H-1139.1 _______________________________________________
HOUSE BILL 1545
_______________________________________________
State of Washington 52nd Legislature 1991 Regular Session
By Representatives Vance, Brough, Betrozoff, Tate, Brumsickle, Mielke, P. Johnson, Peery, G. Fisher, Broback, Neher, Holland, Silver and Winsley.
Read first time January 31, 1991. Referred to Committee on Education\
Appropriations.
AN ACT Relating to educational outcomes; creating new sections; and making an appropriation.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:
NEW SECTION. Sec. 1. The legislature finds that the economic, social, and political future of this nation depends on having a citizenry that is not only competent in the basic skills of reading, writing, and mathematics, but also capable of critical thinking and being able to master difficult concepts in science and mathematics. The legislature further finds that our current system of schooling does not provide adequate incentives for teachers or students to excel, and that more rigorous academic standards are needed.
NEW SECTION. Sec. 2. (1) By September 1, 1991, the state board of education shall establish a commission on functional competence to guide and oversee the implementation of essential core competencies that must be mastered before high school graduation. Members of the commission shall be representative of local and state policy makers; professional educators; business; labor; higher education; and the general public.
(2) The state board of education, in consultation with the superintendent of public instruction and the commission on functional competence, shall:
(a) By December 31, 1991, identify essential core competencies that must be mastered before high school graduation. The core competencies shall be rigorous, and at a minimum shall include: English, mathematics, science, technology, United States history, world history, geography, and critical thinking and analysis. In developing the core competencies, the state board of education shall draw extensively on existing documents, such as the goals developed by the state board of education, vision -- education 2001, and the national goals established by the President of the United States and the nation's governors.
(b) By December 31, 1991, report to the legislature on the ramifications of making the shift from time-based to performance-based student evaluation. The analysis shall include implications for:
(i) State and local policy, including graduation requirements;
(ii) Teacher education and certification;
(iii) Accreditation, including the self-study law;
(iv) Pressures on teacher time;
(v) Integration of competencies and curriculum;
(vi) Use of technology;
(vii) Competency assessment;
(viii) Changes in the recordkeeping system; and
(ix) State quality assurance.
(c) By June 30, 1992, adopt policies and rules to allow districts implementing competency-based programs to shift credit requirements from the carnegie unit of credit to a performance unit. The performance unit shall be based on equivalency to curriculum values found in the current unit system. The authority to use the new system shall be effective immediately upon adoption of the rules. In addition, systems shall be established to encourage students to acquire units of credit in flexible ways and to exceed traditional norms of acquisition.
(d) By June 30, 1992, develop a recommended system to support local districts for the development and implementation of the core competencies, including necessary resources, to be included in the governor's 1993-95 budget request. The state support system shall include the resources of the superintendent of public instruction, the educational service districts, and institutions of higher education.
(e) By June 30, 1993, examine and recommend needed modifications to existing statutes and rules for teacher certification, high school graduation, accreditation, dual enrollment reimbursement, and funding formulas.
(f) By June 30, 1993, adopt a system for school districts to establish the diploma as a certificate of mastery to affirm that high school graduates demonstrate mastery of the essential basic skill and core competency learnings.
NEW SECTION. Sec. 3. The sum of one million dollars, or as much thereof as may be necessary, is appropriated for the biennium ending June 30, 1993, from the general fund to the state board of education for the purposes of section 2 of this act.