"NEW SECTION.  Sec. 1   It is the intent of the legislature to focus additional investments in K-12 education on educational support services and programs that research demonstrates have a low risk of failure, a good return on investment, and positive student outcomes. Furthermore, the legislature intends to direct additional resources toward students who need supplemental instruction and services in order to provide them with the opportunity to learn and be successful; support strategies to recruit, develop, mentor, and provide ongoing support for excellent educators; and promote a system of policies and services aimed to get students through high school and ready for career and college.

Sec. 101   RCW 28A.150.260 and 2011 1st sp.s. c 27 s 2 are each amended to read as follows:
     The purpose of this section is to provide for the allocation of state funding that the legislature deems necessary to support school districts in offering the minimum instructional program of basic education under RCW 28A.150.220. The allocation shall be determined as follows:
     (1) The governor shall and the superintendent of public instruction may recommend to the legislature a formula for the distribution of a basic education instructional allocation for each common school district.
     (2) The distribution formula under this section shall be for allocation purposes only. Except as may be required under chapter 28A.155, 28A.165, 28A.180, or 28A.185 RCW, or federal laws and regulations, nothing in this section requires school districts to use basic education instructional funds to implement a particular instructional approach or service. Nothing in this section requires school districts to maintain a particular classroom teacher-to-student ratio or other staff-to-student ratio or to use allocated funds to pay for particular types or classifications of staff. Nothing in this section entitles an individual teacher to a particular teacher planning period.
     (3)(a) To the extent the technical details of the formula have been adopted by the legislature and except when specifically provided as a school district allocation, the distribution formula for the basic education instructional allocation shall be based on minimum staffing and nonstaff costs the legislature deems necessary to support instruction and operations in prototypical schools serving high, middle, and elementary school students as provided in this section. The use of prototypical schools for the distribution formula does not constitute legislative intent that schools should be operated or structured in a similar fashion as the prototypes. Prototypical schools illustrate the level of resources needed to operate a school of a particular size with particular types and grade levels of students using commonly understood terms and inputs, such as class size, hours of instruction, and various categories of school staff. It is the intent that the funding allocations to school districts be adjusted from the school prototypes based on the actual number of annual average full-time equivalent students in each grade level at each school in the district and not based on the grade-level configuration of the school to the extent that data is available. The allocations shall be further adjusted from the school prototypes with minimum allocations for small schools and to reflect other factors identified in the omnibus appropriations act.
     (b) For the purposes of this section, prototypical schools are defined as follows:
     (i) A prototypical high school has six hundred average annual full-time equivalent students in grades nine through twelve;
     (ii) A prototypical middle school has four hundred thirty-two average annual full-time equivalent students in grades seven and eight; and
     (iii) A prototypical elementary school has four hundred average annual full-time equivalent students in grades kindergarten through six.
     (4)(a) The minimum allocation for each level of prototypical school shall be based on the number of full-time equivalent classroom teachers needed to provide instruction over the minimum required annual instructional hours under RCW 28A.150.220 and provide at least one teacher planning period per school day, and based on the following general education average class size of full-time equivalent students per teacher:

       General education
       average
       class size
Grades K-3 . . . . . . . . . . . . 25.23
Grade 4 . . . . . . . . . . . . 27.00
Grades 5-6 . . . . . . . . . . . . 27.00
Grades 7-8 . . . . . . . . . . . . 28.53
Grades 9-12 . . . . . . . . . . . . 28.74

     (b) During the 2011-2013 biennium and beginning with schools with the highest percentage of students eligible for free and reduced-price meals in the prior school year, the general education average class size for grades K-3 shall be reduced until the average class size funded under this subsection (4) is no more than 17.0 full-time equivalent students per teacher beginning in the 2017-18 school year.
     (c) The minimum allocation for each prototypical middle and high school shall also provide for full-time equivalent classroom teachers based on the following number of full-time equivalent students per teacher in career and technical education:

       Career and technical
       education average
       class size
Approved career and technical education offered at
the middle school and high school level . . . . . . . . . . . . 26.57
Skill center programs meeting the standards established
by the office of the superintendent of public
instruction . . . . . . . . . . . . 22.76

     (d) In addition, the omnibus appropriations act shall at a minimum specify:
     (i) A high-poverty average class size in schools where more than fifty percent of the students are eligible for free and reduced-price meals; and
     (ii) A specialty average class size for laboratory science, advanced placement, and international baccalaureate courses.
     (5) The minimum allocation for each level of prototypical school shall include allocations for the following types of staff in addition to classroom teachers:
     

Sec. 102   RCW 28A.165.015 and 2009 c 548 s 702 are each amended to read as follows:
     Unless the context clearly indicates otherwise the definitions in this section apply throughout this chapter.
     (1) (("Approved program" means a program submitted to and approved by the office of the superintendent of public instruction and conducted pursuant to the plan that addresses the required elements as provided for in this chapter.
     (2))) "Basic skills areas" means reading, writing, ((and)) mathematics, and science as well as readiness associated with these skills.
     (((3))) (2) "Participating student" means a student in kindergarten through grade twelve who scores below standard for his or her grade level on the statewide student assessments or other assessments administered by the school or district and who is identified ((in)) by the ((approved plan)) district to receive services.
     (((4))) (3) "Statewide student assessments" means one or more of the ((several basic skills assessments administered as part of the state's student assessment system, and assessments in the basic skills areas administered by local school districts)) assessments administered by school districts as required under RCW 28A.655.070.
     (((5))) (4) "Underachieving students" means students with the greatest academic deficits in basic skills as identified by the statewide, school, or district assessments.

NEW SECTION.  Sec. 103   A new section is added to chapter 28A.165 RCW to read as follows:
     (1) Each school district receiving learning assistance program funds must:
     (a) Use one or more of the curricula or instructional programs recommended by the office of the superintendent of public instruction under subsection (3) of this section or an alternative program as permitted under subsection (4) of this section to provide supplemental instruction to participating students;
     (b) Record each participating student in the statewide individual student data system;
     (c) Monitor and document the performance and progress of participating students, using multiple sources of performance data. When the office of the superintendent of public instruction has the capacity to provide data on individual student growth or student growth percentiles using the statewide student assessment, the school district must include this data in its monitoring of the performance of participating students;
     (d) Conduct an annual evaluation of the program by analyzing the performance data for participating students compared to the chosen instructional strategies and curriculum, qualifications and training of staff, and other relevant factors; and
     (e) Prepare and submit to the office of the superintendent of public instruction a year-end report on the learning assistance program, using a common format prepared by the office. The office must design the report so that information required in the report is not already collected by the state through another source.
     (2) The year-end report submitted by each district receiving learning assistance program funds must include:
     (a) The processes, assessments, and criteria used to identify the underachieving students served by the program;
     (b) The schools or sites that provided program services during the year;
     (c) Which curricula or instructional programs were used during the year and at which school or site;
     (d) Summary data on total expenditures and average expenditures per participating student attributable to learning assistance program funds, by school or program site and at the district level;
     (e) A summary of the annual evaluation for the program, including a summary of the results of the district's analysis of performance data for participating students; and
     (f) The program changes the school district intends to make for the ensuing year based on the evaluation results, and the outcomes expected from those changes.
     (3) The office of the superintendent of public instruction shall publish a list of recommended supplemental curricula or instructional programs for use in the learning assistance program. The office shall compile the list in consultation with the Washington state institute for public policy and other national or regional research organizations based on research evidence indicating the curricula or instructional programs are associated with increased student achievement. The office must update the list periodically.
     (4) School districts may use a curriculum or instructional program that is not on the list developed under subsection (3) of this section for one school year. If the district is able to demonstrate increased achievement for participating students, the office of the superintendent of public instruction shall approve use of the program by the district for one additional school year. Subsequent annual approval to use the alternative curriculum or program by the office is dependent on the district continuing to demonstrate increased achievement for participating students.

Sec. 104   RCW 28A.165.055 and 2009 c 548 s 703 are each amended to read as follows:
     ((Each school district with an approved program is eligible for state funds provided for the learning assistance program.)) The funds for the learning assistance program shall be appropriated for the learning assistance program and distributed to school districts in accordance with RCW 28A.150.260 and the omnibus appropriations act. The distribution formula is for school district allocation purposes only, but funds appropriated for the learning assistance program must be expended for the purposes of RCW 28A.165.005 through 28A.165.065 and section 103 of this act.

Sec. 105   RCW 28A.165.065 and 2004 c 20 s 7 are each amended to read as follows:
     To ensure that school districts are meeting the requirements of ((an approved program)) this chapter, the superintendent of public instruction shall monitor ((such)) learning assistance programs no less than once every four years. ((Individual student records shall be maintained at the school district.)) The primary purpose of program monitoring is to evaluate the effectiveness of a district's allocation and expenditure of resources, choice of curricula and instructional programs, and other program components on improving student achievement. The office of the superintendent of public instruction may provide technical assistance to school districts to improve the effectiveness of a learning assistance program.

Sec. 106   RCW 28A.320.190 and 2009 c 578 s 2 are each amended to read as follows:
     (1) The extended learning opportunities program is created for eligible ((eleventh and)) ninth through twelfth grade students who are not on track to meet local or state graduation requirements as well as eighth grade students who need additional assistance in order to have the opportunity for a successful entry into high school. The program shall provide early notification of graduation status and information on education opportunities including preapprenticeship programs that are available.
     (2) Under the extended learning opportunities program and to the extent funds are available for that purpose, districts shall make available to students in grade twelve who have failed to meet one or more local or state graduation requirements the option of continuing enrollment in the school district in accordance with RCW 28A.225.160. Districts are authorized to use basic education program funding to provide instruction to eligible students under RCW 28A.150.220(((3))) (5).
     (3) Under the extended learning opportunities program, instructional services for eligible students can occur during the regular school day, evenings, on weekends, or at a time and location deemed appropriate by the school district, including the educational service district, in order to meet the needs of these students. Instructional services provided under this section do not include services offered at private schools. Instructional services can include, but are not limited to, the following:
     (a) Individual or small group instruction;
     (b) Instruction in English language arts and/or mathematics that eligible students need to pass all or part of the ((Washington)) state high school assessment ((of student learning));
     (c) Attendance in a public high school or public alternative school classes or at a skill center;
     (d) Inclusion in remediation programs, including summer school;
     (e) Language development instruction for English language learners;
     (f) Online curriculum and instructional support, including programs for credit retrieval and ((Washington)) state assessment ((of student learning)) preparatory classes; and
     (g) Reading improvement specialists available at the educational service districts to serve eighth((, eleventh, and)) through twelfth grade educators through professional development in accordance with RCW 28A.415.350. The reading improvement specialist may also provide direct services to eligible students and those students electing to continue a fifth year in a high school program who are still struggling with basic reading skills.

Sec. 107   RCW 28A.180.030 and 2001 1st sp.s. c 6 s 3 are each amended to read as follows:
     As used throughout this chapter, unless the context clearly indicates otherwise:
     (1) "Transitional bilingual instruction" means:
     (a) A system of instruction which uses two languages, one of which is English, as a means of instruction to build upon and expand language skills to enable the pupil to achieve competency in English. Concepts and information are introduced in the primary language and reinforced in the second language: PROVIDED, That the program shall include testing in the subject matter in English; or
     (b) In those cases in which the use of two languages is not practicable as established by the superintendent of public instruction and unless otherwise prohibited by law, an alternative system of instruction which may include English as a second language and is designed to enable the pupil to achieve competency in English.
     (2) "Primary language" means the language most often used by the student for communication in his/her home.
     (3) "Eligible pupil" means any enrollee of the school district whose primary language is other than English and whose English language skills are sufficiently deficient or absent to impair learning.
     (4) "Exited pupil" means a student previously enrolled in the transitional bilingual instruction program who is no longer eligible for the program based on his or her performance on an English proficiency assessment approved by the superintendent of public instruction.

Sec. 108   RCW 28A.180.040 and 2009 c 380 s 5 are each amended to read as follows:
     (1) Every school district board of directors shall:
     (a) Make available to each eligible pupil transitional bilingual instruction to achieve competency in English, in accord with rules of the superintendent of public instruction;
     (b) Wherever feasible, ensure that communications to parents emanating from the schools shall be appropriately bilingual for those parents of pupils in the bilingual instruction program;
     (c) Determine, by administration of an English test approved by the superintendent of public instruction the number of eligible pupils enrolled in the school district at the beginning of a school year and thereafter during the year as necessary in individual cases;
     (d) Ensure that a student who is a child of a military family in transition and who has been assessed as in need of, or enrolled in, a bilingual instruction program, the receiving school shall initially honor placement of the student into a like program.
     (i) The receiving school shall determine whether the district's program is a like program when compared to the sending school's program; and
     (ii) The receiving school may conduct subsequent assessments pursuant to RCW 28A.180.090 to determine appropriate placement and continued enrollment in the program;
     (e) Before the conclusion of each school year, measure each eligible pupil's improvement in learning the English language by means of a test approved by the superintendent of public instruction; ((and))
     (f) Provide in-service training for teachers, counselors, and other staff, who are involved in the district's transitional bilingual program. Such training shall include appropriate instructional strategies for children of culturally different backgrounds, use of curriculum materials, and program models; and
     (g) Make available a program of instructional support for up to two years immediately after pupils exit from the program, for exited pupils who need assistance in reaching grade-level performance in academic subjects even though they have achieved English proficiency for purposes of the transitional bilingual instructional program.
     (2) Beginning in the 2017-18 school year, all classroom teachers assigned using funds for the transitional bilingual instructional program to provide supplemental instruction for eligible pupils must hold an endorsement in bilingual education or English language learner, or both.
     (3) The definitions in Article II of RCW 28A.705.010 apply to subsection (1)(d) of this section.

Sec. 109   RCW 28A.180.090 and 2001 1st sp.s. c 6 s 2 are each amended to read as follows:
     The superintendent of public instruction shall develop an evaluation system designed to measure increases in the English and academic proficiency of eligible pupils. When developing the system, the superintendent shall:
     (1) Require school districts to assess potentially eligible pupils within ten days of registration using an English proficiency assessment or assessments as specified by the superintendent of public instruction. Results of these assessments shall be made available to both the superintendent of public instruction and the school district;
     (2) Require school districts to annually assess all eligible pupils at the end of the school year using an English proficiency assessment or assessments as specified by the superintendent of public instruction. Results of these assessments shall be made available to both the superintendent of public instruction and the school district. Aggregated results must be posted on the web site of the office of the superintendent of public instruction for each school and school district, using the Washington state report card. The report card must include the average length of time students in each school and district are enrolled in the transitional bilingual instructional program, annual change in the number and percentage of students making progress in learning English, annual change in the number and percentage of students attaining English proficiency, and the number and percentage of students meeting annual targets in reading and mathematics for state and federal accountability;
     (3) Develop a system to evaluate increases in the English and academic proficiency of students who are, or were, eligible pupils. This evaluation shall include students when they are in the program and after they exit the program until they finish their K-12 career or transfer from the school district. Aggregated results from the academic assessment of students who were formerly eligible pupils under the program must be reported by school and school district using the Washington state report card. The purpose of the evaluation system is to inform schools, school districts, parents, and the state of the effectiveness of the transitional bilingual programs in school and school districts in teaching these students English and other content areas, such as mathematics and writing; and
     (4) ((Report to the education and fiscal committees of the legislature by November 1, 2002, regarding the development of the systems described in this section and a timeline for the full implementation of those systems. The legislature shall approve and provide funding for the evaluation system in subsection (3) of this section before any implementation of the system developed under subsection (3) of this section may occur)) Provide school districts with technical assistance and support in selecting research-based program models, instructional materials, and professional development for program staff, including disseminating information about best practices and innovative programs. The information must include research about the differences between conversational language proficiency, academic language proficiency, and subject-specific language proficiency and the implications this research has on instructional practices and evaluation of program effectiveness.

NEW SECTION.  Sec. 110   (1) The office of the superintendent of public instruction shall convene an English language learner accountability task force to design a performance-based accountability system for the transitional bilingual instructional program. The task force must include representatives from the educational opportunity gap oversight and accountability committee, the state ethnic commissions, the governor's office of tribal affairs, the office of the education ombudsman, the civil rights office within the office of the superintendent of public instruction, parents, community representatives, and program directors and teachers from school districts of different sizes and with different English language learner student populations.
     (2) The task force must review the research literature to identify evidence-based program designs and instructional strategies for English language learners to achieve English proficiency.
     (3) The task force must identify performance benchmarks for transitional bilingual instructional programs, including:
     (a) Benchmarks based on performance of eligible and exited students, including performance in English language and performance in other academic areas, based on state learning standards; and
     (b) Benchmarks based on program characteristics that research suggests are associated with students achieving English proficiency, such as staff qualifications and training and the level of supplemental instruction for students.
     (4) The task force must design an accountability system for the program that includes reporting and monitoring of benchmark performance and tiered levels of support and technical assistance for schools and districts based on benchmark performance. The design of the system must also include a reduction in requirements for schools and districts to submit program applications and program plans for state approval, to be replaced with a focus on program outcomes.
     (5) The task force must submit a report first to the educational opportunity gap oversight and accountability committee and the quality education council, and then to the education committees of the legislature, with recommendations for the design of the accountability system and any policy changes, statutory changes, or resources necessary for its implementation. An interim report is due to the legislative education committees by January 15, 2014, and a final report is due by September 30, 2014.
     (6) This section expires July 1, 2015.

Sec. 111   RCW 28A.150.220 and 2011 1st sp.s. c 27 s 1 are each amended to read as follows:
     (1) In order for students to have the opportunity to develop the basic education knowledge and skills under RCW 28A.150.210, school districts must provide instruction of sufficient quantity and quality and give students the opportunity to complete graduation requirements that are intended to prepare them for postsecondary education, gainful employment, and citizenship. The program established under this section shall be the minimum instructional program of basic education offered by school districts.
     (2) Each school district shall make available to students the following minimum instructional offering each school year:
     (a) For students enrolled in grades one through twelve, at least a district-wide annual average of one thousand hours, which shall be increased to at least one thousand eighty instructional hours for students enrolled in each of grades seven through twelve and at least one thousand instructional hours for students in each of grades one through six according to an implementation schedule adopted by the legislature, but not before the 2014-15 school year; and
     (b) For students enrolled in kindergarten, at least four hundred fifty instructional hours, which shall be increased to at least one thousand instructional hours according to the implementation schedule under RCW 28A.150.315.
     (3) The instructional program of basic education provided by each school district shall include:
     (a) Instruction in the essential academic learning requirements under RCW 28A.655.070;
     (b) Instruction that provides students the opportunity to complete twenty-four credits for high school graduation, subject to a phased-in implementation of the twenty-four credits as established by the legislature. Course distribution requirements may be established by the state board of education under RCW 28A.230.090;
     (c) If the essential academic learning requirements include a requirement of languages other than English, the requirement may be met by students receiving instruction in one or more American Indian languages;
     (d) Supplemental instruction and services for underachieving students through the learning assistance program under RCW 28A.165.005 through 28A.165.065;
     (e) Supplemental instruction and services for eligible and enrolled students whose primary language is other than English through the transitional bilingual instruction program under RCW 28A.180.010 through 28A.180.080;
     (f) The opportunity for an appropriate education at public expense as defined by RCW 28A.155.020 for all eligible students with disabilities as defined in RCW 28A.155.020; and
     (g) Programs for highly capable students under RCW 28A.185.010 through 28A.185.030.
     (4) Nothing contained in this section shall be construed to require individual students to attend school for any particular number of hours per day or to take any particular courses.
     (5) Each school district's kindergarten through twelfth grade basic educational program shall be accessible to all students who are five years of age, as provided by RCW 28A.225.160, and less than twenty-one years of age and shall consist of a minimum of one hundred eighty school days per school year in such grades as are conducted by a school district, and one hundred eighty half-days of instruction, or equivalent, in kindergarten, to be increased to a minimum of one hundred eighty school days per school year according to the implementation schedule under RCW 28A.150.315. However, schools administering the Washington kindergarten inventory of developing skills may use up to five school days at the beginning of the school year to meet with parents and families as required in the parent involvement component of the inventory. In addition, effective May 1, 1979, a school district may schedule the last five school days of the one hundred and eighty day school year for noninstructional purposes in the case of students who are graduating from high school, including, but not limited to, the observance of graduation and early release from school upon the request of a student, and all such students may be claimed as a full-time equivalent student to the extent they could otherwise have been so claimed for the purposes of RCW 28A.150.250 and 28A.150.260.
     (6) Nothing in this section precludes a school district from enriching the instructional program of basic education, such as offering additional instruction or providing additional services, programs, or activities that the school district determines to be appropriate for the education of the school district's students.
     (7) The state board of education shall adopt rules to implement and ensure compliance with the program requirements imposed by this section, RCW 28A.150.250 and 28A.150.260, and such related supplemental program approval requirements as the state board may establish.

NEW SECTION.  Sec. 112   A new section is added to chapter 28A.155 RCW to read as follows:
     (1) The office of the superintendent of public instruction must establish interagency agreements with the department of social and health services, the department of services for the blind, and any other state agency that provides high school transition services for students with disabilities. The purpose of the interagency agreements is to foster effective multiagency collaboration to enhance the provision of transition services for students with disabilities age sixteen through twenty-one, or through high school graduation, whichever occurs first. Interagency agreements are also intended to streamline services and programs, promote efficiencies, and establish a consistent focus on improved posthigh school outcomes related to self-sufficiency. This subsection does not require the provision of any additional transition services not otherwise required by state or federal law.
     (2) The professional educator standards board must examine educator certification requirements to assure that special education teachers, school counselors, and school psychologists receive training and information regarding the transition needs of students with disabilities. The office of the superintendent of public instruction shall post resources on its web site to assist teachers, counselors, and psychologists in providing transition services.
     (3) To the extent that data is available through data-sharing agreements established by the education data center under RCW 43.41.400, the education data center must monitor the following outcomes for students with disabilities after high school graduation:
     (a) The number of students who, within one year of high school graduation:
     (i) Enter integrated employment paid at the greater of minimum wage or competitive wage for the type of employment, with access to related employment and health benefits; or
     (ii) Enter a postsecondary education or training program focused on leading to integrated employment;
     (b) The wages and number of hours worked per pay period;
     (c) The impact of employment on any state and federal benefits for individuals with disabilities;
     (d) Indicators of the types of settings in which students who previously received transition services primarily reside;
     (e) Indicators of improved economic status and self-sufficiency;
     (f) Data on those students for whom a postsecondary or integrated employment outcome does not occur within one year of high school graduation, including:
     (i) Information on the reasons that the desired outcome has not occurred;
     (ii) The number of months the student has not achieved the desired outcome; and
     (iii) The efforts made to ensure the student achieves the desired outcome.
     (4) To the extent that the data elements in subsection (3) of this section are not available to the education data center through data-sharing agreements, the office of the superintendent of public instruction must attempt to collect the data through a single communication with the student based on the student's last known address within one year after the student's graduation or within one year after turning age twenty-one, whichever occurs first.
     (5) The office of the superintendent of public instruction must aggregate the data collected in subsections (3) and (4) of this section into an annual report and post the report on its web site.

NEW SECTION.  Sec. 113   A new section is added to chapter 28A.600 RCW to read as follows:
     (1) The definitions in this subsection apply throughout this section unless the context clearly requires otherwise.
     (a) "Isolation" means excluding a student from his or her regular instructional area and restricting the student alone within a room or any other form of enclosure, from which the student may not leave.
     (b) "Restraint" means physical intervention or force used to control a student, including the use of a restraint device.
     (c) "Restraint device" means a device used to assist in controlling a student, including but not limited to metal handcuffs, plastic ties, ankle restraints, leather cuffs, other hospital-type restraints, pepper spray, tasers, or batons.
     (2) The provisions of this section apply only to any restraint of a student who has an individualized education program or plan developed under section 504 of the rehabilitation act of 1973 that results in a physical injury to a student or a staff member, any restraint of a student who has an individualized education program or plan developed under section 504 of the rehabilitation act of 1973 lasting longer than two minutes, and any isolation of a student who has an individualized education program or plan developed under section 504 of the rehabilitation act of 1973. The provisions of this section apply only to incidents of restraint or isolation that occur while a student who has an individualized education program or plan developed under section 504 of the rehabilitation act of 1973 is participating in school-sponsored instruction or activities.
     (3) Following the release of a student from the use of restraint or isolation, the school must implement follow-up procedures. These procedures must include reviewing the incident with the student and the parent or guardian to address the behavior that precipitated the restraint or isolation and reviewing the incident with the staff member who administered the restraint or isolation to discuss whether proper procedures were followed.
     (4) Any school employee, resource officer, or school security officer who uses any chemical spray, mechanical restraint, or physical force on a student during school-sponsored instruction or activities must inform the building administrator or building administrator's designee as soon as possible, and within two business days submit a written report of the incident to the district office. The written report should include, at a minimum, the following information:
     (a) The date and time of the incident;
     (b) The name and job title of the individual who administered the restraint or isolation;
     (c) A description of the activity that led to the restraint or isolation;
     (d) The type of restraint or isolation used on the student, including the duration; and
     (e) Whether the student or staff was physically injured during the restraint or isolation and any medical care provided.
     (5) The principal or principal's designee must make a reasonable effort to verbally inform the student's parent or guardian within twenty-four hours of the incident, and must send written notification as soon as practical but postmarked no later than five business days after the restraint or isolation occurred. If the school or school district customarily provides the parent or guardian with school-related information in a language other than English, the written report under this section must be provided to the parent or guardian in that language.

NEW SECTION.  Sec. 114   A new section is added to chapter 28A.155 RCW to read as follows:
     A school that is required to develop an individualized education program as required by federal law must include within the plan procedures for notification of a parent or guardian regarding the use of restraint or isolation. Parents and guardians of children who have individualized education programs must be provided a copy of the district policy on the use of isolation and restraint at the time that the program is created.

NEW SECTION.  Sec. 115   A new section is added to chapter 28A.600 RCW to read as follows:
     Parents and guardians of children who have plans developed under section 504 of the rehabilitation act of 1973 must be provided a copy of the district policy on the use of isolation and restraint at the time that the plan is created.

NEW SECTION.  Sec. 116   A new section is added to chapter 28A.600 RCW to read as follows:
     (1) The office of the superintendent of public instruction shall convene a discipline task force to develop standard definitions for causes of student disciplinary actions taken at the discretion of the school district. The task force must also develop data collection standards for disciplinary actions that are discretionary and for disciplinary actions that result in the exclusion of a student from school. The data collection standards must include data about education services provided while a student is subject to a disciplinary action, the status of petitions for readmission to the school district when a student has been excluded from school, credit retrieval during a period of exclusion, and school dropout as a result of disciplinary action.
     (2) The discipline task force shall include representatives from the K-12 data governance group, the educational opportunity gap oversight and accountability committee, the state ethnic commissions, the governor's office of Indian affairs, the office of the education ombudsman, school districts, and other education and advocacy organizations.
     (3) The office of the superintendent of public instruction and the K-12 data governance group shall revise the statewide student data system to incorporate the student discipline data collection standards recommended by the discipline task force, and begin collecting data based on the revised standards in the 2015-16 school year.

Sec. 117   RCW 28A.600.015 and 2006 c 263 s 701 are each amended to read as follows:
     (1) The superintendent of public instruction shall adopt and distribute to all school districts lawful and reasonable rules prescribing the substantive and procedural due process guarantees of pupils in the common schools. Such rules shall authorize a school district to use informal due process procedures in connection with the short-term suspension of students to the extent constitutionally permissible: PROVIDED, That the superintendent of public instruction deems the interest of students to be adequately protected. When a student suspension or expulsion is appealed, the rules shall authorize a school district to impose the suspension or expulsion temporarily after an initial hearing for no more than ten consecutive school days or until the appeal is decided, whichever is earlier. Any days that the student is temporarily suspended or expelled before the appeal is decided shall be applied to the term of the student suspension or expulsion and shall not limit or extend the term of the student suspension or expulsion. A suspension or expulsion of a student may not be for an indefinite period of time, and a school district may not suspend the provision of educational services to a student as a disciplinary measure.
     (2) Short-term suspension procedures may be used for suspensions of students up to and including, ten consecutive school days.
     (3) Emergency expulsions must end or be converted to another form of corrective action within ten school days from the date of the emergency removal from school. Notice and due process rights must be provided to students when an emergency expulsion is converted to another form of corrective action.
     (4) A school district may not impose a disciplinary action that results in the suspension of educational services to a student. A student may be excluded from a particular classroom or instructional or activity area for the period of suspension, but the school district must provide an opportunity for the student to receive educational services in an alternative manner, which may include services provided through an alternative program, at an alternative school, or at an alternative location within the student's regular school.

Sec. 118   RCW 28A.600.020 and 2006 c 263 s 706 are each amended to read as follows:
     (1) The rules adopted pursuant to RCW 28A.600.010 shall be interpreted to ensure that the optimum learning atmosphere of the classroom is maintained, and that the highest consideration is given to the judgment of qualified certificated educators regarding conditions necessary to maintain the optimum learning atmosphere.
     (2) Any student who creates a disruption of the educational process in violation of the building disciplinary standards while under a teacher's immediate supervision may be excluded by the teacher from his or her individual classroom and instructional or activity area for all or any portion of the balance of the school day, or up to the following two days, or until the principal or designee and teacher have conferred, whichever occurs first. Except in emergency circumstances, the teacher first must attempt one or more alternative forms of corrective action. In no event without the consent of the teacher may an excluded student return to the class during the balance of that class or activity period or up to the following two days, or until the principal or his or her designee and the teacher have conferred.
     (3) In order to preserve a beneficial learning environment for all students and to maintain good order and discipline in each classroom, every school district board of directors shall provide that written procedures are developed for administering discipline at each school within the district. Such procedures shall be developed with the participation of ((parents)) families and the community, and shall provide that the teacher, principal or designee, and other authorities designated by the board of directors, make every reasonable attempt to involve the ((parent)) family or guardian and the student in the resolution of student discipline problems. Such procedures shall provide that students may be excluded from their individual classes or activities for periods of time in excess of that provided in subsection (2) of this section if such students have repeatedly disrupted the learning of other students. The procedures must be consistent with the rules of the superintendent of public instruction and must provide for early involvement of ((parents)) families in attempts to improve the student's behavior.
     (4) The procedures shall assure, pursuant to RCW 28A.400.110, that all staff work cooperatively toward consistent enforcement of proper student behavior throughout each school as well as within each classroom.
     (5)(a) A principal ((shall)) may consider imposing long-term suspension or expulsion as a sanction when deciding the appropriate disciplinary action for a student who, after July 27, 1997:
     (((a))) (i) Engages in two or more violations within a three-year period of RCW 9A.46.120, 28A.320.135, 28A.600.455, 28A.600.460, 28A.635.020, 28A.600.020, 28A.635.060, or 9.41.280((, or 28A.320.140)); or
     (((b))) (ii) Engages in one or more of the offenses listed in RCW 13.04.155.
     (b) The principal shall communicate the disciplinary action taken by the principal to the school personnel who referred the student to the principal for disciplinary action.
     (6) Any corrective action involving a suspension or expulsion from school for more than ten days must have an end date no later than the end of the academic term in which the student exhibited behavior leading to a corrective action. In consultation with families and guardians of students subject to corrective action, school districts shall make reasonable efforts to assist students in returning to an educational setting prior to and no later than the end date of the corrective action. Where warranted based on public health or safety, a school district may petition the superintendent of public instruction, pursuant to policies and procedures adopted by the superintendent of public instruction, for authorization to exceed the academic term limitation provided in this subsection. The superintendent of public instruction shall adopt rules outlining the limited circumstances in which a school district may petition the superintendent of public instruction to exceed the academic term limitation, including safeguards to ensure that the district has made every effort to plan for the student's return to school and that the student's extended expulsion from the district does not impair the student's constitutional right to education. In adopting rules and reviewing petitions to exceed the academic term limitation, the superintendent of public instruction must assure that students receive educational services while serving a suspension or expulsion. A petition to exceed the academic term limitation shall not be granted by the superintendent of public instruction if a school district does not provide educational services to a student serving a suspension or expulsion.
     (7) As provided in RCW 28A.600.015, a school district may not impose disciplinary action that results in the suspension of educational services to a student.

Sec. 119   RCW 28A.600.410 and 1992 c 155 s 1 are each amended to read as follows:
     It is the intent of the legislature to minimize the use of out-of-school suspension and expulsion and its impact on student achievement by reducing the number of days that students are excluded from school due to disciplinary action. Student discipline should not impair a student's constitutional right to education.
     School districts are encouraged to find alternatives to suspension including reducing the length of a student's suspension conditioned by the commencement of counseling or other treatment services. Consistent with current law, the conditioning of a student's suspension does not obligate the school district to pay for the counseling or other treatment services except for those stipulated and agreed to by the district at the inception of the suspension.

Sec. 120   RCW 28A.600.460 and 1997 c 266 s 9 are each amended to read as follows:
     (1) School district boards of directors shall adopt policies that restore discipline to the classroom. Such policies must provide for at least the following: Allowing each teacher to take disciplinary action to correct a student who disrupts normal classroom activities, abuses or insults a teacher as prohibited by RCW 28A.635.010, willfully disobeys a teacher, uses abusive or foul language directed at a school district employee, school volunteer, or another student, violates school rules, or who interferes with an orderly education process. Disciplinary action may include but is not limited to: Oral or written reprimands; written notification to parents of disruptive behavior, a copy of which must be provided to the principal.
     (2) A student committing an offense under chapter 9A.36, 9A.40, 9A.46, or 9A.48 RCW when the activity is directed toward the teacher, shall not be assigned to that teacher's classroom for the duration of the student's attendance at that school or any other school where the teacher is assigned.
     (3) A student who commits an offense under chapter 9A.36, 9A.40, 9A.46, or 9A.48 RCW, when directed toward another student, may be removed from the classroom of the victim for the duration of the student's attendance at that school or any other school where the victim is enrolled. A student who commits an offense under one of the chapters enumerated in this section against a student or another school employee, may be expelled or suspended.
     (4) Nothing in this section is intended to limit the authority of a school under existing law and rules to expel or suspend a student for misconduct or criminal behavior. However, as provided in RCW 28A.600.015, a school district may not impose disciplinary action that results in the suspension of educational services to a student.
     (5) All school districts must collect data on disciplinary actions taken in each school and must record such actions using the statewide student data system, based on the data collection standards established by the office of the superintendent of public instruction and the K-12 data governance group. The information shall be made available to the public upon request((. This collection of)), but any public release of such data shall not include personally identifiable information including, but not limited to, a student's social security number, name, or address.

NEW SECTION.  Sec. 121   A new section is added to chapter 28A.600 RCW to read as follows:
     (1) School districts should make efforts to have suspended or expelled students return to the educational setting they were suspended or expelled from as soon as possible. School districts should convene a school reenrollment meeting with the student and the student's family or guardians within twenty days of the student's long-term suspension or expulsion, but no later than five days before the student's enrollment, to discuss a plan to reenroll and reengage the student in a school program.
     (2) In developing a reenrollment and reengagement plan, school districts should consider shortening the length of time that the student is suspended or expelled, other forms of corrective action, and supportive interventions that aid in the student's academic success and keep the student engaged and on track to graduate. School districts must create a reenrollment and reengagement plan tailored to the student's individual circumstances, including consideration of the incident that led to the student's long-term suspension or expulsion. The plan should aid the student in taking the necessary steps to remedy the situation that led to the student's suspension or expulsion.
     (3) Any reenrollment meetings conducted by the school district involving the suspended or expelled student and his or her family or guardians are not intended to replace a petition for readmission.

NEW SECTION.  Sec. 122   Nothing in sections 117 through 121 of this act prevents a public school district, law enforcement agencies, or law enforcement personnel from enforcing laws protecting health and human safety.

Sec. 123   RCW 43.41.400 and 2012 c 229 s 585 are each amended to read as follows:
     (1) An education data center shall be established in the office of financial management. The education data center shall jointly, with the legislative evaluation and accountability program committee, conduct collaborative analyses of early learning, K-12, and higher education programs and education issues across the P-20 system, which includes the department of early learning, the superintendent of public instruction, the professional educator standards board, the state board of education, the state board for community and technical colleges, the workforce training and education coordinating board, the student achievement council, public and private nonprofit four-year institutions of higher education, and the employment security department. The education data center shall conduct collaborative analyses under this section with the legislative evaluation and accountability program committee and provide data electronically to the legislative evaluation and accountability program committee, to the extent permitted by state and federal confidentiality requirements. The education data center shall be considered an authorized representative of the state educational agencies in this section under applicable federal and state statutes for purposes of accessing and compiling student record data for research purposes.
     (2) The education data center shall:
     (a) In consultation with the legislative evaluation and accountability program committee and the agencies and organizations participating in the education data center, identify the critical research and policy questions that are intended to be addressed by the education data center and the data needed to address the questions;
     (b) Coordinate with other state education agencies to compile and analyze education data, including data on student demographics that is disaggregated by distinct ethnic categories within racial subgroups, and complete P-20 research projects;
     (c) Collaborate with the legislative evaluation and accountability program committee and the education and fiscal committees of the legislature in identifying the data to be compiled and analyzed to ensure that legislative interests are served;
     (d) Annually provide to the K-12 data governance group a list of data elements and data quality improvements that are necessary to answer the research and policy questions identified by the education data center and have been identified by the legislative committees in (c) of this subsection. Within three months of receiving the list, the K-12 data governance group shall develop and transmit to the education data center a feasibility analysis of obtaining or improving the data, including the steps required, estimated time frame, and the financial and other resources that would be required. Based on the analysis, the education data center shall submit, if necessary, a recommendation to the legislature regarding any statutory changes or resources that would be needed to collect or improve the data;
     (e) Monitor and evaluate the education data collection systems of the organizations and agencies represented in the education data center ensuring that data systems are flexible, able to adapt to evolving needs for information, and to the extent feasible and necessary, include data that are needed to conduct the analyses and provide answers to the research and policy questions identified in (a) of this subsection;
     (f) Track enrollment and outcomes through the public centralized higher education enrollment system;
     (g) Assist other state educational agencies' collaborative efforts to develop a long-range enrollment plan for higher education including estimates to meet demographic and workforce needs;
     (h) Provide research that focuses on student transitions within and among the early learning, K-12, and higher education sectors in the P-20 system; ((and))
     (i) Prepare a regular report on the educational and workforce outcomes of youth in the juvenile justice system, using data disaggregated according to RCW 28A.300.042, and by age; and
     (j) Make recommendations to the legislature as necessary to help ensure the goals and objectives of this section and RCW 28A.655.210 and 28A.300.507 are met.
     (3) The department of early learning, superintendent of public instruction, professional educator standards board, state board of education, state board for community and technical colleges, workforce training and education coordinating board, student achievement council, public four-year institutions of higher education, department of social and health services, and employment security department shall work with the education data center to develop data-sharing and research agreements, consistent with applicable security and confidentiality requirements, to facilitate the work of the center. The education data center shall also develop data-sharing and research agreements with the administrative office of the courts to conduct research on educational and workforce outcomes using data maintained under RCW 13.50.010(11) related to juveniles. Private, nonprofit institutions of higher education that provide programs of education beyond the high school level leading at least to the baccalaureate degree and are accredited by the Northwest association of schools and colleges or their peer accreditation bodies may also develop data-sharing and research agreements with the education data center, consistent with applicable security and confidentiality requirements. The education data center shall make data from collaborative analyses available to the education agencies and institutions that contribute data to the education data center to the extent allowed by federal and state security and confidentiality requirements applicable to the data of each contributing agency or institution.

NEW SECTION.  Sec. 124   A new section is added to chapter 28A.655 RCW to read as follows:
     Before implementing revisions to the state essential academic learning requirements as authorized under RCW 28A.655.070, the superintendent of public instruction must ensure that a fairness and bias review of the revisions has been conducted, including providing an opportunity for input from the educational opportunity gap oversight and accountability committee under RCW 28A.300.136 and from an additional diverse group of community representatives, parents, and educators to be convened by the superintendent.

Sec. 125   RCW 28A.300.042 and 2009 c 468 s 4 are each amended to read as follows:
     (1) Beginning with the 2014-15 school year and using the phase-in provided in subsection (2) of this section, the superintendent of public instruction must collect and school districts must submit all student-level data using the United States office of management and budget 1997 race and ethnicity reporting guidelines, including the subracial and subethnic categories within those guidelines, with the following modifications to the subracial and subethnic categories:
     (a) Further disaggregation of the Black category to differentiate students of African origin and students native to the United States with African ancestors;
     (b) Further disaggregation of countries of origin for Asian students;
     (c) Further disaggregation of the White category to include subethnic categories for Eastern European nationalities that have significant populations in Washington; and
     (d) For students who report as multiracial, collection of their racial and ethnic combination of categories.
     (2) Beginning with the 2014-15 school year, school districts must collect student-level data as provided in subsection (1) of this section for all newly enrolled students, including transfer students. School districts must resurvey students for whom subracial and subethnic categories are not reported when the students enter middle school or junior high school. School districts may resurvey other students.
     (3) All student data-related reports ((required of)) prepared by the superintendent of public instruction ((in)) under this title must be disaggregated by at least the following subgroups of students: White, Black, Hispanic, American Indian/Alaskan Native, Asian, Pacific Islander/Hawaiian Native, low income, transitional bilingual, migrant, special education, and students covered by section 504 of the federal rehabilitation act of 1973, as amended (29 U.S.C. Sec. 794). Beginning with the 2014-15 school year, student data-related reports must also be prepared displaying additional disaggregation of data if analysis of the data indicates significant differences among categories of students as it pertains to the subject of the report. The superintendent of public instruction may use other data for analysis if disaggregated data for subracial and subethnic categories of students do not exist, including but not limited to whether the student is an immigrant; country of birth; or language spoken at home.
     (4) The K-12 data governance group shall develop the data protocols and guidance for school districts in the collection of data as required under this section, and the office of the superintendent of public instruction shall modify the statewide student data system as needed. The office of the superintendent of public instruction shall also incorporate training for school staff on best practices for collection of data on student race and ethnicity in other training or professional development related to data provided by the office.

Sec. 126   RCW 28A.300.505 and 2007 c 401 s 5 are each amended to read as follows:
     (1) The office of the superintendent of public instruction shall develop standards for school data systems that focus on validation and verification of data entered into the systems to ensure accuracy and compatibility of data. The standards shall address but are not limited to the following topics:
     (a) Date validation;
     (b) Code validation, which includes gender, race or ethnicity, and other code elements;
     (c) Decimal and integer validation; and
     (d) Required field validation as defined by state and federal requirements.
     (2) The superintendent of public instruction shall develop a reporting format and instructions for school districts to collect and submit data on student demographics that is disaggregated ((by distinct ethnic categories within racial subgroups so that analyses may be conducted on student achievement using the disaggregated data)) as required under RCW 28A.300.042.

NEW SECTION.  Sec. 201   (1) The legislature finds that a clear definition of professional learning provides a foundational vision that sets the course for how state, regional, and local education leaders support educator development. A shared, statewide definition is a piece of critical infrastructure to guide policy and investments in the content, structure, and provision of the types of professional development that are associated with increased student performance.
     (2) The office of the superintendent of public instruction, in partnership with the professional educator standards board, the educational service districts, and other experts and practitioners, shall create a common definition for professional learning. The office must submit the definition to the education committees of the legislature by January 15, 2014, along with a recommended framework for how the definition may be used to guide and inform state, regional, and local policy and investments in professional development that will have the highest anticipated return on investment in terms of increased student performance.

NEW SECTION.  Sec. 202   A new section is added to chapter 28A.415 RCW to read as follows:
     (1) The educator support program is established to provide professional development and mentor support for beginning educators and educators on probation under RCW 28A.405.100. Funds may be allocated to individual school districts or consortia of districts. School districts are encouraged to include educational service districts in creating regional consortia. A portion of the appropriated funds may be used for program coordination and provision of statewide or regional professional development through the office of the superintendent of public instruction.
     (2) An educator support program under this section must include the following components:
     (a) A paid orientation or individualized assistance before the start of the school year for beginning educators;
     (b) Assignment of a trained and qualified mentor for the first three years for beginning educators, with intensive support in the first year and decreasing support over the following years depending on the needs of the beginning educator. Mentors shall also be assigned to educators on probation;
     (c) Professional development for beginning educators and educators on probation that is designed to meet their unique needs for supplemental training and skill development;
     (d) Professional development for mentors;
     (e) Release time for mentors and their designated educators to work together, as well as time for educators to observe accomplished peers; and
     (f) A program evaluation using a standard evaluation tool provided from the office of the superintendent of public instruction that measures increased knowledge, skills, and positive impact on student learning for program participants.

Sec. 203   RCW 28A.415.010 and 2006 c 263 s 807 are each amended to read as follows:
     It shall be the responsibility of each educational service district board to establish a center for the improvement of teaching. The center shall administer, coordinate, and act as fiscal agent for such programs related to the recruitment and training of certificated and classified K-12 education personnel as may be delegated to the center by the superintendent of public instruction under RCW 28A.310.470. To assist in these activities, each educational service district board shall establish an improvement of teaching coordinating council to include, at a minimum, representatives as specified in RCW 28A.415.040. An existing in-service training task force, established pursuant to RCW 28A.415.040, may serve as the improvement of teaching coordinating council. The educational service district board shall ensure coordination of programs established pursuant to RCW 28A.415.030, 28A.410.060, and ((28A.415.250)) section 202 of this act.
     The educational service district board may arrange each year for the holding of one or more teachers' institutes and/or workshops for professional staff preparation and in-service training in such manner and at such time as the board believes will be of benefit to the teachers and other professional staff of school districts within the educational service district and shall comply with rules of the professional educator standards board pursuant to RCW 28A.410.060 or the superintendent of public instruction ((pursuant to RCW 28A.415.250)). The board may provide such additional means of teacher and other professional staff preparation and in-service training as it may deem necessary or appropriate and there shall be a proper charge against the educational service district general expense fund when approved by the educational service district board.
     Educational service district boards of contiguous educational service districts, by mutual arrangements, may hold joint institutes and/or workshops, the expenses to be shared in proportion to the numbers of certificated personnel as shown by the last annual reports of the educational service districts holding such joint institutes or workshops.
     In local school districts employing more than one hundred teachers and other professional staff, the school district superintendent may hold a teachers' institute of one or more days in such district, said institute when so held by the school district superintendent to be in all respects governed by the provisions of this title and rules relating to teachers' institutes held by educational service district superintendents.

Sec. 204   RCW 28C.18.162 and 2009 c 238 s 3 are each amended to read as follows:
     Unless the context clearly requires otherwise, the definitions in this section apply throughout this section and RCW 28C.18.160 and 28C.18.164 through 28C.18.168.
     (1) "High-demand occupation" means an occupation with a substantial number of current or projected employment opportunities. For the purposes of opportunity internships, the teaching of mathematics, science, bilingual education, special education, or English as a second language is considered a high-demand occupation.
     (2) "Low-income high school student" means a student who is enrolled in grade((s)) ten, eleven, or twelve in a public high school and who qualifies for federal free or reduced-price meals. If a student qualifies at the time the student begins participating in the opportunity internship program, the student remains eligible even if the student does not receive free or reduced-price meals thereafter. To participate in the program, the student must remain enrolled in high school until the student receives a high school diploma.
     (3) "Opportunity internship consortium" means a local consortium formed for the purpose of participating in the opportunity internship program and which may be composed of a local workforce development council, economic development council, area high schools, community or technical colleges, apprenticeship councils, preapprenticeship programs such as running start for the trades, private vocational schools licensed under chapter 28C.10 RCW, public and private four-year institutions of higher education, employers in targeted industries, and labor organizations. Partnerships of high schools, teacher preparation programs, and community-based organizations offering the program under RCW 28A.415.370 may be considered opportunity internship consortia.
     (4) "Opportunity internship graduate" means a low-income high school student who successfully completes an opportunity internship program and graduates from high school.
     (5) "Postsecondary program of study" means an undergraduate or graduate certificate, apprenticeship, or degree program.
     (6) "Preapprenticeship" means a program of at least ninety hours and not more than one hundred eighty hours in length that provides practical experience, education, preparation, and the development of skills that would be beneficial for entry into state-approved apprenticeship programs, including but not limited to construction industry structure and the construction process; orientation to state-approved apprenticeship; tools of the various trades and safe handling of power tools; and industry standards of safety, responsibility, and craft excellence.
     (7) "Targeted industry" means a business or industry identified by a local workforce development council as having high-demand occupations that require candidates to have completed a postsecondary program of study.

Sec. 205   RCW 28A.660.040 and 2010 c 235 s 504 are each amended to read as follows:
     Alternative route programs under this chapter shall operate one to four specific route programs. Successful completion of the program shall make a candidate eligible for residency teacher certification. The mentor of the teacher candidate at the school and the supervisor of the teacher candidate from the teacher preparation program must both agree that the teacher candidate has successfully completed the program.
     (1) Alternative route programs operating route one programs shall enroll currently employed classified instructional employees with transferable associate degrees or former participants in the recruiting Washington teachers program who enter through the pipeline for paraeducators conditional scholarship program under RCW 28A.660.042 who are seeking residency teacher certification with endorsements in mathematics, special education, bilingual education, or English as a second language. It is anticipated that candidates enrolled in this route will complete both their baccalaureate degree and requirements for residency certification in two years or less, including a mentored internship to be completed in the final year. In addition, partnership programs shall uphold entry requirements for candidates that include:
     (a) District or building validation of qualifications, including one year of successful student interaction and leadership as a classified instructional employee;
     (b) Successful passage of the statewide basic skills exam; and
     (c) Meeting the age, good moral character, and personal fitness requirements adopted by rule for teachers.
     (2) Alternative route programs operating route two programs shall enroll currently employed classified staff with baccalaureate degrees seeking residency teacher certification in subject matter shortage areas and areas with shortages due to geographic location. Candidates enrolled in this route must complete a mentored internship complemented by flexibly scheduled training and coursework offered at a local site, such as a school or educational service district, or online or via video-conference over the K-20 network, in collaboration with the partnership program's higher education partner. In addition, partnership grant programs shall uphold entry requirements for candidates that include:
     (a) District or building validation of qualifications, including one year of successful student interaction and leadership as classified staff;
     (b) A baccalaureate degree from a regionally accredited institution of higher education. The individual's college or university grade point average may be considered as a selection factor;
     (c) Successful completion of the subject matter assessment required by RCW 28A.410.220(3);
     (d) Meeting the age, good moral character, and personal fitness requirements adopted by rule for teachers; and
     (e) Successful passage of the statewide basic skills exam.
     (3) Alternative route programs seeking funds to operate route three programs shall enroll individuals with baccalaureate degrees, who are not employed in the district at the time of application. When selecting candidates for certification through route three, districts and approved preparation program providers shall give priority to individuals who are seeking residency teacher certification in subject matter shortage areas or shortages due to geographic locations. Cohorts of candidates for this route shall attend an intensive summer teaching academy, followed by a full year employed by a district in a mentored internship, followed, if necessary, by a second summer teaching academy. In addition, partnership programs shall uphold entry requirements for candidates that include:
     (a) A baccalaureate degree from a regionally accredited institution of higher education. The individual's grade point average may be considered as a selection factor;
     (b) Successful completion of the subject matter assessment required by RCW 28A.410.220(3);
     (c) External validation of qualifications, including demonstrated successful experience with students or children, such as reference letters and letters of support from previous employers;
     (d) Meeting the age, good moral character, and personal fitness requirements adopted by rule for teachers; and
     (e) Successful passage of statewide basic skills exam.
     (4) Alternative route programs operating route four programs shall enroll individuals with baccalaureate degrees, who are employed in the district at the time of application, or who hold conditional teaching certificates or emergency substitute certificates. Cohorts of candidates for this route shall attend an intensive summer teaching academy, followed by a full year employed by a district in a mentored internship. If employed on a conditional certificate, the intern may serve as the teacher of record, supported by a well-trained mentor. In addition, partnership programs shall uphold entry requirements for candidates that include:
     (a) A baccalaureate degree from a regionally accredited institution of higher education. The individual's grade point average may be considered as a selection factor;
     (b) Successful completion of the subject matter assessment required by RCW 28A.410.220(3);
     (c) External validation of qualifications, including demonstrated successful experience with students or children, such as reference letters and letters of support from previous employers;
     (d) Meeting the age, good moral character, and personal fitness requirements adopted by rule for teachers; and
     (e) Successful passage of statewide basic skills exam.
     (5) Applicants for alternative route programs who are eligible veterans or national guard members and who meet the entry requirements for the alternative route program for which application is made shall be given preference in admission.

Sec. 206   RCW 28A.660.042 and 2007 c 396 s 6 are each amended to read as follows:
     (1) The pipeline for paraeducators conditional scholarship program is created.
     (2)(a) Except as provided under subsection (3) of this section, participation is limited to paraeducators without a college degree who have at least three years of classroom experience. It is anticipated that candidates enrolled in this program will complete their associate of arts degree at a community and technical college in two years or less and become eligible for a mathematics, special education, or English as a second language endorsement via route one in the alternative routes to teacher certification program provided in this chapter.
     (((2))) (b) Entry requirements for candidates under this subsection (2) include district or building validation of qualifications, including three years of successful student interaction and leadership as a classified instructional employee.
     (3) Subject to the availability of funds for the pipeline for paraeducators conditional scholarship program under RCW 28A.660.050, after qualified candidates under subsection (2) of this section have been accepted, individuals who participated in one of the recruiting Washington teachers grant programs under RCW 28A.415.370 may participate in the pipeline for paraeducators conditional scholarship program if the individual meets the criteria for the scholarship under RCW 28A.660.050.

Sec. 207   RCW 28A.660.045 and 2007 c 396 s 7 are each amended to read as follows:
     (1) The educator retooling (to teach mathematics and science)) conditional scholarship program is created. Participation is limited to current K-12 teachers and individuals having an elementary education certificate but who are not employed in positions requiring an elementary education certificate. It is anticipated that candidates enrolled in this program will complete the requirements for a mathematics ((or)), science, special education, bilingual education, or English language learner endorsement((, or both,)) in two years or less.
     (2) Entry requirements for candidates include:
     (a) Current K-12 teachers shall pursue a middle level mathematics or science, ((or)) secondary mathematics or science, special education, bilingual education, or English language learner endorsement.
     (b) Individuals having an elementary education certificate but who are not employed in positions requiring an elementary education certificate shall pursue an endorsement only in middle level mathematics or science ((only)), special education, bilingual education, or English language learner.

Sec. 208   RCW 28A.660.050 and 2012 c 229 s 507 are each amended to read as follows:
     Subject to the availability of amounts appropriated for these purposes, the conditional scholarship programs in this chapter are created under the following guidelines:
     (1) The programs shall be administered by the student achievement council. In administering the programs, the council has the following powers and duties:
     (a) To adopt necessary rules and develop guidelines to administer the programs;
     (b) To collect and manage repayments from participants who do not meet their service obligations; and
     (c) To accept grants and donations from public and private sources for the programs.
     (2) Requirements for participation in the conditional scholarship programs are as provided in this subsection (2).
     (a) The alternative route conditional scholarship program is limited to interns of professional educator standards board-approved alternative routes to teaching programs under RCW 28A.660.040. For fiscal year 2011, priority must be given to fiscal year 2010 participants in the alternative route partnership program. In order to receive conditional scholarship awards, recipients shall:
     (i) Be accepted and maintain enrollment in alternative certification routes through a professional educator standards board-approved program;
     (ii) Continue to make satisfactory progress toward completion of the alternative route certification program and receipt of a residency teaching certificate; and
     (iii) Receive no more than the annual amount of the scholarship, not to exceed eight thousand dollars, for the cost of tuition, fees, and educational expenses, including books, supplies, and transportation for the alternative route certification program in which the recipient is enrolled. The council may adjust the annual award by the average rate of resident undergraduate tuition and fee increases at the state universities as defined in RCW 28B.10.016.
     (b) The pipeline for paraeducators conditional scholarship program is limited to qualified ((paraeducators)) individuals as provided by RCW 28A.660.042. Paraeducators who apply for the program under RCW 28A.660.042(2) shall receive first priority in scholarship awards. In order to receive conditional scholarship awards, recipients shall:
     (i) Be accepted and maintain enrollment at a community and technical college for no more than two years and attain an associate of arts degree;
     (ii) Continue to make satisfactory progress toward completion of an associate of arts degree. This progress requirement is a condition for eligibility into a route one program of the alternative routes to teacher certification program for a mathematics, special education, or English as a second language endorsement; and
     (iii) Receive no more than the annual amount of the scholarship, not to exceed four thousand dollars, for the cost of tuition, fees, and educational expenses, including books, supplies, and transportation for the alternative route certification program in which the recipient is enrolled. The student achievement council may adjust the annual award by the average rate of tuition and fee increases at the state community and technical colleges.
     (c) The educator retooling ((to teach mathematics and science)) conditional scholarship program is limited to current K-12 teachers. In order to receive conditional scholarship awards:
     (i) Individuals currently employed as teachers shall pursue a middle level mathematics or science, ((or)) secondary mathematics or science, special education, bilingual education, or English language learner endorsement; or
     (ii) Individuals who are certificated with an elementary education endorsement shall pursue an endorsement in middle level mathematics or science, ((or both)) special education, bilingual education, or English language learner; and
     (iii) Individuals shall use one of the pathways to endorsement processes to receive ((a mathematics or science)) the endorsement, ((or both,)) which shall include passing ((a mathematics or science)) the associated endorsement test((,)) or ((both)) tests, plus observation and completing applicable coursework to attain the proper endorsement; and
     (iv) Individuals shall receive no more than the annual amount of the scholarship, not to exceed three thousand dollars, for the cost of tuition, test fees, and educational expenses, including books, supplies, and transportation for the endorsement pathway being pursued.
     (3) The Washington professional educator standards board shall select individuals to receive conditional scholarships. In selecting recipients, preference shall be given to eligible veterans or national guard members. In awarding educator retooling scholarships to support additional bilingual education and English language learner endorsements, the board shall give preference to: Teachers seeking endorsements in order to be assigned to the transitional bilingual instructional program under the provisions of RCW 28A.180.040(2), teachers assigned to schools required under state or federal accountability measures to implement a plan for improvement, and teachers assigned to schools whose enrollment of English language learner students has increased an average of more than five percent per year over the previous three years.
     (4) For the purpose of this chapter, a conditional scholarship is a loan that is forgiven in whole or in part in exchange for service as a certificated teacher employed in a Washington state K-12 public school. The state shall forgive one year of loan obligation for every two years a recipient teaches in a public school. Recipients who fail to continue a course of study leading to residency teacher certification or cease to teach in a public school in the state of Washington in their endorsement area are required to repay the remaining loan principal with interest.
     (5) Recipients who fail to fulfill the required teaching obligation are required to repay the remaining loan principal with interest and any other applicable fees. The student achievement council shall adopt rules to define the terms for repayment, including applicable interest rates, fees, and deferments. The student achievement council must provide regular reports to the professional educator standards board that include the enrollment, employment, and repayment status of recipients of all scholarships under this section and the certificate number of recipients who have successfully completed a certification program.
     (6) The student achievement council may deposit all appropriations, collections, and any other funds received for the program in this chapter in the future teachers conditional scholarship account authorized in RCW 28B.102.080. Funds received by the professional educator standards board for the program in this chapter may be transferred to the student achievement council for deposit in the future teachers conditional scholarship account.

Sec. 209   RCW 28A.405.106 and 2012 c 35 s 5 are each amended to read as follows:
     (1) Subject to funds appropriated for this purpose, the office of the superintendent of public instruction must develop and make available a professional development program to support the implementation of the evaluation systems required by RCW 28A.405.100. The program components may be organized into professional development modules for principals, administrators, and teachers. The professional development program shall include a comprehensive online training package.
     (2) The training program must include, but not be limited to, the following topics:
     (a) Introduction of the evaluation criteria for teachers and principals and the four-level rating system;
     (b) Orientation to and use of instructional frameworks;
     (c) Orientation to and use of the leadership frameworks;
     (d) Best practices in developing and using data in the evaluation systems, including multiple measures, student growth data, classroom observations, and other measures and evidence;
     (e) Strategies for achieving maximum rater agreement;
     (f) Evaluator feedback protocols in the evaluation systems;
     (g) Examples of high quality teaching and leadership; and
     (h) Methods to link the evaluation process to ongoing educator professional development.
     (3) The training program must also include the foundational elements of cultural competence, focusing on multicultural education and principles of English language acquisition. The content of the training must be aligned with the standards for cultural competence developed by the professional educator standards board under RCW 28A.410.270. The office of the superintendent of public instruction, in consultation with the professional educator standards board, the steering committee established in RCW 28A.405.100, and the educational opportunity gap oversight and accountability committee, must integrate the content for cultural competence into the overall training for principals, administrators, and teachers to support the revised evaluation systems.
     (4) To the maximum extent feasible, the professional development program must incorporate or adapt existing online training or curriculum, including securing materials or curriculum under contract or purchase agreements within available funds. Multiple modes of instruction should be incorporated including videos of classroom teaching, participatory exercises, and other engaging combinations of online audio, video, and print presentation.
     (((4))) (5) The professional development program must be developed in modules that allow:
     (a) Access to material over a reasonable number of training sessions;
     (b) Delivery in person or online; and
     (c) Use in a self-directed manner.
     (((5))) (6) The office of the superintendent of public instruction must maintain a web site that includes the online professional development materials along with sample evaluation forms and templates, links to relevant research on evaluation and on high quality teaching and leadership, samples of contract and collective bargaining language on key topics, examples of multiple measures of teacher and principal performance, suggestions for data to measure student growth, and other tools that will assist school districts in implementing the revised evaluation systems.
     (((6))) (7) The office of the superintendent of public instruction must identify the number of in-service training hours associated with each professional development module and develop a way for users to document their completion of the training. Documented completion of the training under this section is considered approved in-service training for the purposes of RCW 28A.415.020.
     (((7))) (8) The office of the superintendent of public instruction shall periodically update the modules to reflect new topics and research on performance evaluation so that the training serves as an ongoing source of continuing education and professional development.
     (((8))) (9) The office of the superintendent of public instruction shall work with the educational service districts to provide clearinghouse services for the identification and publication of professional development opportunities for teachers and principals that align with performance evaluation criteria.

Sec. 210   RCW 28A.405.120 and 2012 c 35 s 2 are each amended to read as follows:
     (1) School districts shall require each administrator, each principal, or other supervisory personnel who has responsibility for evaluating classroom teachers or principals to have training in evaluation procedures.
     (2) Before school district implementation of the revised evaluation systems required under RCW 28A.405.100, principals and administrators who have evaluation responsibilities must engage in professional development designed to implement the revised systems and maximize rater agreement. The professional development to support the revised evaluation systems must also include foundational elements of cultural competence, focusing on multicultural education and principles of English language acquisition.

NEW SECTION.  Sec. 211   A new section is added to chapter 28A.415 RCW to read as follows:
     (1) The office of the superintendent of public instruction, in collaboration with the educational opportunity gap oversight and accountability committee, the professional educator standards board, colleges of education, and representatives from diverse communities and community-based organizations, must develop a content outline for professional development and training in cultural competence for school staff.
     (2) The content of the cultural competence professional development and training must be aligned with the standards developed by the professional educator standards board under RCW 28A.410.270.
     (3) The cultural competence professional development and training must contain components that are appropriate for classified school staff and district administrators as well as certificated instructional staff and principals at the building level. The professional development and training must also contain components suitable for delivery by individuals from the local community or community-based organizations with appropriate expertise.
     (4) The legislature encourages educational service districts and school districts to use the cultural competence professional development and training developed under this section and provide opportunities for all school and school district staff to gain knowledge and skills in cultural competence, including in partnership with their local communities.

NEW SECTION.  Sec. 212   A new section is added to chapter 28A.657 RCW to read as follows:
     Schools that are required under state or federal accountability measures to implement a plan for improvement must provide the cultural competence professional development and training developed under section 211 of this act for classified, certificated instructional, and administrative staff of the school. The professional development and training may be delivered by an educational service district, through district in-service, or by another qualified provider, including in partnership with the local community.

NEW SECTION.  Sec. 213   A new section is added to chapter 28A.657 RCW to read as follows:
     At the beginning of each school year, the office of the superintendent of public instruction shall identify schools that experienced a significant increase during the previous two school years in enrollment of English language learner students as compared to previous enrollment trends. The office shall notify the schools, and school districts in which the schools are located must provide the cultural competence professional development and training developed under section 211 of this act for classified, certificated instructional, and administrative staff of the schools. The professional development and training may be delivered by an educational service district, through district in-service, or by another qualified provider, including in partnership with the local community.

NEW SECTION.  Sec. 214   (1) The professional educator standards board and the office of the superintendent of public instruction shall convene a work group to revise and update the model framework and curriculum, as well as the program of study, for high school career and technical education courses related to careers in education.
     (2) The revised careers in education courses must incorporate:
     (a) Standards for cultural competence developed by the professional educator standards board under RCW 28A.410.270;
     (b) The most recent competency standards established by the professional educator standards board and new research on best practices for educator preparation and development; and
     (c) Curriculum and activities used by the recruiting Washington teachers program under RCW 28A.415.370.
     (3) The revisions must be completed before the 2014-15 school year.
     (4) This section expires September 1, 2015.

NEW SECTION.  Sec. 215   A new section is added to chapter 28A.410 RCW to read as follows:
     (1) The professional educator standards board shall convene a work group to design program-specific paraeducator professional development and recommend minimum qualifications for paraeducators, as well as an articulated pathway for teacher preparation and certification that has the characteristics described in this section. The work group must include representatives of community and technical college paraeducator apprenticeship and certificate programs, colleges of education, teacher and paraeducator associations, and the office of the superintendent of public instruction.
     (2) An articulated pathway for teacher preparation and certification includes:
     (a) Paraeducator certificate and apprenticeship programs that offer course credits that apply to transferrable associate degrees and are aligned with the standards and competencies for teachers adopted by the professional educator standards board;
     (b) Associate degree programs that build on and do not duplicate the courses and competencies of paraeducator certificate programs, incorporate field experiences, are aligned with the standards and competencies for teachers adopted by the professional educator standards board, and are transferrable to bachelor's degree in education programs and teacher certification programs;
     (c) Bachelor's degree programs that lead to teacher certification that build on and do not duplicate the courses and competencies of transferrable associate degrees; and
     (d) Incorporation of the standards for cultural competence developed by the professional educator standards board under RCW 28A.410.270 throughout the courses and curriculum of the pathway, particularly focusing on multicultural education and principles of language acquisition.
     (3) The work group shall design professional development and recommend minimum qualifications for paraeducators in the following programs:
     (a) Transitional bilingual instructional program;
     (b) Learning assistance program;
     (c) Special education; and
     (d) General education.
     (4) The professional educator standards board must submit a report to the education committees of the legislature by January 10, 2014, containing:
     (a) A comparison of the current status of pathways for teacher certification to the elements of the articulated pathway. The report must highlight gaps and recommend strategies to address them;
     (b) Appropriate program-specific professional development that should be made available to paraeducators, including online learning opportunities; and
     (c) Recommended minimum qualifications for paraeducators in specified programs.
     (5) The professional educator standards board and the state board for community and technical colleges may exercise their respective authorities regarding program approval to implement the articulated pathway for teacher preparation and certification under this section in approved teacher certification programs and certificate and degree programs offered by community and technical colleges.

NEW SECTION.  Sec. 216   A new section is added to chapter 28B.50 RCW to read as follows:
     Beginning with the 2014-15 academic year, any community or technical college that offers an apprenticeship program or certificate program for paraeducators must provide candidates the opportunity to earn transferrable course credits within the program. The programs must also incorporate the standards for cultural competence, including multicultural education and principles of language acquisition, developed by the professional educator standards board under RCW 28A.410.270.

Sec. 301   RCW 28A.175.025 and 2007 c 408 s 2 are each amended to read as follows:
     Subject to the availability of funds appropriated for this purpose, the office of the superintendent of public instruction shall ((create a grant program and)) award grants to local partnerships of schools, families, and communities to ((begin the phase in of a statewide comprehensive)) design and implement a K-12 dropout prevention, intervention, and ((retrieval)) reengagement system as defined in RCW 28A.175.074. ((This program)) For purposes of RCW 28A.175.025 through 28A.175.075, these grants shall be known as ((the)) building bridges ((program)) grants.
     (((1) For purposes of RCW 28A.175.025 through 28A.175.075, a "building bridges program" means a local partnership of schools, families, and communities that provides all of the following programs or activities:
     (a) A system that identifies individual students at risk of dropping out from middle through high school based on local predictive data, including state assessment data starting in the fourth grade, and provides timely interventions for such students and for dropouts, including a plan for educational success as already required by the student learning plan as defined under RCW 28A.655.061. Students identified shall include foster care youth, youth involved in the juvenile justice system, and students receiving special education services under chapter 28A.155 RCW;
     (b) Coaches or mentors for students as necessary;
     (c) Staff responsible for coordination of community partners that provide a seamless continuum of academic and nonacademic support in schools and communities;
     (d) Retrieval or reentry activities; and
     (e) Alternative educational programming, including, but not limited to, career and technical education exploratory and preparatory programs and online learning opportunities.
     (2) One of the grants awarded under this section shall be for a two-year demonstration project focusing on providing fifth through twelfth grade students with a program that utilizes technology and is integrated with state standards, basic academics, cross-cultural exposures, and age-appropriate preemployment training. The project shall:
     (a) Establish programs in two western Washington and one eastern Washington urban areas;
     (b) Identify at-risk students in each of the distinct communities and populations and implement strategies to close the achievement gap;
     (c) Collect and report data on participant characteristics and outcomes of the project, including the characteristics and outcomes specified under RCW 28A.175.035(1)(e); and
     (d) Submit a report to the legislature by December 1, 2009.))

Sec. 302   RCW 28A.175.035 and 2011 c 288 s 9 are each amended to read as follows:
     (1) The office of the superintendent of public instruction shall:
     (a) Identify criteria for building bridges grants and evaluate proposals for funding in consultation with the workforce training and education coordinating board;
     (b) Develop and monitor requirements for grant recipients to:
     (i) Use a dropout early warning and intervention system to identify students who ((both fail the Washington assessment of student learning and drop)) are at risk for academic failure and use data systems to identify youth who have already dropped out of school;
     (ii) Identify their own strengths and gaps in services provided to youth;
     (iii) Set their own local goals for program outcomes;
     (iv) Use research-based and emerging best practices that lead to positive outcomes in implementing ((the building bridges)) a local program; and
     (v) Coordinate an outreach campaign to bring public and private organizations together and to provide information about ((the)) building bridges ((program)) grants to the local community;
     (c) In setting the requirements under (b) of this subsection, encourage creativity and provide for flexibility in implementing ((the)) a local program using the building bridges ((program)) grants;
     (d) Identify and disseminate successful practices;
     (e) Develop requirements for grant recipients to collect and report data, including, but not limited to:
     (i) The number of and demographics of students served including, but not limited to, information regarding a student's race and ethnicity, a student's household income, a student's housing status, whether a student is a foster youth or youth involved in the juvenile justice system, whether a student is disabled, and the primary language spoken at a student's home;
     (ii) ((Washington assessment of student learning)) Scores on the statewide student assessment;
     (iii) Dropout rates;
     (iv) On-time graduation rates;
     (v) Extended graduation rates;
     (vi) Credentials obtained;
     (vii) Absenteeism rates;
     (viii) Truancy rates; and
     (ix) Credit retrieval; and
     (f) Contract with a third party to evaluate the infrastructure and implementation of the partnership including the leveraging of outside resources that relate to the goal of the partnership. The third-party contractor shall also evaluate the performance and effectiveness of the partnerships relative to the type of entity, as identified in RCW 28A.175.045, serving as the lead agency for the partnership((; and
     (g) Report to the legislature by December 1, 2008)).
     (2) In performing its duties under this section, the office of the superintendent of public instruction is encouraged to consult with the work group ((identified)) established in RCW 28A.175.075.
     (3) In selecting recipients for grant funds appropriated under RCW 28A.175.135, the office of the superintendent of public instruction shall use a streamlined and expedited application and review process for those programs that have already proven to be successful in dropout prevention.

Sec. 303   RCW 28A.175.045 and 2007 c 408 s 4 are each amended to read as follows:
     In awarding ((the grants under RCW 28A.175.025)) building bridges grants, the office of the superintendent of public instruction shall prioritize schools or districts with dropout rates above the statewide average and shall attempt to award ((building bridges program)) grants to different geographic regions of the state. Eligible recipients shall be one of the following entities acting as a lead agency for the local partnership: A school district, a tribal school, an area workforce development council, an educational service district, an accredited institution of higher education, a vocational skills center, a federally recognized tribe, a community organization, or a nonprofit 501(c)(3) corporation. If the recipient is not a school district, at least one school district must be identified within the partnership. The superintendent of public instruction shall ensure that grants are distributed proportionately between school districts and other recipients. This requirement may be waived if the superintendent of public instruction finds that the quality of the programs or applications from these entities does not warrant the awarding of the grants proportionately.

Sec. 304   RCW 28A.175.055 and 2007 c 408 s 5 are each amended to read as follows:
     To be eligible for a building bridges grant ((under RCW 28A.175.025)), grant applicants shall:
     (1) Build or demonstrate a commitment to building a broad-based partnership of schools, families, and community members to provide an effective and efficient ((building bridges program)) K-12 dropout prevention, intervention, and reengagement system. The partnership shall consider an effective model for school-community partnerships and include local membership from, but not limited to, school districts, tribal schools, secondary career and technical education programs, skill centers that serve the local community, an educational service district, the area workforce development council, accredited institutions of higher education, tribes or other cultural organizations, the parent teacher association, the juvenile court, prosecutors and defenders, the local health department, health care agencies, public transportation agencies, local division representatives of the department of social and health services, businesses, city or county government agencies, civic organizations, and appropriate youth-serving community-based organizations. Interested parents and students shall be actively included whenever possible;
     (2) Demonstrate how the grant will enhance any dropout prevention and intervention programs and services already in place in the district;
     (3) Provide a twenty-five percent match that may include in-kind resources from within the partnership;
     (4) Track and report data required by the grant; and
     (5) Describe how the dropout prevention, intervention, and ((retrieval)) reengagement system will be sustained after initial funding, including roles of each of the partners.

Sec. 305   RCW 28A.175.074 and 2010 c 243 s 2 are each amended to read as follows:
     The definitions in this section apply throughout ((section 3, chapter 243, Laws of 2010 and RCW 28A.175.075)) this chapter unless the context clearly requires otherwise.
     (1) (("Critical community members" means representatives in the local community from among the following agencies and organizations: Student/parent organizations, parents and families, local government, law enforcement, juvenile corrections, any tribal organization in the local school district, the local health district, nonprofit and social service organizations serving youth, and faith organizations.
     (2))) "Dropout early warning and intervention ((data)) system" means a systemic approach to identify students at risk of dropping out and an intervention process to link identified students to the appropriate services and support, relying on a student information system that provides the necessary data ((needed to conduct a universal screening to identify students at risk of dropping out, catalog student interventions, and monitor student progress towards graduation)) in an easily interpreted format.
     (2) "Graduation coach" means an individual, working in consultation with counselors and other school staff as provided in the model policy on graduation coaches developed by the office of the superintendent of public instruction in 2012, who is assigned to identify and provide intervention services to students who have dropped out or are at risk of academic failure or of not graduating on time through the following activities:
     (a) Monitoring and advising on individual student progress toward graduation;
     (b) Providing student support services and case management;
     (c) Motivating students to focus on a graduation plan;
     (d) Encouraging parent and community involvement;
     (e) Connecting parents and students with appropriate school and community resources;
     (f) Securing supplemental academic services for students;
     (g) Implementing schoolwide dropout prevention programs and interventions; and
     (h) Analyzing data to identify at-risk students.
     (3) "K-12 dropout prevention, intervention, and reengagement system" means a system that provides all of the following functions:
     (a) Engaging in school improvement planning specifically focused on improving high school graduation rates and other indicators correlated to being on track for graduation, including goal-setting and action planning, based on a comprehensive assessment of strengths and challenges;
     (b) Providing prevention activities including, but not limited to, emotionally and physically safe school environments, implementation of a comprehensive system of learning support with tiered intervention, social-emotional and behavioral skills development, expanded opportunities for students to develop sustained and meaningful relationships with caring adults, a comprehensive guidance and counseling model facilitated by certified school counselors or other qualified staff, core academic instruction, frequent feedback on student progress, and career and technical education exploratory and preparatory programs;
     (c) Identifying vulnerable students based on a dropout early warning and intervention ((data)) system;
     (d) Providing timely academic and nonacademic group and individual interventions for vulnerable students based on ((a)) the specific challenges and assets of each child by using a tiered intervention system such as the response to intervention model, ((including)) planning and sharing ((of)) information at critical academic transitions, using intervention resources from the school system and the broader community, and assessing the effectiveness of each intervention provided;
     (e) Providing graduation coaches, school success coaches, mentors, certified school counselors, ((and/or)) or case managers for vulnerable students identified as needing a more intensive one-on-one adult relationship;
     (f) Establishing and providing staff to coordinate a ((school/family/community)) school, family, and community partnership that assists in building ((a K-12 dropout prevention, intervention, and reengagement)) the system;
     (g) Providing retrieval or reentry activities; ((and))
     (h) Providing alternative educational programming including, but not limited to, credit retrieval and online learning opportunities; and
     (i) Designing and providing wraparound services to support vulnerable students.
     (4) (("School/family/community partnership" means a partnership between a school or schools, families, and the community, that engages critical community members in a formal, structured partnership with local school districts in a coordinated effort to provide comprehensive support services and improve outcomes for vulnerable youth.)) "School success coach" means an individual, working in consultation with counselors and other school staff, who is assigned to identify and provide early intervention services for students using similar strategies as a graduation coach, but targeted toward elementary and middle school students to facilitate their continued enrollment, engagement, and progress in school.
     (5) "Vulnerable students" means students who are in foster care, involved in the juvenile justice system, receiving special education services under chapter 28A.155 RCW, recent immigrants, homeless, emotionally traumatized, or are facing behavioral health issues, and students deemed at-risk of school failure as identified by a dropout early warning data system or other assessment.
     (6) "Wraparound services" means a team-based approach to delivering dropout prevention and intervention services that is based on the needs and strengths of students and their families; uses an array of community and regional resources; addresses academic, social, emotional, health, and economic issues as needed; and is culturally competent and outcome-based.

Sec. 306   RCW 28A.175.075 and 2010 c 243 s 4 are each amended to read as follows:
     (1) The office of the superintendent of public instruction shall establish a state-level ((building bridges)) work group that includes K-12 and state agencies that work with youth who have dropped out or are at risk of dropping out of school, to be known as the graduation: a team effort (GATE) work group. The purpose of the GATE work group is to establish a common vision and agenda for helping all students reach high school graduation. The following agencies shall appoint representatives to the work group: The office of the superintendent of public instruction, the workforce training and education coordinating board, the department of early learning, the employment security department, the state board for community and technical colleges, the department of health, the community mobilization office, and the children's services and behavioral health and recovery divisions of the department of social and health services. The work group should also consist of one representative from each of the following agencies and organizations: A statewide organization representing career and technical education programs including skill centers; the juvenile courts or the office of juvenile justice, or both; the Washington association of prosecuting attorneys; the Washington state office of public defense; accredited institutions of higher education; the educational service districts; the area workforce development councils; parent and educator associations; ((achievement)) educational opportunity gap oversight and accountability committee; office of the education ombudsman; local school districts; agencies or organizations that provide services to special education students; community organizations serving youth; federally recognized tribes and urban tribal centers; ((each of the major political caucuses of the senate and house of representatives;)) and the minority commissions. Other agencies, organizations, or individuals may be invited to participate in the work group.
     (2) ((To assist and enhance the work of the building bridges programs established in RCW 28A.175.025,)) The ((state-level)) GATE work group shall:
     (a) Build on the materials and work accomplished by the building bridges work group first established in 2007;
     (b) Align the objectives and operation of individual dropout prevention, intervention, and reengagement programs and initiatives, including but not limited to the various programs established under this chapter;
     (c) Convene working subgroups as needed to support development of a statewide K-12 dropout prevention, intervention, and reengagement system;
     (d) Identify and make recommendations to the legislature for the reduction of fiscal, legal, and regulatory barriers that prevent coordination of program resources across agencies at the state and local level;
     (((b))) (e) Develop and track performance measures and benchmarks for each partner agency or organization across the state including performance measures and benchmarks based on student characteristics and outcomes specified in RCW 28A.175.035(1)(e); and
     (((c))) (f) Identify and disseminate research-based and emerging best practices regarding prevention, intervention, and ((retrieval)) reengagement programs.
     (3)(((a) The work group shall report to the quality education council, appropriate committees of the legislature, and the governor on an annual basis beginning December 1, 2007, with proposed strategies for building K-12 dropout prevention, intervention, and reengagement systems in local communities throughout the state including, but not limited to, recommendations for implementing emerging best practices, needed additional resources, and eliminating barriers.
     (b) By September 15, 2010, the work group shall report on:
     (i) A recommended state goal and annual state targets for the percentage of students graduating from high school;
     (ii) A recommended state goal and annual state targets for the percentage of youth who have dropped out of school who should be reengaged in education and be college and work ready;
     (iii) Recommended funding for supporting career guidance and the planning and implementation of K-12 dropout prevention, intervention, and reengagement systems in school districts and a plan for phasing the funding into the program of basic education, beginning in the 2011-2013 biennium; and
     (iv) A plan for phasing in the expansion of the current school improvement planning program to include state-funded, dropout-focused school improvement technical assistance for school districts in significant need of improvement regarding high school graduation rates.)) The office of the superintendent of public instruction shall submit a biennial report to the education committees of the legislature by December 1st of each odd-numbered year that includes activities undertaken and measurable indicators of progress toward achieving a statewide K-12 dropout prevention, intervention, and reengagement system.
     (4) State agencies in the ((building bridges)) GATE work group shall work together, wherever feasible, on the following activities to support ((school/family/community)) partnerships of schools, families, and communities engaged in building K-12 dropout prevention, intervention, and reengagement systems:
     (a) Providing opportunities for coordination and flexibility of program eligibility and funding criteria;
     (b) Providing joint funding;
     (c) Developing protocols and templates for model agreements on sharing records and data;
     (d) Providing joint professional development opportunities that provide knowledge and training on:
     (i) Research-based and promising practices;
     (ii) The availability of programs and services for vulnerable youth; and
     (iii) Cultural competence.
     (((5) The building bridges work group shall make recommendations to the governor and the legislature by December 1, 2010, on a state-level and regional infrastructure for coordinating services for vulnerable youth. Recommendations must address the following issues:
     (a) Whether to adopt an official conceptual approach or framework for all entities working with vulnerable youth that can support coordinated planning and evaluation;
     (b) The creation of a performance-based management system, including outcomes, indicators, and performance measures relating to vulnerable youth and programs serving them, including accountability for the dropout issue;
     (c) The development of regional and/or county-level multipartner youth consortia with a specific charge to assist school districts and local communities in building K-12 comprehensive dropout prevention, intervention, and reengagement systems;
     (d) The development of integrated or school-based one-stop shopping for services that would:
     (i) Provide individualized attention to the neediest youth and prioritized access to services for students identified by a dropout early warning and intervention data system;
     (ii) Establish protocols for coordinating data and services, including getting data release at time of intake and common assessment and referral processes; and
     (iii) Build a system of single case managers across agencies;
     (e) Launching a statewide media campaign on increasing the high school graduation rate; and
     (f) Developing a statewide database of available services for vulnerable youth.))

Sec. 307   RCW 28A.175.145 and 2011 c 288 s 5 are each amended to read as follows:
     (1)(a) Subject to funds appropriated for this purpose or otherwise available in the account established in RCW 28A.175.155, beginning in the 2011-12 school year and each year thereafter, a high school that demonstrates improvement in its dropout prevention score compared to the baseline school year as calculated under RCW 28A.175.140 may receive a PASS program award as provided under this section. The legislature intends to recognize and reward continuous improvement by using a baseline year for calculating eligibility for PASS program awards so that a high school retains previously earned award funds from one year to the next unless its performance declines.
     (b) The office of the superintendent of public instruction must determine the amount of PASS program awards based on appropriated funds and eligible high schools. The intent of the legislature is to provide an award to each eligible high school commensurate with the degree of improvement in the high school's dropout prevention score and the size of the high school. The office must establish a minimum award amount. If funds available for PASS program awards are not sufficient to provide an award to each eligible high school, the office of the superintendent of public instruction shall establish objective criteria to prioritize awards based on eligible high schools with the greatest need for additional dropout prevention and intervention services. The office of the superintendent of public instruction shall encourage and may require a high school receiving a PASS program award to demonstrate an amount of community matching funds or an amount of in-kind community services to support dropout prevention and intervention.
     (c) Ninety percent of an award under this section must be allocated to the eligible high school to be used for dropout prevention activities in the school as specified in subsection (2) of this section. The principal of the high school shall determine the use of funds after consultation with parents and certificated and classified staff of the school.
     (d) Ten percent of an award under this section must be allocated to the school district in which the eligible high school is located to be used for dropout prevention activities as specified in subsection (2) of this section in the high school or in other schools in the district.
     (e) The office of the superintendent of public instruction may withhold distribution of award funds under this section to an otherwise eligible high school or school district if the superintendent of public instruction issues a finding that the school or school district has willfully manipulated the dropout prevention indicators under RCW 28A.175.140, for example by expelling, suspending, transferring, or refusing to enroll students at risk of dropping out of school or at risk of low achievement.
     (2) High schools and school districts may use PASS program award funds for any programs or activities that support the development of a dropout prevention, intervention, and reengagement system as described in RCW 28A.175.074, offered directly by the school or school district or under contract with education agencies or community-based organizations, including but not limited to educational service districts, workforce development councils, and boys and girls clubs. Such programs or activities may include but are not limited to the following:
     (a) Strategies to close the achievement gap for disadvantaged students and minority students;
     (b) Use of graduation coaches as defined in RCW ((28A.175.150)) 28A.175.074;
     (c) Opportunity internship activities under RCW 28C.18.164;
     (d) Dropout reengagement programs provided by community-based organizations or community and technical colleges;
     (e) Comprehensive guidance and planning programs as defined under RCW 28A.600.045, including but not limited to the navigation 101 program;
     (f) Reduced class sizes, extended school day, extended school year, and tutoring programs for students identified as at risk of dropping out of school, including instruction to assist these students in meeting graduation requirements in mathematics and science;
     (g) Outreach and counseling targeted to students identified as at risk of dropping out of school, or who have dropped out of school, to encourage them to consider learning alternatives such as preapprenticeship programs, skill centers, running start, technical high schools, and other options for completing a high school diploma;
     (h) Preapprenticeship programs or running start for the trades initiatives under RCW 49.04.190;
     (i) Mentoring programs for students;
     (j) Development and use of dropout early warning data systems;
     (k) Counseling, resource and referral services, and intervention programs to address social, behavioral, and health factors associated with dropping out of school;
     (l) Implementing programs for in-school suspension or other strategies to avoid excluding middle and high school students from the school whenever possible;
     (m) Parent engagement activities such as home visits and off-campus parent support group meetings related to dropout prevention and reengagement; and
     (n) Early learning programs for prekindergarten students.
     (3) High schools and school districts are encouraged to implement dropout prevention and reengagement strategies in a comprehensive and systematic manner, using strategic planning, school improvement plans, evaluation and feedback, and response to intervention tools.

NEW SECTION.  Sec. 308   A new section is added to chapter 28A.175 RCW to read as follows:
     (1) The office of the superintendent of public instruction shall develop and make available a dropout prevention, intervention, and reengagement system assessment tool to support school, family, and community partnerships in designing and implementing a local system. The assessment tool must have the capacity to identify school and community strengths and gaps in services, and evaluate the effectiveness of existing strategies to prevent and reengage dropouts. Existing community needs assessments, such as the community health improvement plan or other plans, may also be used to provide data for identifying strengths and gaps related to the dropout prevention, intervention, and reengagement system.
     (2) The office of the superintendent of public instruction, in consultation with the GATE work group, shall continue development of a comprehensive and customizable dropout early warning and intervention system for use by school districts and school, family, and community partnerships.

NEW SECTION.  Sec. 309   A new section is added to chapter 28A.175 RCW to read as follows:
     (1) Subject to funds appropriated specifically for this purpose, the office of the superintendent of public instruction shall establish a program to provide graduation coaches to high schools that are struggling to improve their high school graduation rates and school success coaches to selected elementary and middle schools whose students enroll in these high schools.
     (2) The office of the superintendent of public instruction shall rank order all public high schools in the state based on a combination of factors, including but not limited to graduation rates, dropout rates, attendance, suspension and expulsion rates, results from dropout early warning and intervention system data, and evidence that the high school and the elementary and middle schools whose students enroll in the high school are ready to support and benefit from graduation coaches and school success coaches. The office shall place a significant priority on graduation rates as a ranking factor.
     (3) Each year the office of the superintendent of public instruction shall allocate funds to support one graduation coach per five hundred students enrolled in grades nine through twelve in a high school and one school success coach per five hundred students enrolled in grades kindergarten through eight in selected elementary and middle schools whose students enroll in the high school. Funds shall be allocated starting with the lowest-ranking schools until all available funds have been allocated. The office must fully fund the allocation of coaches in an eligible high school and the selected elementary and middle schools before allocating funds for the next group of schools on the ranked order list. The allocation amount per coach shall be based on the school district's allocation for salaries as calculated under RCW 28A.150.410 for certificated instructional staff, plus fringe benefits as established in the omnibus appropriations act.
     (4) A school district receiving funds under this section must use the funds to assign individuals to the schools that generated the funds to conduct the activities of a graduation coach or a school success coach as defined under RCW 28A.175.074. Schools may use the funds to assign employees to serve as coaches or may create partnerships and contracts with community-based organizations to assign individuals from the community to serve as coaches. The recipient schools must also use the dropout prevention, intervention, and reengagement system assessment tool developed under section 308 of this act to design additional dropout prevention and intervention strategies for those schools.
     (5) To the extent funds are available, recipient schools are eligible to receive funds under this section for three consecutive years or until the schools no longer qualify for the allocation based on their ranking, whichever is longer.

NEW SECTION.  Sec. 310   A new section is added to chapter 28A.175 RCW to read as follows:
     In fulfillment of their mission under RCW 28A.310.340 to assist in providing pupils with equal educational opportunities, each educational service district must, as a basic core service:
     (1) Coordinate and convene school, family, and community partnerships to develop and implement comprehensive K-12 dropout prevention, intervention, and reengagement systems as defined under RCW 28A.175.074;
     (2) Facilitate and assist local partnerships in using dropout prevention, intervention, and reengagement system assessment tools; and
     (3) Develop dropout reengagement programs to be offered under contract with school districts as provided under RCW 28A.175.100 through 28A.175.110.

Sec. 311   RCW 28A.310.350 and 2007 c 402 s 8 are each amended to read as follows:
     The basic core services and cost upon which educational service districts are budgeted shall include, but not be limited to, the following:
     (1) Educational service district administration and facilities such as office space, maintenance and utilities;
     (2) Cooperative administrative services such as assistance in carrying out procedures to abolish sex and race bias in school programs, fiscal services, grants management services, special education services and transportation services;
     (3) Personnel services such as certification/registration services;
     (4) Learning resource services such as audio visual aids;
     (5) Cooperative curriculum services such as health promotion and health education services, in-service training, workshops and assessment;
     (6) Professional development services identified by statute or the omnibus appropriations act; ((and))
     (7) Special needs of local education agencies; and
     (8) Dropout prevention, intervention, and reengagement services under section 310 of this act.

NEW SECTION.  Sec. 312   A new section is added to chapter 28A.310 RCW to read as follows:
     Subject to funds appropriated specifically for this purpose, a corps of intervention specialists shall be located at educational service districts, as determined by the office of the superintendent of public instruction, to assist schools and school districts in developing responses to intervention models; positive behavioral interventions and support systems; compassionate schools models; strategies to improve school climate and prevent harassment, intimidation, and bullying; and other research-based approaches to providing early intervention and support for students.

Sec. 313   RCW 28A.230.125 and 2011 1st sp.s. c 11 s 130 are each amended to read as follows:
     (1) The superintendent of public instruction, in consultation with the four-year institutions as defined in RCW 28B.76.020, the state board for community and technical colleges, and the workforce training and education coordinating board, shall develop for use by all public school districts and educational service districts under section 314 of this act a standardized high school transcript. The superintendent shall establish clear definitions for the terms "credits" and "hours" so that school programs operating on the quarter, semester, or trimester system can be compared.
     (2) The standardized high school transcript shall include a notation of whether the student has earned a certificate of individual achievement or a certificate of academic achievement.

NEW SECTION.  Sec. 314   A new section is added to chapter 28A.310 RCW to read as follows:
     An educational service district that offers a dropout reengagement program under contract with one or more school districts as provided under RCW 28A.175.100 through 28A.175.110 may award high school credit to students who successfully complete courses eligible for credit under the program, based on the standards for award of credit adopted by the state board of education, to be recorded using the standardized high school transcript under RCW 28A.230.125.

Sec. 315   RCW 28A.230.090 and 2011 c 203 s 2 are each amended to read as follows:
     (1) The state board of education shall establish high school graduation requirements or equivalencies for students, except as provided in RCW 28A.230.122 and except those equivalencies established by local high schools or school districts under RCW 28A.230.097. The purpose of a high school diploma is to declare that a student is ready for success in postsecondary education, gainful employment, and citizenship, and is equipped with the skills to be a lifelong learner.
     (a) Any course in Washington state history and government used to fulfill high school graduation requirements shall consider including information on the culture, history, and government of the American Indian peoples who were the first inhabitants of the state.
     (b) The certificate of academic achievement requirements under RCW 28A.655.061 or the certificate of individual achievement requirements under RCW 28A.155.045 are required for graduation from a public high school but are not the only requirements for graduation.
     (c) Any decision on whether a student has met the state board's high school graduation requirements for a high school and beyond plan shall remain at the local level. However, school districts must use the standard template for the high school and beyond plan developed under section 319 of this act or a locally developed template that the school district has determined to have equivalent characteristics, components, and activities as the standard template.
     (d) Beginning with the graduating class of 2017, each student must complete community service, to be explained and documented using the student's culminating project. Parameters and requirements for the community service may be established only by a school district board of directors. A student who has completed the community service requirement of a school district and transfers in the senior year to another school district is not required to complete additional community service under this section.
     (2)(a) In recognition of the statutory authority of the state board of education to establish and enforce minimum high school graduation requirements, the state board shall periodically reevaluate the graduation requirements and shall report such findings to the legislature in a timely manner as determined by the state board.
     (b) The state board shall reevaluate the graduation requirements for students enrolled in vocationally intensive and rigorous career and technical education programs, particularly those programs that lead to a certificate or credential that is state or nationally recognized. The purpose of the evaluation is to ensure that students enrolled in these programs have sufficient opportunity to earn a certificate of academic achievement, complete the program and earn the program's certificate or credential, and complete other state and local graduation requirements.
     (c) The state board shall forward any proposed changes to the high school graduation requirements to the education committees of the legislature for review and to the quality education council established under RCW 28A.290.010. The legislature shall have the opportunity to act during a regular legislative session before the changes are adopted through administrative rule by the state board. Changes that have a fiscal impact on school districts, as identified by a fiscal analysis prepared by the office of the superintendent of public instruction, shall take effect only if formally authorized and funded by the legislature through the omnibus appropriations act or other enacted legislation.
     (3) Pursuant to any requirement for instruction in languages other than English established by the state board of education or a local school district, or both, for purposes of high school graduation, students who receive instruction in American sign language or one or more American Indian languages shall be considered to have satisfied the state or local school district graduation requirement for instruction in one or more languages other than English.
     (4) If requested by the student and his or her family, a student who has completed high school courses before attending high school shall be given high school credit which shall be applied to fulfilling high school graduation requirements if:
     (a) The course was taken with high school students, if the academic level of the course exceeds the requirements for seventh and eighth grade classes, and the student has successfully passed by completing the same course requirements and examinations as the high school students enrolled in the class; or
     (b) The academic level of the course exceeds the requirements for seventh and eighth grade classes and the course would qualify for high school credit, because the course is similar or equivalent to a course offered at a high school in the district as determined by the school district board of directors.
     (5) Students who have taken and successfully completed high school courses under the circumstances in subsection (4) of this section shall not be required to take an additional competency examination or perform any other additional assignment to receive credit.
     (6) At the college or university level, five quarter or three semester hours equals one high school credit.

NEW SECTION.  Sec. 316   A new section is added to chapter 28A.230 RCW to read as follows:
     (1) To take effect beginning with the graduating class of 2017, the state board of education must:
     (a) Redesignate the credit in occupational education required for high school graduation as a credit in career and technical education, with courses approved under RCW 28A.700.010; and
     (b) Adopt rules that permit a student whose high school and beyond plan includes enrollment in a preparatory career and technical education program of study leading to an industry-recognized certificate or credential to elect to pursue a course in an alternative subject area in lieu of one or both of the following required credits, because the student and parent have determined that such a course will better serve the student's education and career goals:
     (i) The career and technical education credit; and
     (ii) The fourth credit of English.
     (2) If, after the effective date of this section, the state board of education increases the number of course credits in science that are required for high school graduation under RCW 28A.230.090, the board must permit a student whose high school and beyond plan includes enrollment in a preparatory career and technical education program of study leading to an industry-recognized certificate or credential to elect to pursue a course in an alternative subject area in lieu of a third credit in science, because the student and parent have determined that such a course will better serve the student's education and career goals.

NEW SECTION.  Sec. 317   A new section is added to chapter 28A.300 RCW to read as follows:
     (1) An automated external defibrillator is often a critical component in the chain of survival for a cardiac arrest victim.
     (2) The office of the superintendent of public instruction, in consultation with school districts and stakeholder groups, shall develop guidance for a medical emergency response and automated external defibrillator program for high schools.
     (3) The medical emergency response and automated external defibrillator program must comply with current evidence-based guidance from the American heart association or other national science organization.
     (4) The office of the superintendent of public instruction, in consultation with the department of health, shall assist districts in carrying out a program under this section, including providing guidelines and advice for seeking grants for the purchase of automated external defibrillators or seeking donations of automated external defibrillators. The superintendent may coordinate with local health districts or other organizations in seeking grants and donations for this purpose.

NEW SECTION.  Sec. 318   A new section is added to chapter 28A.230 RCW to read as follows:
     (1) Each school district that operates a high school must offer instruction in cardiopulmonary resuscitation to students as provided in this section. Beginning with the 2013-14 school year, instruction in cardiopulmonary resuscitation must be included in at least one health class necessary for graduation.
     (2) Instruction in cardiopulmonary resuscitation under this section must:
     (a) Be an instructional program developed by the American heart association or the American red cross or be nationally recognized and based on the most current national evidence-based emergency cardiovascular care guidelines for cardiopulmonary resuscitation;
     (b) Include appropriate use of an automated external defibrillator; and
     (c) Incorporate hands-on practice in addition to cognitive learning.
     (3) School districts may offer the instruction in cardiopulmonary resuscitation directly or arrange for the instruction to be provided by available community-based providers. The instruction is not required to be provided by a certificated teacher. Certificated teachers providing the instruction are not required to be certified trainers of cardiopulmonary resuscitation. A student is not required to earn certification in cardiopulmonary resuscitation to successfully complete the instruction for the purposes of this section.

NEW SECTION.  Sec. 319   A new section is added to chapter 28A.230 RCW to read as follows:
     (1) The purpose of the high school and beyond plan required for graduation is to connect student learning in high school with readiness for postsecondary education, gainful employment, and citizenship. The office of the superintendent of public instruction shall develop a standard template for the high school and beyond plan to facilitate use of the plan as a tool to help students, beginning in the eighth grade, develop a program of study for their high school education based on their interests and goals, update the plan annually, and use the plan to guide their selection of courses, culminating project, and other activities. The office must also develop materials to support school districts in working with students to develop programs of study.
     (2) The standard template must describe the following components and activities to be included in a high school and beyond plan:
     (a) Identification of personal interests and achievable career goals;
     (b) A plan for course-taking, to be annually reviewed and updated;
     (c) Research on postsecondary education and entry-level jobs related to the student's career interests, including the multiple pathways to education and careers in any given field, the costs of postsecondary education, and the projected wages of various career options;
     (d) Development of a budget based on personal and career interests and goals, including a budget for postsecondary education;
     (e) Completion of a resume and, if applicable, an application for postsecondary education; and
     (f) Participation in an on-site or virtual visit to a postsecondary institution or a workplace.
     (3) Beginning in the 2014-15 school year and beginning with students in the eighth grade, school districts must use the standard template for the high school and beyond plan developed under this section or a locally developed template that the district has determined to have equivalent characteristics, components, and activities as the standard template. The forms of documentation required for the components and activities of a high school and beyond plan shall be established by the local school district.
     (4) For the purposes of this section, "program of study" means a coordinated, nonduplicative progression of courses within a career pathway that aligns academic and career and technical education in secondary education with postsecondary education to prepare students for an occupation or group of occupations within a career cluster. Each program of study follows a pathway offering multiple career opportunities based on differing levels of education. A program of study offers academic content and career and technical content aligned with appropriate learning standards, includes opportunities for students to earn dual high school and college credit, provides opportunities for work-integrated learning, prepares students to enter postsecondary education and employment, and culminates in an industry-recognized credential, certificate, or degree whenever possible.

Sec. 320   RCW 28A.230.097 and 2008 c 170 s 202 are each amended to read as follows:
     (1) Each high school or school district board of directors shall adopt course equivalencies for career and technical high school courses offered to students in high schools and skill centers. A career and technical course equivalency may be for whole or partial credit. Each school district board of directors shall develop a course equivalency approval procedure.
     (2) The office of the superintendent of public instruction shall adopt rules establishing a list of mandatory course equivalencies for career and technical education courses. Beginning with the 2014-15 school year, a school district board of directors must, at a minimum, grant academic course equivalency for a career and technical high school course from the mandatory course equivalency list adopted under RCW 28A.700.070, but is not limited to the courses on the list.
     (3) Career and technical courses determined to be equivalent to academic core courses, in full or in part, by the high school or school district shall be accepted as meeting core requirements, including graduation requirements, if the courses are recorded on the student's transcript using the equivalent academic high school department designation and title. Full or partial credit shall be recorded as appropriate. The high school or school district shall also issue and keep record of course completion certificates that demonstrate that the career and technical courses were successfully completed as needed for industry certification, college credit, or preapprenticeship, as applicable. The certificate shall be either part of the student's high school and beyond plan or the student's culminating project, as determined by the student. The office of the superintendent of public instruction shall develop and make available electronic samples of certificates of course completion.

Sec. 321   RCW 28A.600.045 and 2008 c 170 s 303 are each amended to read as follows:
     (1) Beginning with the 2014-15 school year, each high school must implement a career planning and exploration program of at least twenty instructional hours per year for all students in grades nine through twelve. The legislature encourages each middle school((,)) and junior high school((, and high school)) also to implement a ((comprehensive guidance and planning)) career planning and exploration program for all students. The purpose of the program is to support students as they navigate their education and plan their future; encourage an ongoing and personal relationship between each student and an adult in the school; and involve parents in students' educational decisions and plans. It is also a purpose of the program to help students and parents understand that there are multiple pathways and multiple opportunities for students to chart their education and their future.
     (2) A ((comprehensive guidance and planning)) career planning and exploration program is a program that contains at least the following components:
     (a) A curriculum intended to provide the skills and knowledge students need to select courses, explore options, plan for their future, and take steps to implement their plans. The curriculum may include such topics as analysis of students' test results; diagnostic assessments of students' academic strengths and weaknesses; use of assessment results in developing students' short-term and long-term plans; assessments of student interests and aptitude; goal-setting skills; planning for high school course selection; independent living skills; exploration of options and opportunities for career and technical education at the secondary and postsecondary level; exploration of career opportunities in emerging and high-demand programs including apprenticeships; and postsecondary options and how to access them. Districts are encouraged to use available online curricula for this purpose;
     (b) Opportunities for regular meetings between ((each)) students and a teacher, counselor, or other instructional staff member who serves as an advisor throughout the ((student's)) students' enrollment at the school. Nothing in this section prescribes a particular frequency, duration, or teacher-to-student ratio for such meetings;
     (c) Student-led conferences with the student's parents, guardians, or family members and the student's advisor for the purpose of demonstrating the student's accomplishments; identifying weaknesses; planning and selecting courses; and setting long-term goals; ((and))
     (d) Data collection that allows schools to monitor students' progress; and
     (e) Opportunities for students to participate in career exploration, work-based learning, job shadowing, internships, development of their high school and beyond plan, or other similar activities intended to engage students in preparing for their future.
     (3) Subject to funds appropriated for this purpose, the office of the superintendent of public instruction shall provide support for ((comprehensive guidance and planning)) career planning and exploration programs in public schools, including providing ongoing development and improvement of the curriculum described in subsection (2) of this section.
     (4) Beginning in the 2015-16 school year, each middle school, junior high school, and high school must provide information to students and parents or guardians regarding the online career guidance and exploration tools identified under section 326 of this act. Schools are encouraged to offer training and orientation to students and parents or guardians about using the online tools to identify a program of study and consider multiple pathways for education and careers.

Sec. 322   RCW 28A.700.030 and 2008 c 170 s 103 are each amended to read as follows:
     All approved preparatory secondary career and technical education programs must meet the following minimum criteria:
     (1) Either:
     (a) Lead to a certificate or credential that is state or nationally recognized by trades, industries, or other professional associations as necessary for employment or advancement in that field; or
     (b) Allow students to earn dual credit for high school and college through tech prep, advanced placement, or other agreements or programs;
     (2) Be comprised of a sequenced progression of multiple courses that are technically intensive and rigorous; ((and))
     (3) Include at least one work-integrated learning opportunity, which may be work-based learning, an internship, a job shadow, or other worksite experience; and
     (4) Lead to workforce entry, state or nationally approved apprenticeships, or postsecondary education in a related field.

Sec. 323   RCW 28A.700.040 and 2008 c 170 s 104 are each amended to read as follows:
     (1) The office of the superintendent of public instruction shall establish performance measures and targets and monitor the performance of career and technical education programs in at least the following areas:
     (a) Student participation in and completion of high-demand programs as identified under RCW 28A.700.020;
     (b) Students earning dual credit for high school and college; and
     (c) Performance measures and targets established by the workforce training and education coordinating board, including but not limited to student academic and technical skill attainment, graduation rates, postgraduation employment or enrollment in postsecondary education, and other measures and targets as required by the federal Carl Perkins act, as amended.
     (2) If a school district fails to meet the performance targets established under this section, the office of the superintendent of public instruction may require the district to submit an improvement plan. If a district fails to implement an improvement plan or continues to fail to meet the performance targets for three consecutive years, the office of the superintendent of public instruction may use this failure as the basis to deny the approval or reapproval of one or more of the district's career and technical education programs.
     (3) The office of the superintendent of public instruction must establish criteria and an award or designation to recognize exemplary career and technical education programs.

NEW SECTION.  Sec. 324   A new section is added to chapter 43.41 RCW to read as follows:
     (1) The education data center must develop a standard report using individual student data, to be prepared and disseminated annually, on the postsecondary education and employment outcomes for students who graduate from Washington public high schools. The report must examine outcomes one year after high school graduation and five years after high school graduation.
     (2) In developing the report, the education data center must consult with the office of the superintendent of public instruction, the state board for community and technical colleges, the student achievement council, the public and private four-year institutions of higher education, the workforce training and education coordinating board, and the employment security department.

NEW SECTION.  Sec. 325   A new section is added to chapter 28A.410 RCW to read as follows:
     (1) The professional educator standards board shall review certification standards for secondary principals to assure that fundamentals of career and technical education and career and technical education leadership are adequately reflected in the standards.
     (2) The professional educator standards board, in collaboration with approved career and technical education certification programs, shall revise the standards for career and technical education certification on the basis of business and industry work experience. The objective of the revisions is to significantly increase the extent that program requirements are based on demonstrated competencies rather than course completion.

NEW SECTION.  Sec. 326   A new section is added to chapter 28C.18 RCW to read as follows:
     (1) By December 1, 2014, the board, in collaboration with the other state education and workforce agencies, shall identify a sample of existing, interactive online tools that students and parents or guardians may use to explore career opportunities, identify a program of study as defined under section 319 of this act, and assist in career guidance. The board shall publicize these online tools on the board's web site. The board may modify or supplement the online tools to make them more helpful for users or to provide additional information specific to the Washington state education system and economy.
     (2) The board must annually create a brief, summary list of promising careers based on analysis of employment openings and future growth, as well as wages. The list must include careers that require various levels of postsecondary education and must illustrate the multiple pathways students may take to pursue the careers. The purpose of the list is to illustrate a sample of high quality, high-demand careers available through multiple pathways and encourage students and parents or guardians to engage in career exploration. The list must be publicized along with the online tools identified under subsection (1) of this section and may be linked to other, more comprehensive analyses and information regarding high-demand careers and career projections.
     (3) Beginning July 1, 2015, the board, in consultation with the state education and workforce agencies, must offer trainings regarding the online tools in subsection (1) of this section to career and technical education instructors, school counselors, and other education or workforce-related personnel.
     (4) The state education and workforce agencies and all community and technical colleges must publicize the online tools and promising careers identified under subsections (1) and (2) of this section on their respective web sites. Worksource centers and libraries as defined in RCW 27.12.010 must include information about the online tools in existing publications, including newsletters, posters, brochures, or other print materials, and must provide directions and options for public internet access to the online tools.
     (5) For the purposes of this section, "state education and workforce agencies" means the office of the superintendent of public instruction, the state board of education, the state board for community and technical colleges, the student achievement council, the workforce training and education coordinating board, and the employment security department.

NEW SECTION.  Sec. 327   (1) The legislature finds that for too long, there has been a perception that career readiness and college readiness represent two separate and unequal tracks. The importance of providing high quality opportunities for applied learning, work-integrated learning, cross-disciplinary curriculum, career exploration and planning, and career and technical equivalence often appears subsumed by an emphasis on theoretical academics. The legislature intends to create a vision for the integration of career education alongside academic education.
     (2)(a) A legislative task force on career and college ready education opportunities is established, with members as provided in this subsection:
     (i) The chair, vice chair, and ranking minority member of the education and higher education committees of the house of representatives;
     (ii) The chair, vice chair, and ranking minority member of the early learning and K-12 education and higher education committees of the senate;
     (iii) The superintendent of public instruction or a designee; and
     (iv) One representative each from the workforce training and education coordinating board, the student achievement council, and the Washington association of career and technical education.
     (b) The task force shall be cochaired by either the chair or vice chair of each of the legislative committees.
     (3) The purpose of the task force is to identify strategies for how education that supports career and college readiness, including but not limited to career and technical education, may be better integrated into secondary education opportunities for all students. The strategies to be considered by the task force include state laws and policies, graduation requirements, college and university admissions policies and practices, and state funding for instructional programs and capital facilities. The task force must examine the barriers, incentives and disincentives, costs, and cost-effectiveness of current policies and practices.
     (4) A preliminary report from the task force is due December 15, 2013, to include at least the following:
     (a) An analysis of the career and college ready graduation requirements proposed by the state board of education and any recommendations regarding graduation requirements;
     (b) Options for expanding career education and career exploration and planning into middle school;
     (c) Options for increasing student and parent awareness of the multiple education and career pathways available for students;
     (d) Strategies for enhancing and supporting work-integrated learning opportunities for students; and
     (e) Initial examination of key strategies for improving transitions from high school to college.
     (5) A final report from the task force is due September 1, 2014, to include recommendations for specific policies that both support and provide appropriate state oversight for career and college ready education opportunities including through middle and high school-based secondary career and technical education, skill centers, and career exploration and planning programs.
     (6) Staff support for the task force must be provided by senate committee services and the house of representatives office of program research, with assistance from the office of the superintendent of public instruction, the student achievement council, and the workforce training and education coordinating board as necessary.
     (7) Legislative members of the task force may be reimbursed for travel expenses in accordance with RCW 44.04.120. The expenses of the task force must be paid jointly by the senate and the house of representatives. Task force expenditures are subject to approval by the senate facilities and operations committee and the house of representatives executive rules committee.
     (8) This section expires June 30, 2015.

NEW SECTION.  Sec. 401   The following acts or parts of acts are each repealed:
     (1) RCW 28A.165.025 (School district program plan) and 2009 c 556 s 1 & 2004 c 20 s 3;
     (2) RCW 28A.165.045 (Plan approval process) and 2009 c 556 s 2 & 2004 c 20 s 5;
     (3) RCW 28A.175.150 (PASS program -- Graduation coach) and 2011 c 288 s 6;
     (4) RCW 28A.415.250 (Teacher assistance program -- Provision for mentor teachers) and 2009 c 539 s 5, 1993 c 336 s 401, 1991 c 116 s 19, 1990 c 33 s 403, 1987 c 507 s 1, & 1985 c 399 s 1; and
     (5) RCW 28A.415.260 (Pilot program using full-time mentor teachers) and 1998 c 245 s 12 & 1993 c 336 s 402.

NEW SECTION.  Sec. 402   Section 101 of this act takes effect September 1, 2013."