AN ACT Relating to
education; amending RCW 28A.150.210, 28A.630.885, 28A.415.250, 28A.405.140,
28A.300.130, 28A.630.878, 28A.410.030, 28A.225.220, 28A.195.010, and
28A.200.010; amending 1992 c 141 s 509 (uncodified); adding new sections to
chapter 28A.630 RCW; adding a new section to chapter 28A.320 RCW; adding a new
section to chapter 28A.305 RCW; adding a new section to chapter 28A.415 RCW;
adding new sections to chapter 28A.405 RCW; adding new sections to chapter
28A.300 RCW; adding a new section to chapter 28A.310 RCW; adding a new section
to chapter 70.190 RCW; adding a new chapter to Title 28A RCW; creating new
sections; repealing RCW 28A.630.884; repealing 1992 c 141 s 505; repealing 1992
c 141 s 501; providing an effective date; and providing expiration dates.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF
WASHINGTON:
NEW SECTION. Sec.
1. The legislature finds
that student achievement in Washington must be improved to keep pace with
societal changes, changes in the workplace, and an increasingly competitive
international economy.
To increase student
achievement, the legislature finds that the state of Washington needs to
develop a public school system that focuses more on the educational performance
of students, that includes high expectations for all students, and that
provides more flexibility for school boards and educators in how instruction is
provided.
The legislature further
finds that improving student achievement will require:
(1) Establishing what
is expected of students, with standards set at internationally competitive
levels;
(2) Parents to be
primary partners in the education of their children, and to play a
significantly greater role in local school decision making;
(3) Students taking
more responsibility for their education;
(4) Time and resources
for educators to collaboratively develop and implement strategies for improved
student learning;
(5) Making
instructional programs more relevant to students' future plans;
(6) All parties
responsible for education to focus more on what is best for students; and
(7) An educational
environment that fosters mutually respectful interactions in an atmosphere of
collaboration and cooperation.
It is the intent of the
legislature to provide students the opportunity to achieve at significantly
higher levels, and to provide alternative or additional instructional
opportunities to help students who are having difficulty meeting the essential
academic learning requirements in RCW 28A.630.885.
It is also the intent
of the legislature that students who have met or exceeded the essential
academic learning requirements be provided with alternative or additional
instructional opportunities to help advance their educational experience.
The provisions of chapter
. . ., Laws of 1993 (this act) shall not be construed to change
current state requirements for students who receive home-based instruction
under chapter 28A.200 RCW, or for students who attend state-approved private
schools under chapter 28A.195 RCW.
PART
I
STUDENT LEARNING GOALS
Sec. 101. RCW 28A.150.210 and 1977
ex.s. c 359 s 2 are each amended to read as follows:
The goal of the Basic
Education Act for the schools of the state of Washington set forth in this ((1977
amendatory act)) chapter shall be to provide students with the
opportunity to ((achieve those skills which are generally recognized as
requisite to learning. Those skills shall include the ability:
(1) To distinguish,
interpret and make use of words, numbers and other symbols, including sound,
colors, shapes and textures;
(2) To organize
words and other symbols into acceptable verbal and nonverbal forms of
expression, and numbers into their appropriate functions;
(3) To perform
intellectual functions such as problem solving, decision making, goal setting,
selecting, planning, predicting, experimenting, ordering and evaluating; and
(4) To use various
muscles necessary for coordinating physical and mental functions)) become responsible citizens, to contribute
to their own economic well-being and to that of their families and communities,
and to enjoy productive and satisfying lives. To these ends, the goals of each
school district, with the involvement of parents and community members, shall
be to provide opportunities for all students to develop the knowledge and
skills essential to:
(1) Read with
comprehension, write with skill, and communicate effectively and responsibly in
a variety of ways and settings;
(2) Know and apply
the core concepts and principles of mathematics; social, physical, and life
sciences; civics and history; geography; arts; and health and fitness;
(3) Think
analytically, logically, and creatively, and to integrate experience and
knowledge to form reasoned judgments and solve problems; and
(4) Understand the
importance of work and how performance, effort, and decisions directly affect
future career and educational opportunities.
NEW SECTION. Sec.
102. Section 101 of this act
shall take effect September 1, 1994.
PART
II
COMMISSION ON STUDENT LEARNING
NEW SECTION. Sec.
201. A new section is added
to chapter 28A.630 RCW to read as follows:
Unless the context
clearly requires otherwise, the definitions in this section apply throughout
RCW 28A.630.885 and 28A.300.130.
(1)
"Commission" means the commission on student learning created in RCW
28A.630.885.
(2) "Student
learning goals" mean the goals established in RCW 28A.150.210.
(3) "Essential
academic learning requirements" means more specific academic and technical
skills and knowledge, based on the student learning goals, as determined under
RCW 28A.630.885(3)(a). Essential academic learning requirements shall not
limit the instructional strategies used by schools or school districts or
require the use of specific curriculum.
(4) "Performance
standards" or "standards" means the criteria used to determine
if a student has successfully learned the specific knowledge or skill being
assessed as determined under RCW 28A.630.885(3)(b). The standards should be
set at internationally competitive levels.
(5) "Assessment
system" or "student assessment system" means a series of
assessments used to determine if students have successfully learned the
essential academic learning requirements. The assessment system shall be
developed under RCW 28A.630.885(3)(b).
(6)
"Performance-based education system" means an education system in
which a significantly greater emphasis is placed on how well students are
learning, and significantly less emphasis is placed on state-level laws and
rules that dictate how instruction is to be provided. The performance-based
education system does not require that schools use an outcome-based
instructional model. Decisions regarding how instruction is provided are to be
made, to the greatest extent possible, by schools and school districts, not by
the state.
Sec. 202. RCW 28A.630.885 and 1992
c 141 s 202 are each amended to read as follows:
(((2))) (1)
The Washington commission on student learning is hereby established. The
primary purposes of the commission are to identify ((what)) the
knowledge and skills all public school students need to know and be
able to do based on the student learning goals ((of the governor's council
on education reform and funding)) in RCW 28A.150.210, to develop
student assessment and school accountability systems, and to take other steps
necessary to develop a performance-based education system. The commission
shall include three members of the state board of education, three members
appointed by the governor before July 1, 1992, and ((three)) five
members appointed no later than ((February)) June 1, 1993, by the
governor elected in the November 1992 election. The governor shall appoint
a chair from the commission members, and fill any vacancies in gubernatorial
appointments that may occur. The state board of education shall fill any
vacancies of state board of education appointments that may occur. In
making the appointments, educators, business leaders, and parents shall be
represented, and nominations from state-wide education, business, and parent
organizations shall be requested. Efforts shall be made to ensure that the
commission reflects the ((cultural)) racial and ethnic diversity
of the state's K-12 student population and that the major geographic regions in
the state are represented. Appointees shall be qualified individuals who are
supportive of educational restructuring, who have a positive record of service,
and who will devote sufficient time to the responsibilities of the commission
to ensure that the objectives of the commission are achieved.
(((3) The commission
shall begin its substantive work subject to subsection (1) of this section.
(4))) (2) The commission shall establish ((technical))
advisory committees. Membership of the ((technical)) advisory
committees shall include, but not necessarily be limited to, professionals from
the office of the superintendent of public instruction and the state board of
education, and other state and local educational practitioners and student
assessment specialists.
(((5))) (3)
The commission, with the assistance of the ((technical)) advisory
committees, shall:
(a) ((Identify what
all elementary and secondary students need to know and be able to do. At a
minimum, these)) Develop essential academic learning requirements ((shall
include reading, writing, speaking, science, history, geography, mathematics,
and critical thinking. In developing these essential academic learning
requirements, the commission shall incorporate)) based on the
student learning goals ((identified by the council on education reform and
funding)) in RCW 28A.150.210. Essential academic learning requirements
shall be developed, to the extent possible, for each of the student learning
goals in RCW 28A.150.210. Goals one and two shall be considered primary.
Essential academic learning requirements for RCW 28A.150.210(1), goal one, and
the mathematics component of RCW 28A.150.210(2), goal two, shall be completed
no later than March 1, 1995. Essential academic learning requirements that
incorporate the remainder of RCW 28A.150.210 (2), (3), and (4), goals two, three,
and four, shall be completed no later than March 1, 1996. To the maximum
extent possible, the commission shall integrate goal four and the knowledge and
skill areas in the other goals in the development of the essential academic
learning requirements;
(b) ((By December 1,
1995,)) (i) The commission shall present to the state board of
education and superintendent of public instruction a state-wide academic
assessment system for use in the elementary ((grades)), middle, and
high school years designed to determine if each student has mastered the
essential academic learning requirements identified in (a) of this subsection.
The academic assessment system shall include a variety of ((methodologies))
assessment methods, including performance-based measures that are
criterion-referenced. Performance standards for determining if a student has
successfully completed an assessment shall be initially determined by the
commission in consultation with the advisory committees required in subsection
(2) of this section.
(ii) The
assessment system shall be designed so that the results under the assessment
system are used by educators as tools to evaluate instructional practices, and
to initiate appropriate educational support for students who ((do)) have
not ((master)) mastered the essential academic learning
requirements at the appropriate periods in the student's educational
development. ((Mastery of each component of the essential academic
learning requirements shall be required before students progress in subsequent
components of the essential academic learning requirements. The state board of
education and superintendent of public instruction shall implement the
elementary academic assessment system beginning in the 1996-97 school year,
unless the legislature takes action to delay or prevent implementation of the
assessment system and essential academic learning requirements.))
(iii) Assessments
measuring the essential academic learning requirements developed for RCW
28A.150.210(1), goal one, and the mathematics component of RCW 28A.150.210(2),
goal two, shall be initially implemented by the state board of education and
superintendent of public instruction no later than the 1996-97 school year,
unless the legislature takes action to delay or prevent implementation of the
assessment system and essential academic learning requirements. Assessments
measuring the essential academic learning requirements developed for RCW
28A.150.210 (2), (3), and (4), goals two, three, and four, shall be initially
implemented by the state board of education and superintendent of public
instruction no later than the 1997-98 school year, unless the legislature takes
action to delay or prevent implementation of the assessment system and
essential academic learning requirements. To the maximum extent possible, the
commission shall integrate knowledge and skill areas in development of the
assessments.
(iv) Before the
2000-2001 school year, participation by school districts in the assessment
system shall be optional. School districts that desire to participate before
the 2000-2001 school year shall notify the superintendent of public instruction
in a manner determined by the superintendent. Beginning in the 2000-2001
school year, all school districts shall be required to participate in the
assessment system.
(v) The state
board of education and superintendent of public instruction may modify the essential
academic learning requirements and academic assessment system, as needed,
in subsequent school years.
(vi) The commission
shall develop assessments that are directly related to the essential academic
learning requirements, and are not biased toward persons with different
learning styles, racial or ethnic backgrounds, or on the basis of gender;
(c) ((By December 1,
1996, present to the state board of education and superintendent of public
instruction a state-wide academic assessment system for use in the secondary
grades designed to determine if each student has mastered the essential
academic learning requirements identified for secondary students in (a) of this
subsection. The academic assessment system shall use a variety of
methodologies, including performance-based measures, to determine if students
have mastered the essential academic learning requirements, and)) After
a determination is made by the state board of education that the high school
assessment system has been implemented and that it is sufficiently reliable and
valid, successful completion of the high school assessment shall lead to a
certificate of mastery. The certificate of mastery shall be obtained by
most students at about the age of sixteen, and is evidence that the student has
successfully mastered the essential academic learning requirements during his
or her educational career. The certificate of mastery shall be required
for graduation but shall not be the only requirement for graduation. ((The
assessment system shall be designed so that the results are used by educators
to evaluate instructional practices, and to initiate appropriate educational
support for students who do not master the essential academic learning
requirements.)) The commission shall ((recommend)) make
recommendations to the state board of education ((whether the
certificate of mastery should take the place of the graduation requirements or
be required for graduation in addition to graduation requirements. The state
board of education and superintendent of public instruction shall implement the
secondary academic assessment system beginning in the 1997-98 school year,
unless the legislature takes action to delay or prevent implementation of the
assessment system and essential academic learning requirements. The state
board of education and superintendent of public instruction may modify the
assessment system, as needed, in subsequent school years)) regarding the
relationship between the certificate of mastery and high school graduation
requirements. Upon achieving the certificate of mastery, schools shall provide
students with the opportunity to continue to pursue career and educational
objectives through educational pathways that emphasize integration of academic
and vocational education. Educational pathways may include, but are not
limited to, programs such as work-based learning, school-to-work transition, tech
prep, vocational-technical education, running start, and preparation for
technical college, community college, or university education;
(d) Consider methods to
address the unique needs of special education students when developing the
assessments in (b) and (c) of this subsection;
(e) ((Develop
strategies that will assist educators in helping students master the essential
academic learning requirements;
(f) Establish a
center the primary role of which is to plan, implement, and evaluate a high
quality professional development process. The quality schools center shall:
Have an advisory council composed of educators, parents, and community and
business leaders; use best practices research regarding instruction,
management, curriculum development, and assessment; coordinate its activities
with the office of the superintendent of public instruction and the state board
of education; employ and contract with individuals who have a commitment to
quality reform; prepare a six-year plan to be updated every two years; and be
able to accept resources and funding from private and public sources;
(g) Develop
recommendations for the repeal or amendment of federal, state, and local laws,
rules, budgetary language, regulations, and other factors that inhibit schools from
adopting strategies designed to help students achieve the essential academic
learning requirements;
(h))) Consider methods to address the unique
needs of highly capable students when developing the assessments in (b) and (c)
of this subsection;
(f) Develop
recommendations on the time, support, and resources, including technical
assistance, needed by schools and school districts to help students achieve the
essential academic learning requirements. These recommendations shall include
an estimate for the legislature, superintendent of public instruction, and
governor on the expected cost of implementing the ((elementary and secondary))
academic assessment system((s during the 1995-97 biennium and beyond));
(((i))) (g)
Develop recommendations for consideration by the higher education coordinating
board for adopting college and university entrance requirements for public
school students that ((would assist schools in adopting strategies
designed to help students achieve the essential learning requirements)) are
consistent with the essential academic learning requirements and the
certificate of mastery;
(((j))) (h)
By December 1, ((1996)) 1998, recommend to the legislature, governor,
state board of education, and superintendent of public instruction:
(i) A state-wide
accountability system to monitor and evaluate accurately and fairly the
level of learning occurring in individual schools and school districts. ((The
commission also shall recommend to the legislature steps that should be taken
to assist school districts and schools in which learning is significantly below
expected levels of performance as measured by the academic assessment systems
established under this section)) The accountability system shall be
designed to recognize the characteristics of the student population of schools
and school districts such as gender, race, ethnicity, socioeconomic status, and
other factors. The system shall include school-site, school district, and
state-level accountability reports;
(ii) A school
assistance program to help schools and school districts that are having
difficulty helping students meet the essential academic learning requirements;
(iii) A system to
intervene in schools and school districts in which significant numbers of
students persistently fail to learn the essential academic learning
requirements; and
(iv) An awards
program to provide incentives to school staff to help their students learn the
essential academic learning requirements, with each school being assessed
individually against its own baseline. Incentives shall be based on the rate
of percentage change of students achieving the essential academic learning
requirements. School staff shall determine how the awards will be spent.
It is the intent of
the legislature to begin implementation of programs in this subsection (3)(h)
on September 1, 2000;
(((k))) (i)
Report annually by December 1st to the legislature, the governor, the
superintendent of public instruction, and the state board of education on
the progress, findings, and recommendations of the commission; and
(((l) Complete other
tasks, as appropriate)) (j) Make recommendations to the legislature and
take other actions necessary or desirable to help students meet the student
learning goals.
(((6))) (4)
The commission shall coordinate its activities with the state board of
education and the office of the superintendent of public instruction.
(((7))) (5)
The commission shall seek advice broadly from the public and all interested
educational organizations in the conduct of its work, including holding
periodic regional public hearings.
(((8))) (6)
The commission shall select an entity to provide staff support and the office
of ((financial management)) the superintendent of public instruction
shall ((contract with that entity)) provide administrative oversight
and be the fiscal agent for the commission. The commission may direct the
office of ((financial management)) the superintendent of public
instruction to enter into subcontracts, within the commission's
resources, with school districts, teachers, higher education faculty, state
agencies, business organizations, and other individuals and organizations to
assist the commission in its deliberations.
(((9))) (7)
Members of the commission shall be reimbursed for travel expenses as provided
in RCW 43.03.050 and 43.03.060.
PART
III
STUDENT LEARNING IMPROVEMENT
GRANTS
NEW SECTION.
Sec. 301. A new section is added
to chapter 28A.300 RCW to read as follows:
(1) To the extent funds
are appropriated, the office of the superintendent of public instruction shall
provide student learning improvement grants for the 1994-95 through 1996-97
school years. The purpose of the grants is to provide funds for additional
time and resources for staff development and planning intended to improve
student learning for all students, including students with diverse needs,
consistent with the student learning goals in RCW 28A.150.210.
(2) To be eligible for
student learning improvement grants, school district boards of directors shall:
(a) Adopt a policy
regarding the sharing of instructional decisions with school staff, parents,
and community members;
(b) Submit school-based
applications that have been developed by school building personnel, parents, and
community members. Each application shall:
(i) Enumerate specific
activities to be carried out as part of the grant;
(ii) Identify the
technical resources desired and availability of those resources;
(iii) Include a
proposed budget; and
(iv) Indicate that the
application was approved by the school principal and representatives of
teachers, parents, and the community.
(3) The school board
shall conduct at least one public hearing on schools' plans for using the
grants before the board approves the plans. Boards may hear and approve more
than one school's plan at a hearing. The board shall only submit applications
for grants to the superintendent of public instruction if the board has
approved the plans.
(4) If the requirements
of subsections (2) and (3) of this section are met, the superintendent of
public instruction shall approve the grant application.
(5) To the extent funds
are appropriated, and for allocation purposes only, the amount of grants for
the 1994-95 school year shall be based on time equivalent to no fewer than
three days and not more than five days depending upon the number of grant
applications received and on the number of full-time equivalent certificated
staff, classified instructional aides, and classified secretaries who work in
the school at the time of application. For the 1995-96 and 1996-97 school
years, the equivalent of five days annually shall be provided. The allocation
per full-time equivalent staff shall be determined in the biennial operating
appropriations act. School districts shall use all funds received under this
section solely for grants to schools and shall not use any portion of the funds
for indirect costs.
(6) The state schools
for the deaf and blind may apply for grants under this section.
(7) The superintendent
of public instruction shall adopt timelines and rules as necessary under
chapter 34.05 RCW to administer the program. The superintendent may modify
application requirements for schools that have schools for the twenty-first
century projects under RCW 28A.630.100. A copy of the proposed rules shall be
submitted to the joint select committee on education restructuring established
in section 1001 of this act at least forty-five days prior to adoption of the
rules.
(8) Funding under this
section shall not become a part of the state's basic program of education
obligation as set forth under Article IX of the state Constitution.
NEW SECTION. Sec.
302. A new section is added
to chapter 28A.305 RCW to read as follows:
School districts may
use the application process in section 301 of this act to apply for waivers
under RCW 28A.305.140.
PART
IV
EDUCATOR TRAINING AND ASSISTANCE
PROGRAMS
Sec. 401. RCW 28A.415.250 and 1991
c 116 s 19 are each amended to read as follows:
The superintendent of
public instruction shall adopt rules to establish and operate a teacher
assistance program. For the purposes of this section, the terms "mentor
teachers," "beginning teachers," and "experienced teachers"
may include any person possessing any one of the various certificates issued by
the superintendent of public instruction under RCW 28A.410.010. The program
shall provide for:
(1) Assistance by
mentor teachers who will provide a source of continuing and sustained support
to beginning teachers, or experienced teachers who are having difficulties,
or both, both in and outside the classroom. A mentor teacher may not be
involved in evaluations under RCW 28A.405.100 of a teacher who receives
assistance from said mentor teacher under the teacher assistance program
established under this section. The mentor teachers shall also periodically
inform their principals respecting the contents of training sessions and other
program activities;
(2) Stipends for mentor
teachers and beginning and experienced teachers which shall not be
deemed compensation for the purposes of salary lid compliance under RCW ((28A.58.095))
28A.400.200: PROVIDED, That stipends shall not be subject to the
continuing contract provisions of this title;
(3) Workshops for the
training of mentor and beginning teachers;
(4) The use of
substitutes to give mentor teachers, beginning teachers, and experienced
teachers opportunities to jointly observe and evaluate teaching situations and
to give mentor teachers opportunities to observe and assist beginning and
experienced teachers in the classroom;
(5) Mentor teachers who
are superior teachers based on their evaluations, pursuant to RCW 28A.405.010
through 28A.405.240, and who hold valid continuing certificates;
(6) Mentor teachers
shall be selected by the district and may serve as mentors up to and
including full time. If a bargaining unit, certified pursuant to RCW
41.59.090 exists within the district, classroom teachers representing the
bargaining unit shall participate in the mentor teacher selection process; and
(7) Periodic
consultation by the superintendent of public instruction or the
superintendent's designee with representatives of educational organizations and
associations, including educational service districts and public and private
institutions of higher education, for the purposes of improving communication
and cooperation and program review.
NEW SECTION. Sec.
402. A new section is added
to chapter 28A.415 RCW to read as follows:
(1) To the extent
specific funds are appropriated for the pilot program in this section, the
superintendent of public instruction shall establish a pilot program to support
the pairing of full-time mentor teachers with experienced teachers who are
having difficulties and full-time mentor teachers with beginning teachers under
RCW 28A.415.250.
(2) The superintendent
of public instruction shall submit a report to the legislature by December 31,
1995, with findings about the pilot program. The report shall include an
analysis of the effectiveness of the pilot program in the remediation of
teachers having difficulties, recommendations regarding continuing the program,
and recommendations on new procedures under chapter 28A.405 RCW regarding
teachers who have not shown sufficient progress in the area or areas of
teaching skills needing improvement.
(3) The superintendent
of public instruction shall appoint an oversight committee, which shall include
teachers and administrators from the pilot districts, that shall be involved in
the evaluation of the pilot program under this section.
(4) The superintendent
of public instruction shall adopt rules as necessary under chapter 34.05 RCW to
implement the pilot program established under subsection (1) of this section.
Sec. 403. RCW 28A.405.140 and 1990
c 33 s 387 are each amended to read as follows:
After an evaluation
conducted pursuant to RCW 28A.405.100, the ((school district)) principal
or the evaluator may require the teacher to take in-service training
provided by the district in the area of teaching skills needing improvement,
and may require the teacher to have a mentor for purposes of achieving such
improvement.
NEW SECTION. Sec.
404. A new section is added
to chapter 28A.405 RCW to read as follows:
(1) To the extent funds
are appropriated, the Washington state principal internship support program is
created beginning in the 1994-95 school year. The purpose of the program is to
provide funds to school districts to hire substitutes for district employees
who are in a principal preparation program to complete an internship with a
mentor principal.
(2) Participants in the
principal internship support program shall be selected as follows:
(a) The candidate shall
be enrolled in a state board‑approved school principal preparation
program;
(b) The candidate shall
apply in writing to his or her local school district;
(c) Each school
district shall determine which applicants meet its criteria for participation
in the principal internship support program and shall notify its educational
service district of the school district's selected applicants. When submitting
the names of applicants, the school district shall identify a mentor principal
for each principal intern applicant, and shall agree to provide the internship
applicant at least forty-five student days of release time for the internship;
and
(d) Educational service
districts, with the assistance of an advisory board, shall select internship
participants.
(3)(a) The maximum
amount of state funding for each internship shall be the estimated state-wide
average cost of providing a substitute teacher for forty-five school days.
(b) Funds appropriated
for the principal internship support program shall be allocated by the
superintendent of public instruction to the educational service districts based
on the percentage of full-time equivalent public school students enrolled in
school districts in each educational service district. Participants should be selected
to reflect the percentage of minorities of the student population in the
educational service district region, and to the extent practicable, represent
an equal number of women and men. If it is not possible to find qualified
candidates reflecting the percentage of minorities of the student population of
the educational service district, the educational service district shall select
those qualified candidates who meet these criteria and leave the remaining
positions unfilled, and any unspent funds shall revert to the state general
fund.
(c) Once principal
internship participants have been selected, the educational service districts
shall allocate the funds to the appropriate school districts. The funds shall
be used to pay for replacement substitute staff while the school district
employee is completing the principal internship.
(d) Educational service
districts may be reimbursed for costs associated with implementing the
program. Reimbursement rates shall be determined by the superintendent of public
instruction.
NEW SECTION. Sec.
405. A new section is added
to chapter 28A.405 RCW to read as follows:
(1) To the extent funds
are appropriated, the Washington state superintendent and program administrator
internship support program is created beginning in the 1994-95 school year.
The purpose of the program is to provide funds to school districts to hire substitutes
for district employees who are in a superintendent or program administrator
preparation program to complete an internship with a mentor administrator.
(2) Participants in the
superintendent and program administrator internship support program shall be
selected as follows:
(a) The candidate shall
be enrolled in a state board-approved school district superintendent or program
administrator preparation program;
(b) The candidate shall
apply in writing to his or her local school district;
(c) Each school
district shall determine which applicants meet its criteria for participation
in the internship support program and shall notify its educational service
district of the school district's selected applicants. When submitting the
names of applicants, the school district shall identify a mentor administrator
for each intern applicant and shall agree to provide the internship applicant
at least forty-five student days of release time for the internship; and
(d) Educational service
districts, with the assistance of an advisory board, shall select internship
participants.
(3)(a) The maximum
amount of state funding for each internship shall be the estimated state-wide
average cost of providing a substitute teacher for forty-five school days as calculated
by the superintendent of public instruction.
(b) Funds appropriated
for the internship support program shall be allocated by the superintendent of
public instruction to the educational service districts based on the percentage
of full-time equivalent public school students enrolled in school districts in
each educational service district. To the extent practicable, participants
should be selected to reflect the racial and ethnic diversity of the student
population in the educational service district region, and represent an equal
number of women and men.
(c) Once internship
participants have been selected, the educational service districts shall
allocate the funds to the appropriate school districts. The funds shall be
used to pay for replacement substitute staff while the school district employee
is completing the internship.
(d) Educational service
districts may be reimbursed for costs associated with implementing the
program. Reimbursement rates shall be determined by the superintendent of public
instruction.
NEW SECTION. Sec.
406. (1) The state board of
education shall appoint an administrator internship advisory task force to
develop and recommend to the board standards for the principal and
superintendent and program administrator internship support programs created in
sections 404 and 405 of this act. Interns shall be required to complete the
state board standards in order to successfully complete the internship
program. These standards shall be adopted by the state board of education
before the allocation of funds by the superintendent of public instruction
pursuant to sections 404(3)(c) and 405(3)(c) of this act. Colleges,
universities, and school districts may establish additional standards.
(2) Task force
membership shall include, but not be limited to, representatives of the office
of the superintendent of public instruction, principals, superintendents,
program administrators, teachers, school directors, parents, higher education
administrative preparation programs, and educational service districts. The
task force membership shall, to the extent possible, be racially and ethnically
diverse.
NEW SECTION. Sec.
407. A new section is added
to chapter 28A.300 RCW to read as follows:
The superintendent of
public instruction shall adopt rules as necessary under chapter 34.05 RCW to
administer the principal and superintendent and program administrator
internship support programs.
NEW SECTION. Sec.
408. A new section is added
to chapter 28A.300 RCW to read as follows:
(1) The
paraprofessional training program is created. The primary purpose of the
program is to provide training for classroom assistants to assist them in
helping students achieve the student learning goals under RCW 28A.150.210.
Another purpose of the program is to provide training to certificated personnel
who work with classroom assistants.
(2) The superintendent
of public instruction may allocate funds, to the extent funds are appropriated
for this program, to educational service districts, school districts, and other
organizations for providing the training in subsection (1) of this section.
PART
V
CENTER FOR THE IMPROVEMENT OF STUDENT
LEARNING
Sec. 501. RCW 28A.300.130 and 1986
c 180 s 1 are each amended to read as follows:
(1) ((Recent and))
Expanding activity in educational research, educational
restructuring, and educational improvement initiatives has produced and
continues to produce much valuable information. The legislature finds that
such information should be shared with the citizens and educational community
of the state as widely as possible. To facilitate access to information and
materials on ((education)) educational improvement and research,
the superintendent of public instruction, to the extent funds are
appropriated, shall ((act as the state clearinghouse for educational
information.
(2) In carrying out
this function, the superintendent of public instruction's primary duty shall be
to collect, screen, organize, and disseminate information pertaining to the
state's educational system from preschool through grade twelve, including but
not limited to in-state research and development efforts; descriptions of
exemplary, model, and innovative programs; and related information that can be
used in developing more effective programs.
(3) The
superintendent of public instruction shall maintain a collection of such
studies, articles, reports, research findings, monographs, bibliographies,
directories, curriculum materials, speeches, conference proceedings, legal
decisions that are concerned with some aspect of the state's education system,
and other applicable materials. All materials and information shall be
considered public documents under chapter 42.17 RCW and the superintendent of
public instruction shall furnish copies of educational materials at nominal
cost.
(4) The
superintendent of public instruction shall coordinate the dissemination of
information with the educational service districts and shall publish and
distribute, on a monthly basis, a newsletter describing current activities and
developments in education in the state)) establish the center for the improvement of student learning.
The primary purpose of the center is to provide assistance and advice to
parents, school board members, educators, and the public regarding strategies
for assisting students in learning the essential academic learning requirements
pursuant to RCW 28A.630.885. The center shall work in conjunction with the
commission on student learning, educational service districts, and institutions
of higher education.
(2) The center
shall:
(a) Serve as a
clearinghouse for the completed work and activities of the commission on
student learning;
(b) Serve as a
clearinghouse for information regarding successful educational restructuring
and parental involvement programs in schools and districts, and information
about efforts within institutions of higher education in the state to support
educational restructuring initiatives in Washington schools and districts;
(c) Provide best
practices research and advice that can be used to help schools develop and
implement: School improvement plans; school-based shared decision-making
models; programs to promote lifelong learning and community involvement in
education; school-to-work transition programs; programs to meet the needs of
highly capable students; programs to meet the diverse needs of students based
on gender, racial, ethnic, economic, and special needs status; and other
programs that will assist educators in helping students learn the essential
academic learning requirements;
(d) Develop and
distribute, in conjunction with the commission on student learning, parental
involvement materials, including instructional guides developed to inform
parents of the essential academic learning requirements. The instructional
guides also shall contain actions parents may take to assist their children in
meeting the requirements, and should focus on reaching parents who have not
previously been involved with their children's education;
(e) Identify
obstacles to greater parent and community involvement in school shared
decision-making processes and recommend strategies for helping parents and
community members to participate effectively in school shared decision-making
processes, including understanding and respecting the roles of school building
administrators and staff;
(f) Take other
actions to increase public awareness of the importance of parental and
community involvement in education;
(g) Work with
appropriate organizations to inform teachers, district and school
administrators, and school directors about the waivers available under RCW
28A.305.140 and the broadened school board powers under RCW 28A.320.015;
(h) Provide training
and consultation services;
(i) Address methods
for improving the success rates of certain ethnic and racial student groups;
and
(j) Perform other
functions consistent with the purpose of the center as prescribed in subsection
(1) of this section.
(3) The
superintendent of public instruction, after consultation with the commission on
student learning, shall select and employ a director for the center.
(4) The
superintendent may enter into contracts with individuals or organizations
including but not limited to: School districts; teachers; higher education
faculty; institutions of higher education; state agencies; business or
community-based organizations; and other individuals and organizations to
accomplish the duties and responsibilities of the center. The superintendent
shall contract out with community-based organizations to meet the provisions of
subsection (2)(d) and (e) of this section. In carrying out the duties and
responsibilities of the center, the superintendent, whenever possible, shall
use practitioners to assist agency staff as well as assist educators and others
in schools and districts.
(5) The
superintendent shall report annually to the commission on student learning on
the activities of the center.
NEW SECTION. Sec.
502. A new section is added
to chapter 28A.300 RCW to read as follows:
(1) The center for the
improvement of student learning account is hereby established in the custody of
the state treasurer. The superintendent of public instruction shall deposit in
the account all moneys received from gifts, grants, or endowments for the
center for the improvement of student learning. Moneys in the account may be
spent only for activities of the center. Disbursements from the account shall
be on authorization of the superintendent of public instruction or the
superintendent's designee. The account is subject to the allotment procedure
provided under chapter 43.88 RCW, but no appropriation is required for
disbursements.
(2) The superintendent
of public instruction may receive such gifts, grants, and endowments from
public or private sources as may be made from time to time, in trust or
otherwise, for the use and benefit of the purposes of the center for the
improvement of student learning and expend the same or any income therefrom
according to the terms of the gifts, grants, or endowments.
PART
VI
SCHOOL-TO-WORK TRANSITIONS
NEW SECTION. Sec.
601. (1) The legislature finds
that preparing students to make successful transitions from school to work
helps promote educational, career, and personal success for all students.
(2) A successful school
experience should prepare students to make informed career direction decisions
at critical points in their educational progress. Schools that demonstrate the
relevancy and practical application of course work will expose students to a
broad range of interrelated career and educational opportunities and will
expand students' posthigh school options.
(3) The school-to-work
transitions program, under chapter . . ., Laws of 1993 (Engrossed
Substitute House Bill No. 1820), is intended to help secondary schools develop
model programs for school-to-work transitions. The purposes of the model
programs are to provide incentives for selected schools to:
(a) Integrate
vocational and academic instruction into a single curriculum;
(b) Provide each
student with a choice of multiple, flexible educational pathways based on the
student's career interest areas;
(c) Emphasize increased
vocational and academic guidance and counseling for students;
(d) Foster partnerships
with local employers and employees to incorporate work sites as part of
work-based learning experiences;
(e) Encourage
collaboration among middle or junior high schools and secondary schools in
developing successful transition programs and to encourage articulation
agreements between secondary schools and community and technical colleges.
(4) The legislature
further finds that successful implementation of the school-to-work transitions
program is an important part of achieving the purposes of chapter
. . ., Laws of 1993 (this act).
NEW SECTION. Sec.
602. A new section is added
to chapter 28A.630 RCW to read as follows:
The superintendent of
public instruction, in selecting projects for grant awards under the
school-to-work transitions program, shall give additional consideration to
schools or school districts whose proposals are consistent with the state
comprehensive plan for work force training and education prepared by the work
force training and education coordinating board.
Sec. 603. RCW 28A.630.878 and 1992
c 137 s 11 are each amended to read as follows:
The superintendent of
public instruction, through the ((state clearinghouse for education
information)) center for the improvement of student learning, shall
collect and disseminate to all school districts and other interested parties
information about the ((academic and vocational integration development
pilot)) school-to-work transitions projects.
NEW SECTION. Sec.
604. Section 603 of this act
shall expire June 30, 1999.
PART
VII
TECHNOLOGY
NEW SECTION. Sec.
701. The legislature
recognizes that up-to-date tools will help students learn. Workplace
technology requirements will continue to change and students should be
knowledgeable in the use of technologies.
Furthermore, the
legislature finds that the Washington systemic initiative is a broad-based
effort to promote widespread public literacy in mathematics, science, and
technology. An important component of the systemic initiative is the universal
electronic access to information by students. It is the intent of the
legislature that components of sections 702 through 706 of this act will
support the state-wide systemic reform effort in mathematics, science, and
technology as envisioned by the Washington systemic initiative.
NEW SECTION. Sec.
702. Unless the context
clearly requires otherwise, the definitions in this section apply throughout
this chapter and section 705 of this act.
(1) "Education
technology" or "technology" means the effective use of
electronic and optical tools, including telephones, and electronic and optical
pathways in helping students learn.
(2) "Network"
means integrated linking of education technology systems in schools for
transmission of voice, data, video, or imaging, or a combination of these.
NEW SECTION. Sec.
703. (1) The superintendent of
public instruction, to the extent funds are appropriated, shall develop and
implement a Washington state K-12 education technology plan. The technology
plan, which shall be completed by December 15, 1993, and updated on at least a
biennial basis, shall be developed to coordinate and expand the use of education
technology in the common schools of the state. The plan shall be consistent
with applicable provisions of chapter 43.105 RCW. The plan, at a minimum,
shall address:
(a) The provision of
technical assistance to schools and school districts for the planning,
implementation, and training of staff in the use of technology in curricular
and administrative functions;
(b) The continued
development of a network to connect school districts, institutions of higher
learning, and other sources of on-line information; and
(c) Methods to
equitably increase the use of education technology by students and school
personnel throughout the state.
(2) The superintendent
of public instruction shall appoint an educational technology advisory
committee to assist in the development and implementation of the technology
plan in subsection (1) of this section. The committee shall include, but is
not limited to, persons representing: The state board of education, the
commission on student learning, the department of information services,
educational service districts, school directors, school administrators, school
principals, teachers, classified staff, higher education faculty, parents,
students, business, labor, scientists and mathematicians, the higher education
coordinating board, the work force training and education coordinating board,
and the state library.
NEW SECTION. Sec.
704. In conjunction with the
plan required in section 703 of this act, the superintendent of public
instruction shall prepare recommendations to the legislature regarding the
development of a grant program for school districts for the purchase and installation
of computers, computer software, telephones, and other types of education
technology. The recommendations shall address methods to ensure equitable
access to technology by students throughout the state, and methods to ensure
that school districts have prepared technology implementation plans before
applying for grant funds. The recommendations, with proposed legislation,
shall be submitted to the appropriate committees of the legislature by December
15, 1993.
NEW SECTION. Sec.
705. A new section is added
to chapter 28A.310 RCW to read as follows:
Educational service
districts shall establish, subject to available funding, regional educational
technology support centers for the purpose of providing ongoing educator
training, school district cost-benefit analysis, long-range planning, network
planning, distance learning access support, and other technical and
programmatic support. Each educational service district shall establish a
representative advisory council to advise the educational service district in
the expenditure of funds provided to the technology support centers.
NEW SECTION. Sec.
706. The superintendent of
public instruction, to the extent funds are appropriated, shall distribute
funds to educational service districts on a grant basis for the regional
educational technology support centers established in section 705 of this act.
NEW SECTION. Sec.
707. The superintendent of
public instruction, to the extent funds are appropriated, shall distribute
funds to the Washington school information processing cooperative and to school
districts on a grant basis, from moneys appropriated for the purposes of this
section, for equipment, networking, and software to expand the current K-12
education state-wide network.
NEW SECTION. Sec.
708. (1) The superintendent of
public instruction may receive such gifts, grants, and endowments from public
or private sources as may be made from time to time, in trust or otherwise, for
the use and benefit of the purposes of educational technology and expend the
same or any income therefrom according to the terms of the gifts, grants, or
endowments.
(2) The education
technology account is hereby established in the custody of the state
treasurer. The superintendent of public instruction shall deposit in the
account all moneys received from gifts, grants, or endowments for education
technology. Moneys in the account may be spent only for education technology.
Disbursements from the account shall be on authorization of the superintendent
of public instruction or the superintendent's designee. The account is subject
to the allotment procedure provided under chapter 43.88 RCW, but no appropriation
is required for disbursements.
NEW SECTION. Sec.
709. The superintendent of
public instruction shall adopt rules as necessary under chapter 34.05 RCW
governing the operation and scope of this chapter.
NEW SECTION. Sec.
710. Sections 701 through 704
and 706 through 709 of this act shall constitute a new chapter in Title 28A
RCW.
PART
VIII
EDUCATOR PERFORMANCE ASSESSMENT
Sec. 801. RCW 28A.410.030 and 1991
c 116 s 21 are each amended to read as follows:
(1) Effective May 1,
1996, the state board of education shall require ((a uniform state
admission to practice examination for)) teacher certification candidates((.
Commencing August 31, 1993, teacher certification candidates completing a
teacher preparation program shall be required)) applying for initial
certification to pass an ((admission to practice examination)) individual
assessment before being granted an initial certificate. The assessment
shall include but not be limited to essay questions. The requirement shall be
waived for out-of-state applicants with more than three years of teaching
experience. The ((examination)) assessment shall test
knowledge and competence in subjects including, but not limited to,
instructional skills, classroom management, ((and)) student behavior and
development((. The examination shall consist primarily of essay questions)),
oral and written language skills, student performance-based assessment skills,
and other knowledge, skills, and attributes needed to be successful in
assisting all students, including students with diverse and unique needs, in
achieving mastery of the essential academic learning requirements established
pursuant to RCW 28A.630.885. In administering the assessment, the state board
shall address the needs of certification candidates who have specific learning
disabilities or physical conditions that may require special consideration in
taking the assessment.
(2) The state board
of education shall adopt such rules as may be necessary to implement this
section, including, but not limited to, rules establishing the fees assessed
persons who apply to take the assessment and the circumstances, if any, under
which such fees may be refunded in whole or part. Fees shall be set at a
level not higher than the costs for administering the tests. Fees shall not
include costs of developing the test. Fee revenues received under this section
shall be deposited in the teacher assessment revolving fund hereby established
in the custody of the state treasurer. The fund is subject to the allotment
procedures provided under chapter 43.88 RCW, but no appropriation is required
for disbursement. The superintendent of public instruction shall be
responsible for administering the assessment program consistent with state
board of education rules. The superintendent of public instruction shall
expend moneys from the teacher assessment revolving fund exclusively for the
direct and indirect costs of establishing, equipping, maintaining, and
operating the assessment program.
(3) The state board
of education shall only require the assessment in subsection (1) of this
section when the legislature appropriates funds to develop the assessment under
this section.
PART
IX
READINESS TO LEARN
NEW SECTION. Sec.
901. A new section is added
to chapter 70.190 RCW to read as follows:
(1) The legislature
finds that helping children to arrive at school ready to learn is an important
part of improving student learning.
(2) To the extent funds
are appropriated, the family policy council shall award grants to
community-based consortiums that submit comprehensive plans that include
strategies to improve readiness to learn.
PART
X
DEREGULATION, ACCOUNTABILITY, FUNDING, AND
LEGISLATIVE OVERSIGHT
NEW SECTION. Sec.
1001. (1) There is hereby
created a joint select committee on education restructuring composed of twelve
members as follows:
(a) Six members of the
senate, three from each of the major caucuses, to be appointed by the president
of the senate; and
(b) Six members of the
house of representatives, three from each of the major caucuses, to be
appointed by the speaker of the house of representatives.
(2) Staff support shall
be provided by senate committee services and house of representatives office of
program research as mutually agreed by the cochairs of the joint select
committee. The cochairs shall be designated by the speaker of the house of
representatives and the president of the senate.
(3) The expenses of the
committee members shall be paid by the legislature under chapter 44.04 RCW.
(4) The committee shall
seek advice from educators, business and labor leaders, parents, and others
during its deliberations.
NEW SECTION. Sec.
1002. The joint select
committee on education restructuring shall monitor, review, and annually report
to the full legislature upon the enactment and implementation of education
restructuring in Washington both at the state and local level, including the
following:
(1) The progress of the
commission on student learning in the completion of its tasks as designated in
RCW 28A.630.885 and in any subsequent legislation relating to education
restructuring;
(2) The success of the
center for improvement of student learning established under RCW 28A.300.130;
(3) The number of
school districts seeking waivers from basic education act requirements under
RCW 28A.305.140 or other legislation, and the success of alternative programs
pursued by those school districts;
(4) The progress and
success of the commission on student learning, the superintendent of public
instruction, the state board of education, the higher education coordinating
board, and the state board for community and technical colleges in carrying out
RCW 28A.630.885(3)(g), and any subsequent legislation relating to education
restructuring; and
(5) Such other areas as
the committee may deem appropriate.
NEW SECTION. Sec.
1003. (1) In addition to the
duties in section 1002 of this act, the joint select committee on education
restructuring shall review all laws pertaining to K-12 public education and to
educator preparation and certification, except those that protect the health,
safety, and civil rights of students and staff, with the intent of identifying
laws that inhibit the achievement of the new system of performance-based
education. The select committee shall report to the legislature by November
15, 1994. The laws pertaining to home schooling and private schools shall not
be reviewed in this study.
(2) The joint select
committee on education restructuring shall review current school district data
reporting requirements for the purposes of accountability and meeting state
information needs. The joint select committee shall report to the legislature
by January 1995 on:
(a) What data is
necessary to compare how school districts are performing before the essential
academic learning requirements and the assessment system are implemented with
how school districts are performing after the essential academic learning
requirements and the assessment system are implemented; and
(b) What data is
necessary pertaining to school district reports under the accountability
systems developed by the commission on student learning under RCW
28A.630.885(3)(h).
NEW SECTION. Sec.
1004. By September 1, 1994, and
each September 1st thereafter, the commission on student learning, the
superintendent of public instruction, the state board of education, the higher
education coordinating board, and the state board for community and technical
colleges shall each report to the joint select committee on education
restructuring regarding their progress in completing tasks as designated in
chapter . . ., Laws of 1993 (this act), and tasks in any subsequent
legislation relating to education restructuring.
NEW SECTION. Sec.
1005. The joint select
committee on education restructuring shall submit its final report to the
legislature by December 31, 2001.
NEW SECTION. Sec.
1006. A new section is added
to chapter 28A.320 RCW to read as follows:
(1) Beginning with the
1994-95 school year, to provide the local community and electorate with access
to information on the educational programs in the schools in the district, each
school shall publish annually a school performance report and deliver the
report to each parent with children enrolled in the school and make the report
available to the community served by the school. The annual performance report
shall be in a form that can be easily understood and be used by parents,
guardians, and other members of the community who are not professional
educators to make informed educational decisions. As data from the assessments
in RCW 28A.630.885 becomes available, the annual performance report should
enable parents, educators, and school board members to determine whether
students in the district's schools are attaining mastery of the student
learning goals under RCW 28A.150.210, and other important facts about the
schools' performance in assisting students to learn. The annual report shall
make comparisons to a school's performance in preceding years and shall project
goals in performance categories.
(2) The annual
performance report shall include, but not be limited to: A brief statement of
the mission of the school and the school district; enrollment statistics
including student demographics; expenditures per pupil for the school year; a
summary of student scores on all mandated tests; a concise annual budget
report; student attendance, graduation, and dropout rates; information
regarding the use and condition of the school building or buildings; a brief
description of the restructuring plan for the school; and an invitation to all
parents and citizens to participate in school activities.
(3) The superintendent
of public instruction shall develop by June 30, 1994, a model report form,
which shall also be adapted for computers, that schools may use to meet the
requirements of subsections (1) and (2) of this section.
NEW SECTION. Sec.
1007. (1) A legislative fiscal
study committee is hereby created. The committee shall be comprised of three
members from each caucus of the senate, appointed by the president of the
senate, and three members from each caucus of the house of representatives,
appointed by the speaker of the house of representatives. In consultation with
the office of the superintendent of public instruction, the committee shall
study the common school funding system.
(2) By January 16,
1995, the committee shall report to the full legislature on its findings and
any recommendations for a new funding model for the common school system.
(3) This section shall
expire January 16, 1995.
Sec. 1008. RCW 28A.225.220 and 1990
1st ex.s. c 9 s 201 are each amended to read as follows:
(1) Any board of
directors may make agreements with adults choosing to attend school: PROVIDED,
That unless such arrangements are approved by the state superintendent of
public instruction, a reasonable tuition charge, fixed by the state
superintendent of public instruction, shall be paid by such students as best
may be accommodated therein.
(2) A district is
strongly encouraged to honor the request of a parent or guardian for his or her
child to attend a school in another district.
(3) A district shall
release a student to a nonresident district that agrees to accept the student
if:
(a) A financial,
educational, safety, or health condition affecting the student would likely be
reasonably improved as a result of the transfer; or
(b) Attendance at the
school in the nonresident district is more accessible to the parent's place of
work or to the location of child care; or
(c) There is a special
hardship or detrimental condition.
(4) A district may deny
the request of a resident student to transfer to a nonresident district if the
release of the student would adversely affect the district's existing
desegregation plan.
(5) For the purpose of
helping a district assess the quality of its education program, a resident
school district may request an optional exit interview or questionnaire with
the parents or guardians of a child transferring to another district. No
parent or guardian may be forced to attend such an interview or complete the
questionnaire.
(6) Beginning with
the 1993-94 school year, school districts may ((establish annual)) not
charge transfer fees or tuition for nonresident students enrolled
under subsection (3) of this section and RCW 28A.225.225. ((Until rules are
adopted under section 202, chapter 9, Laws of 1990 1st ex. sess. for the
calculation of the transfer fee, the transfer fee shall be calculated by the
same formula as the fees authorized under section 10, chapter 130, Laws of
1969. These fees, if applied, shall be applied uniformly for all such
nonresident students except as provided in this section. The superintendent of
public instruction, from available funds, shall pay any transfer fees for
low-income students assessed by districts under this section. All transfer
fees must be paid over to the county treasurer within thirty days of its
collection for the credit of the district in which such students attend.))
Reimbursement of a high school district for cost of educating high school
pupils of a nonhigh school district shall not be deemed a transfer fee as
affecting the apportionment of current state school funds.
NEW SECTION. Sec.
1009. Sections 1001 through
1005 of this act are each added to chapter 28A.630 RCW.
NEW SECTION. Sec.
1010. Sections 1001 through
1005 of this act shall expire December 1, 2001.
PART
XI
PRIVATE SCHOOL AND HOME SCHOOL STUDENT
EXEMPTIONS
Sec. 1101. RCW 28A.195.010 and 1990
c 33 s 176 are each amended to read as follows:
The legislature hereby
recognizes that private schools should be subject only to those minimum state
controls necessary to insure the health and safety of all the students in the
state and to insure a sufficient basic education to meet usual graduation requirements.
The state, any agency or official thereof, shall not restrict or dictate any
specific educational or other programs for private schools except as
hereinafter in this section provided.
Principals of private
schools or superintendents of private school districts shall file each year
with the state superintendent of public instruction a statement certifying that
the minimum requirements hereinafter set forth are being met, noting any
deviations. After review of the statement, the state superintendent will
notify schools or school districts of those deviations which must be
corrected. In case of major deviations, the school or school district may
request and the state board of education may grant provisional status for one
year in order that the school or school district may take action to meet the
requirements. Minimum requirements shall be as follows:
(1) The minimum school
year for instructional purposes shall consist of no less than one hundred
eighty school days or the equivalent in annual minimum program hour offerings
as prescribed in RCW 28A.150.220.
(2) The school day
shall be the same as that required in RCW 28A.150.030 and 28A.150.220, except
that the percentages of total program hour offerings as prescribed in RCW
28A.150.220 for basic skills, work skills, and optional subjects and activities
shall not apply to private schools or private sectarian schools.
(3) All classroom
teachers shall hold appropriate Washington state certification except as
follows:
(a) Teachers for
religious courses or courses for which no counterpart exists in public schools
shall not be required to obtain a state certificate to teach those courses.
(b) In exceptional
cases, people of unusual competence but without certification may teach
students so long as a certified person exercises general supervision. Annual
written statements shall be submitted to the office of the superintendent of
public instruction reporting and explaining such circumstances.
(4) An approved private
school may operate an extension program for parents, guardians, or persons
having legal custody of a child to teach children in their custody. The
extension program shall require at a minimum that:
(a) The parent,
guardian, or custodian be under the supervision of an employee of the approved
private school who is certified under chapter 28A.410 RCW;
(b) The planning by the
certified person and the parent, guardian, or person having legal custody
include objectives consistent with this subsection and subsections (1), (2),
(5), (6), and (7) of this section;
(c) The certified
person spend a minimum average each month of one contact hour per week with
each student under his or her supervision who is enrolled in the approved
private school extension program;
(d) Each student's
progress be evaluated by the certified person; and
(e) The certified
employee shall not supervise more than thirty students enrolled in the approved
private school's extension program.
(5) Appropriate
measures shall be taken to safeguard all permanent records against loss or
damage.
(6) The physical
facilities of the school or district shall be adequate to meet the program
offered by the school or district: PROVIDED, That each school building shall
meet reasonable health and fire safety requirements. However, the state
board shall not require private school students to meet the student learning
goals, obtain a certificate of mastery to graduate from high school, to master
the essential academic learning requirements, or to be assessed pursuant to RCW
28A.630.885. However, private schools may choose, on a voluntary basis, to
have their students master these essential academic learning requirements, take
these assessments, and obtain certificates of mastery. A residential
dwelling of the parent, guardian, or custodian shall be deemed to be an
adequate physical facility when a parent, guardian, or person having legal
custody is instructing his or her child under subsection (4) of this section.
(7) Private school
curriculum shall include instruction of the basic skills of occupational
education, science, mathematics, language, social studies, history, health,
reading, writing, spelling, and the development of appreciation of art and
music, all in sufficient units for meeting state board of education graduation
requirements.
(8) Each school or
school district shall be required to maintain up-to-date policy statements
related to the administration and operation of the school or school district.
All decisions of
policy, philosophy, selection of books, teaching material, curriculum, except
as in subsection (7) above provided, school rules and administration, or other
matters not specifically referred to in this section, shall be the
responsibility of the administration and administrators of the particular
private school involved.
NEW SECTION. Sec.
1102. 1992 c 141 s 505 is
repealed.
Sec. 1103. RCW 28A.200.010 and 1990
c 33 s 178 are each amended to read as follows:
Each parent whose child
is receiving home-based instruction under RCW 28A.225.010(4) shall have the
duty to:
(1) File annually a
signed declaration of intent that he or she is planning to cause his or her
child to receive home-based instruction. The statement shall include the name
and age of the child, shall specify whether a certificated person will be
supervising the instruction, and shall be written in a format prescribed by the
superintendent of public instruction. Each parent shall file the statement by
September 15 of the school year or within two weeks of the beginning of any
public school quarter, trimester, or semester with the superintendent of the
public school district within which the parent resides;
(2) Ensure that test
scores or annual academic progress assessments and immunization records,
together with any other records that are kept relating to the instructional and
educational activities provided, are forwarded to any other public or private
school to which the child transfers. At the time of a transfer to a public
school, the superintendent of the local school district in which the child
enrolls may require a standardized achievement test to be administered and
shall have the authority to determine the appropriate grade and course level
placement of the child after consultation with parents and review of the
child's records; and
(3) Ensure that a
standardized achievement test approved by the state board of education is
administered annually to the child by a qualified individual or that an annual
assessment of the student's academic progress is written by a certificated
person who is currently working in the field of education. The state board
of education shall not require these children to meet the student learning
goals, master the essential academic learning requirements, to take the
assessments, or to obtain a certificate of mastery pursuant to RCW 28A.630.885.
The standardized test administered or the annual academic progress assessment
written shall be made a part of the child's permanent records. If, as a result
of the annual test or assessment, it is determined that the child is not making
reasonable progress consistent with his or her age or stage of development, the
parent shall make a good faith effort to remedy any deficiency.
Failure of a parent to
comply with the duties in this section shall be deemed a failure of such
parent's child to attend school without valid justification under RCW
28A.225.020. Parents who do comply with the duties set forth in this section
shall be presumed to be providing home-based instruction as set forth in RCW
28A.225.010(4).
PART
XII
MISCELLANEOUS
NEW SECTION. Sec.
1201. RCW 28A.630.884 and 1992
c 141 s 201 are each repealed.
Sec. 1202. 1992 c 141 s 509
(uncodified) is amended to read as follows:
Sections ((501))
502 through 504, 506, and 507 of this act shall take effect
September 1, ((1998)) 2000. However, these sections shall not
take effect if, by September 1, ((1998)) 2000, a law is enacted
stating that a school accountability and academic assessment system is not in
place.
NEW SECTION. Sec.
1203. 1992 c 141 s 501 is
repealed.
NEW
SECTION. Sec. 1204. Part headings as used in
this act constitute no part of the law.
