H-3744

AN ACT Relating to education; adding new sections to chapter 28A.230 RCW; creating new sections; and making appropriations.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:

NEW SECTION. Sec. 1. The legislature finds that significant changes have occurred in the economy of the United States and the world that require our citizenry to be better educated than at any time in the past. If we are to maintain and improve our standard of living and compete in the world economy, and if our children are to live meaningful and productive lives in a vibrant democracy, improvements must be made in our public school system.

The legislature further finds that steps must be taken to ensure that all students successfully master the fundamental knowledge and skills in math, science, history, English, and other essential areas. Too many children are promoted in the early grades without successfully mastering required material, and too many leave the state's education system without the fundamental skills, knowledge, and attitudes needed to lead successful and productive lives.

The legislature further finds that more emphasis must be placed on preparing noncollege bound students for life and work after high school. Fewer than thirty percent of Washington's current high school graduates obtain a four-year college or university degree, yet high school curriculum focuses largely on this small population to the exclusion of the vast majority.

NEW SECTION. Sec. 2. STUDENT LEARNING GOALS. The goal of Washington's K-12 education system is to enable people to be responsible citizens, to enjoy a productive and satisfying life, and to contribute to their own economic well-being and to that of their families and communities.

To these ends, it is the goal of Washington's education system that students develop the knowledge, skills, and attitudes essential:

(1) To communicate with words, numbers, visuals, and sounds in a variety of settings;

(2) To be knowledgeable about and appreciate core concepts and principles from mathematics, the sciences, arts and humanities, social studies, and healthful living, and be able to apply them to situations they will encounter in life;

(3) To think critically and creatively, to solve problems, and to connect and integrate experiences and knowledge; and

(4) To function as self-sufficient individuals and as responsible, contributing members of families, work groups, and communities.

NEW SECTION. Sec. 3. CERTIFICATE OF INITIAL MASTERY. (1) By the end of the 1997-98 school year, every student shall have the opportunity by sixteen years of age or upon completing grade ten to obtain a certificate of initial mastery.

(2) The state board of education shall, in cooperation with teachers, principals, parents, and other interested parties, prescribe the standards that a student must meet in order to obtain a certificate of initial mastery. The certificate of initial mastery shall be based on a series of performance-based assessments benchmarked to mastery levels at approximately grades 3, 5, 8, and 10 including but not limited to work samples, tests, and portfolios. Students shall be allowed to collect credentials over a period of years, culminating in a project or exhibition that demonstrates attainment of the required knowledge and skills.

(3) Requirements for the certificate of initial mastery shall:

(a) Assure that a student has the knowledge and skills to read, write, problem solve, think critically, and communicate across the disciplines, at national levels by the year 2000 and at international levels by the year 2010; and

(b) Assure that students exhibit the capacity to learn, think, reason, retrieve information, and work effectively alone and in groups.

(4) A certificate of initial mastery shall be required for entry into college preparatory and academic professional technical programs leading to the appropriate endorsement.

(5) By January 1, 1996, each school district shall present a plan to the superintendent of public instruction setting forth the steps the district has taken to ensure that its curriculum meets the requirements necessary for the students of the district to obtain certificates of initial mastery. Each district's plan shall include options for achieving the certificate through alternative educational programs.

(6) The superintendent of public instruction shall develop procedures to accommodate out-of-state students, students taught by parents or private teachers, private school students transferring into public schools, and migrant children from other states and countries.

NEW SECTION. Sec. 4. CERTIFICATE OF INITIAL MASTERY ASSESSMENTS. (1) The superintendent of public instruction shall implement an assessment system for all students, including performance-based assessment of the knowledge and skills necessary to achieve the standards for each mastery level leading to the certificate of initial mastery.

(2) The superintendent of public instruction shall establish criteria for determining whether students have demonstrated the knowledge and skills necessary to perform successfully at each level beginning with the 1997-98 school year.

(3) The resident district shall be accountable for the student's satisfactory progress, as set forth in subsection (4) of this section, or be responsible for finding alternative learning environments, with the concurrence of the student's parents or guardian.

(4) If, at any point, a student is not making satisfactory progress toward attainment of the standard at grades 3, 5, 8, and 10, including the certificates of initial mastery under section 3 of this act and certificates of advanced mastery under section 5 of this act, the school district shall make additional services available to the student, that may include but need not be limited to:

(a) A restructured school day;

(b) Additional school days;

(d) Family evaluation and social services, as appropriate.

(5) If the student to whom additional services have been made available fails to demonstrate the knowledge and skills required at a mastery level within one year after the determination under subsection (2) of this section, even though the student would be or is promoted to the next level, the student shall be allowed, if desired, to transfer to another public school in the district or to a public school in another district that agrees to accept the student. The district that receives the student shall be entitled to payment. The payment shall consist of:

(a) An amount equal to the district expenses from its local revenues for each student in average daily membership, payable by the resident district in the same year; and

(b) Any state and federal funds the attending district is entitled to receive.

(6) The provisions of this section may be applied individually as appropriate to students enrolled in special education programs.

NEW SECTION. Sec. 5. CERTIFICATES OF ADVANCED MASTERY AND ENDORSEMENTS. (1) Beginning with the 1997-98 school year, any student who has received a certificate of initial mastery is entitled to attend any public educational institution that enrolls the student and provides a program leading to the achievement of a certificate of advanced mastery or a college preparatory or academic professional technical endorsement, or both, and meets the requirements of the state board of education.

(2) In establishing the requirements for certificates of advanced mastery with endorsements, the state board of education shall facilitate the movement between the endorsements and shall encourage choice and mobility so as to enhance a student's opportunities to maximize exposure to the full range of educational experiences.

(3) The institution shall be reimbursed for the student's tuition by the district in which the student resides pursuant to rules of the state board of education, in an amount not to exceed the student's tuition or the amount the district receives for the student from state funds, whichever is less. A school district shall not receive state funds for the student in an amount that exceeds the student's tuition. Any adult who wishes to pursue an endorsement, or any student having earned the certificate of advanced mastery or who has attained nineteen years of age and who wishes to continue a program, may do so by paying tuition. As used in this section, "public educational institution" does not include a public school to which a student has transferred under section 4 of this act.

(4) A high school diploma issued by an accredited private or out-of-state secondary school as signifying successful completion of grade twelve shall be considered acceptable in lieu of a certificate of advanced mastery for purposes of any rights or privileges that attach to the holder of a certificate of advanced mastery.

(5) Commencing no later than September 1998, each school district shall institute programs that allow students to qualify for a certificate of advanced mastery with college preparatory and academic professional technical endorsements. Study may be undertaken in a public school, community college, or public technical college, or any combination thereof, and shall involve at least two years of study or a combination of work and study. The certificate program shall include a comprehensive educational component.

(6) The student shall demonstrate mastery of knowledge and skills on performance-based assessments, where possible, using work samples, tests, portfolios, or other means. All courses necessary for either endorsement shall be available to students irrespective of their chosen endorsement area.

(7) The superintendent of public instruction, the state board for community and technical colleges, and the higher education coordinating board, in consultation with the work force training and education coordinating board, shall develop comprehensive education and training programs for two-year to five-year academic professional technical endorsements and associate degrees. Work groups, including teachers, community members, and representatives of business and labor, may be appointed to offer specialized information concerning knowledge and skill requirements for occupations.

(8) By January 1, 1996, no fewer than six broad occupational categories shall be identified with additional categories added in future years. The education and training curriculum and achievement standards for each occupation and trade selected for students to achieve academic professional technical endorsements or associate degrees in the occupational categories selected shall be developed and available for school districts, community colleges, and other training sites.

(9) The curriculum developed for endorsements and associate degrees shall include, but need not be limited to, opportunities for structured work experiences, cooperative work and study programs, on-the-job training, and apprenticeship programs in addition to other subjects.

(10) It is the policy of the state of Washington to encourage students to remain in school and to earn their certificates of initial mastery and certificates of advanced mastery before seeking employment during the regular school year.

NEW SECTION. Sec. 6. DECENTRALIZED DECISION MAKING. (1) By October 1, 1993, each school district with more than one school shall have at least one school with a site-based committee. The committee shall include, but need not be limited to, parents, teachers, and classified staff. By October 1, 1996, all schools in the state shall have a site-based committee.

(2) By June 30, 1993, the superintendent of public instruction, in cooperation with school districts and other interested parties, shall identify measures that should be taken to decentralize decision making within the educational system and thereby increase the ability of teachers and principals to make decisions at the school building level. In completing the review, the superintendent of public instruction shall, at a minimum, review current state and federal laws, rules, and regulations, school district policies, and employee contracts.

NEW SECTION. Sec. 7. ASSESSMENTS OF EDUCATIONAL PROGRESS. (1) To assist school districts and schools in improving student learning, the state board of education shall establish a comprehensive state-wide school district and school information system to monitor student performance. The system shall include multiple indicators, including information on the achievement of the skills, knowledge, and attitudes identified in sections 2 through 4 of this act and information on the socio-economic status of students enrolled in individual schools and school districts.

(2) An annual assessment shall be prepared by the superintendent of public instruction summarizing the educational progress of Washington's K-12 students. The first assessment shall be distributed by December 15, 1992, and annually thereafter. The assessment shall be designed to provide a fair and accurate summary of how Washington students rank relative to students in other countries and states and how school districts and schools rank relative to their peers. The assessment shall also monitor trends among school districts and progress in achieving the goals of sections 2 through 7 of this act, and recognize selected schools for their progress and achievements.

NEW SECTION. Sec. 8. Captions as used in sections 2 through 7 of this act do not constitute part of the law.

NEW SECTION. Sec. 9. The sum of ---------- 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 this act.

NEW SECTION. Sec. 10. The sum of ---------- dollars, or as much thereof as may be necessary, is appropriated for the biennium ending June 30, 1993, from the general fund to the superintendent of public instruction for the purposes of this act.

NEW SECTION. Sec. 11. Sections 2 through 7 of this act are each added to chapter 28A.230 RCW.