who received training through the program,
including, without limitation, the type of training received.
2. An evaluation of whether that training included the:
(a) Standards of content and performance established by the
Council to Establish Academic Standards for Public Schools
pursuant to NRS 389.520;
(b) [Curriculum and instruction required for the common core
standards adopted by the State Board;
(c)] Curriculum and instruction recommended by the Teachers
and Leaders Council of Nevada; and
[(d)] (c) Culturally relevant pedagogy, taking into account
cultural diversity and demographic differences throughout this State.
3. An evaluation of the effectiveness of the training on
improving the quality of instruction and the achievement of pupils.
Sec. 7. The regulations adopted by the State Board of
Education in LCB File No. R019-11, which was approved by the

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Legislative Commission and filed with the Secretary of State on

May 30, 2012, are hereby declared void effective July 1, 2015. Any
regulations that were amended or repealed by LCB File No. R01911 become enforceable on July 1, 2015, as they existed before the
adoption of that regulation.
Sec. 8. The provisions of NRS 354.599 do not apply to any
additional expenses of a local government that are related to the
provisions of this act.
Sec. 9. NRS 389.0187 is hereby repealed.
Sec. 10. This act becomes effective on July 1, 2015.

TEXT OF REPEALED SECTION

389.0187 Development of model curriculum for English

language arts and mathematics; distribution; authorized use by
teachers and regional training programs for professional
development.
1. The State Board shall develop a model curriculum for the
subject areas of English language arts and mathematics for each
grade level in kindergarten and grades 1 to 12, inclusive.
2. The Department shall provide each model curriculum
developed pursuant to subsection 1 to:
(a) The board of trustees of each school district; and
(b) The governing body of each regional training program for
the professional development of teachers and administrators.
3. The Department shall provide to the governing body of each
charter school the model curriculum developed pursuant to
subsection 1 for the grade levels taught at the charter school.
4. The board of trustees of each school district shall make
available to each public school within the school district the model
curriculum for the grade levels taught at the public school.
5. The model curriculum may be used as a guide by teachers
and administrators in developing class lesson plans to ensure
compliance with the academic standards adopted for English
language arts and mathematics.
6. The governing body of each regional training program for
the professional development of teachers and administrators may
use the model curriculum in the provision of training to teachers and
administrators to ensure compliance with the academic standards
adopted for English language arts and mathematics.

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