Z-0490.3  _______________________________________________

                         SENATE BILL 5306

          _______________________________________________

State of Washington      53rd Legislature     1993 Regular Session

By Senators Pelz, Gaspard, Moyer, Rinehart, McAuliffe, Spanel, A. Smith, Winsley, Skratek and Drew; by request of Council on Education Reform and Funding

Read first time 01/22/93.  Referred to Committee on Education.

Reforming education.

    AN ACT Relating to education; amending RCW 28A.630.884, 28A.630.885, and 28A.225.220; adding new sections to chapter 28A.150 RCW; adding a new section to chapter 28A.410 RCW; adding new sections to chapter 28A.240 RCW; adding a new section to chapter 43.20A RCW; adding a new section to chapter 43.105 RCW; adding new a section to chapter 28B.15 RCW; creating new sections; decodifying RCW 28A.215.904; repealing RCW 28A.415.250; and providing an effective date.

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

NEW SECTION. Sec. 1.  This act may be known and cited as the performance-based education act.

NEW SECTION. Sec. 2.  The mission of Washington's K-12 education system is to enable people to be responsible citizens and to contribute to their own economic well-being and to that of their families and communities and to enjoy productive lives.  To these ends, schools, together with parents and communities, shall ensure that all students develop the knowledge skills, and attributes essential to function effectively and lead successful lives.

    This mission shall be accomplished through a restructured system of world-class, performance-based education requiring all the elements in chapter . . ., Laws of 1993 (this act).  Additional improvements envisioned shall be brought about through different practices at the local level that bring legislative concepts to reality.  The legislature believes that real improvement will come to student achievement when all parties responsible for education evaluate current behavior and modify it according to what is best for students.  Students will learn more when parents take more responsibility for their child's education, when businesses assume greater responsibility for supporting schools, and when educators take responsibility for meeting the diverse educational needs of all students.

    It is the intent of the legislature that all children will achieve at significantly higher levels.  The education system, from the schoolhouse to the state house, must be responsible and accountable to citizens for meeting specific goals and outcomes.  For all students, learning shall be the constant; time spent on learning and gaining competence shall be the variable.  For all parents, greater involvement in their child's education is critical to their child's success.  It is the intent of chapter . . ., Laws of 1993 (this act) that parents be equal partners in the education of their children.  Parents shall also play a significant role in local school decision making, including management, budget, personnel, and program decisions affecting instruction at the school level.

    Creating a performance-based education system will also require different ways of making decisions and completing work.  Collaboration among parents, students, educators, community members, and elected officials will be a strong part of everyday effort.  The student shall be responsible for his or her performance, given positive support from parents and community, and instructional guidance from the schools.  All systems and programs shall be focused on what is best for increasing student achievement.  Their purpose is to ensure that all students master the essential learning requirements and perform at significantly higher levels than today.

PART I

COMMISSION ON STUDENT LEARNING

    Sec. 101.  RCW 28A.630.884 and 1992 c 141 s 201 are each amended to read as follows:

In shifting from a highly regulated education system to a substantially deregulated system that holds districts and schools accountable for results, a new vocabulary to describe the education system is necessary.

    Unless the context clearly requires otherwise, the definitions in this section apply throughout RCW 28A.630.884 ((and)), 28A.630.885, sections 201, 202, 306 through 308, 601, and 602 of this act.

    (1) (("Academic assessment system" or)) "Assessment system" means ((a series of academic examinations and performance-based assessments developed by the commission on student learning to determine if students have mastered the essential academic learning requirements)) methods of assessing student and program achievement that require direct demonstration of the target knowledge and skills.  Methods may include direct writing samples, open‑ended questions, demonstrations, experiments, group projects, and other methods.

    (2) "Commission" means the commission on student learning created in RCW 28A.630.885.

(3) "Essential ((academic)) learning requirements" means the academic and technical knowledge ((and skills identified by the commission on student learning, as reviewed and amended by the legislature and state board of education, that students are expected to know and be able to do at specified intervals in their schooling.  The essential academic learning requirements, at a minimum, shall include knowledge and skills in reading, writing, speaking, science, history, geography, mathematics, and critical thinking)) that students are expected to know and be able to do at specified intervals in their schooling.  The essential learning requirements at a minimum shall include knowledge and skills in reading, writing, speaking, science, history, geography, mathematics, and critical thinking.

(4) "Outcomes" means a final consequence or result.

(5) "Performance‑based" or "outcome‑based" education means a system designed to meet specific objectives or standards of what students should know and be able to do, with flexibility to the process necessary to achieve those objectives and standards.  Students proceed through a performance‑based or outcome‑based system by demonstrating competency.

(6) "Site‑based decision making" means an administrative system in which individuals working at schools, parents, and others in the community exercise shared decision making on some aspects of school operations.

(7) "Standards" means criterion or an agreed upon level of performance or achievement that serves as a basis for decision making.

(8) "Student learning goals" means state‑wide standards for what students in the K-12 education system must know and be able to do at each level of their education and upon graduation from high school.

    Sec. 102.  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 all students need to know and be able to do based on the final student learning goals ((of)) and outcomes recommended by the governor's council on education reform and funding, 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 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 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 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 as specified in chapter . . ., Laws of 1993 (this act) 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 as necessary.  ((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 the student learning goals identified by the council on education reform and funding)) based on the student learning goals and outcomes developed by the governor's council on education reform and funding.  These requirements shall be implemented through the development of standards.  The commission shall obtain student performance data from local districts and schools to test the effectiveness of assessment methodologies;

    (b) By December 1, 1995, present to the state board of education and superintendent of public instruction a state-wide ((academic)) assessment system for use in the elementary grades 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, including performance-based measures that are criterion-referenced.  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 not master the essential ((academic)) learning requirements.  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)).  The state board of education and superintendent of public instruction ((may)) shall review and modify the ((academic)) assessment system, as needed, ((in subsequent school)) every ten years;

    (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)) that 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 shall lead to a certificate of mastery at about age sixteen.  The certificate of mastery shall be required 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 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));

    (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)) In consultation with the state board of education and other professional groups, develop standards for what teachers, educational staff associates, and administrators (all certificated staff) should know and be able to do to assist students in achieving mastery of the essential learning requirements, and a new individual performance-based assessment system of certification to replace the state board of education's current program approval certification process used for higher education institutions.  The standards shall be developed by the 1995-96 school year for elementary schools and the 1996-97 school year for secondary schools;

    (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)) By December 1994, develop alternatives for grade designations in elementary schools;

    (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) ((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 systems during the 1995-97 biennium and beyond;

    (i))) Develop recommendations for consideration by the higher education coordinating board for adopting college and university entrance requirements that ((would assist schools in adopting strategies designed to help students achieve the essential academic learning requirements)) are consistent with a performance-based education system;

    (((j))) (i) By December 1, 1996, recommend to the legislature, state board of education, and superintendent of public instruction a state-wide accountability system to 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;

    (((k))) (j) Report ((annually)) biennially by December 1st to the governor, and the legislature ((and the state board of education)) on the progress, findings, and recommendations of the commission; and

    (((l))) (k) Complete other tasks, as appropriate.

    (((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 in student learning.  The commission may ((direct the office of financial management to)) enter into subcontracts 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 II

STUDENT LEARNING GOALS

NEW SECTION. Sec. 201.  The following student learning goals for Washington's primary and secondary students are adopted:

    The ultimate goal of Washington's K‑12 education system is to enable people to be 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, schools, together with parents and communities, shall help all students develop the knowledge, skills, and attributes essential to:

    (1) 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; arts; humanities; and health and fitness;

    (3) Think critically and creatively and integrate experience and knowledge to form reasoned judgments and solve problems;

    (4) Function as caring and responsible individuals and contributing members of families, work groups, and communities.

NEW SECTION. Sec. 202.  The state board of education shall adopt the final student learning goals in section 201 of this act and the outcomes recommended by the governor's council on education reform and funding by rule and shall update the goals and outcomes at least every ten years.  Local school districts may add goals or outcomes to the student learning goals in section 201 of this act and the outcomes included in state board of education rules.  No additional state resources may be used to fund such additional goals or outcomes.

PART III

EDUCATOR AND STUDENT COMPETENCY, PERFORMANCE, AND ASSISTANCE

NEW SECTION. Sec. 301.  The professional development account is created in the state treasury.  Moneys in the account may be spent only after appropriation.  Expenditures from the account may be used only by the office of the superintendent of public instruction to provide staff development program grants to local districts and schools for staff development, planning, and implementation activities as local districts and schools move toward a performance‑based system.  In addition, these funds may be used to assist districts and schools to shift to school-based decision making.  Grants shall be for two years for activities related to planning, curriculum development, assessment, evaluation, the use of technology, and other approaches to restructuring.  The office of the superintendent of public instruction shall distribute grants to local schools and districts at the direction of the commission on student learning.

    An allocation to the account of fifty-four million dollars annually beginning in the 1993-94 school year and one hundred eight million dollars annually beginning in the 1995-96 school year shall be provided to fund two-year grants each biennium.  The purpose of the grants is to provide additional resources for nonstudent days for schools to design and implement site-based professional development, and to design and implement new site-based, higher performance delivery systems.  Grant allocations shall be determined by the number of certificated and classified staff in each building.  The allocations shall be figured on two hundred dollars multiplied by five  days for certificated staff and one hundred twenty-five dollars multiplied by five days for classified staff in the 1993-94 school year.  In 1995 and beyond, grant allocations shall be figured on two hundred dollars multiplied by ten days for certificated staff and one hundred twenty-five dollars multiplied by ten days for classified staff.  The funds shall be available for use in a flexible manner to support the formation and operation of higher performance delivery systems through staff development.

    In addition to the allocation for professional development, an additional allocation of one thousand dollars per school per year shall be available to support the process.  Each site council shall determine how this resource is spent, and can include such things as paying for transportation and child care so parents can be a part of the council, and the hiring of other experts to assist the process.

NEW SECTION. Sec. 302.  Beginning with the 1997 fiscal year, the mentor teacher program account is created in the state treasury.  Moneys in the account may be spent only after appropriation.  Expenditures from the account may be used only by the office of the superintendent of public instruction for the mentor teacher program.

NEW SECTION. Sec. 303.  The commission shall develop a program to provide a full‑time, or two hundred sixty‑day, mentor to work with first‑year teachers.  There shall be a ratio of one full-time mentor teacher to every fifteen first-year teachers.  In collaboration with teacher preparation program staff, educational service districts, and school districts, the commission shall develop criteria for selecting mentor teachers and on an appropriate compensation package for mentors.  Mentors may provide services in multidistrict settings.  All first‑year teachers shall have access to a mentor teacher.  Mentors may also be provided for educators who are identified as having difficulty performing their jobs at a satisfactory level.  A specific performance improvement plan shall be developed for these individuals to enable them to achieve success.  Mentors shall also work with principals and other instructional staff.  Mentor teachers are limited to three years of consecutive service and remain employees of their districts with salaries, benefits, and travel reimbursed to the district by the mentor teacher program account, at the direction of the commission.  Districts shall provide mentors with the right to return to their previous or an equivalent teaching job when they have completed service as a mentor.

NEW SECTION. Sec. 304.  New teacher, educational staff associate, and administrator certification requirements shall be developed by the state board of education using the standards and performance-based assessment system developed by the commission on student learning.

    The state board of education shall ensure that its new certification requirements are based on an individually assessed demonstration of competency for all newly certified teachers and administrators by the 1996-97 school year.  All existing certificates shall be grandfathered.

    Advanced certification for teachers and educational staff associates shall be optional and voluntary and shall be provided by the national board for professional teaching standards after the 1996-97 school year.  Any national board certified teacher satisfies in-state certification requirements by the state board of education.  The commission on student learning shall examine reciprocity arrangements and instruct a new set of relationships with out-of-state educators consistent with Washington's new certification standards.

NEW SECTION. Sec. 305.  RCW 28A.415.250 and 1991 c 116 s 19, 1990 c 33 s 403, 1987 c 507 s 1, & 1985 c 399 s 1 are each repealed.

NEW SECTION. Sec. 306.  Beginning in the 1997-98 school year, any student having difficulty meeting the certificate of mastery standard shall be provided with alternative instructional opportunities and strategies designed to help him or her achieve this standard.

NEW SECTION. Sec. 307.  The commission on student learning shall develop criteria to evaluate the performance of local districts and schools in assisting students to achieve the essential learning requirements.  These criteria shall include:  (1) The rate of improvement of each district's or school's performance over its own past performance; (2) the change in the percentage of students attaining mastery of the essential learning requirements; (3) attendance and completion rates; (4) postgraduation success; (5) the use and condition of facilities; (6) the change in the rate of students with special needs attaining mastery of the essential learning requirements; and (7) the level of community satisfaction with the school.  The commission shall monitor the performance of districts and schools that demonstrate performance gaps based on students' racial and ethnic minority status.

NEW SECTION. Sec. 308.  Beginning in the 1997 fiscal year, the rewards and assistance account is created in the state treasury.  Moneys in the account may be spent only after appropriation.  Expenditures from the account may be used only by the office of the superintendent of public instruction.  The office of the superintendent of public instruction shall distribute such funds at the direction of the commission on student learning.  Based on the indicators developed in section 307 of this act, the office of the superintendent of public instruction shall allocate funds to assist districts and schools experiencing difficulty in assisting a significant percentage of their students to achieve the essential learning requirements.  In addition, the office of the superintendent of public instruction shall provide incentive awards every two years to schools where a large percentage of students significantly exceed the essential learning requirements.  After July 1, 1998, the superintendent of public instruction shall determine how funds are allocated from this account.

NEW SECTION. Sec. 309.  Before December 1, 1996, the commission shall develop an assistance program based on the number of students not achieving the essential learning requirements in order to help schools and districts that are having difficulty meeting the performance goals and a system to intervene in the provision of educational services by districts or schools that dramatically and persistently fail to meet performance goals.

PART IV

SITE‑BASED DECISION-MAKING INCENTIVE PLAN

NEW SECTION. Sec. 401.  Beginning with the 1997-99 biennium, the commission on student learning shall develop an incentive program to provide incentives to schools meeting performance goals.  Each school shall be assessed individually against its own baseline for the rewards program.  Data shall not be used to compare one school against another.  Incentives shall be based on the rate of percentage change of students achieving performance goals.  An explicit account shall be taken of the percentage change of special needs and at-risk students achieving performance goals and the mobility of students.  School staff shall decide how to spend the reward.

NEW SECTION. Sec. 402.  To be eligible for annual staff development program grants beginning in fiscal year 1993-94, districts shall submit an application to the commission on student learning to develop a broad-based strategic restructuring plan.  This plan shall involve participation by everyone with a stake in the outcome and shall include continuous quality improvement, performance-based assessment, evaluation, technology, curriculum development, and site-based decision making with site councils of parents, staff, community members, and age-appropriate students who are responsible for some aspects of school operations.  The school board shall grant adequate and appropriate authority to these councils and administrators to make management, budget, personnel, and program decisions affecting instruction at the school level.

PART V

SITE‑BASED PERFORMANCE REPORT

NEW SECTION. Sec. 501.  Beginning with the 1994‑95 school year, each public school shall publish an annual performance report to the school board and the community.  The office of the superintendent of public instruction shall compile district data and report annually to the governor and the legislature.  Data and descriptive material included in both reports should enable parents, educators, and policy decision makers to determine whether students at the school are attaining mastery of the essential learning requirements and other important facts about the school's performance in assisting students to learn.  As data becomes available it shall include:  (1) The change in the percentage of students attaining mastery of the essential learning requirements, attendance, and completion rates, (2) postgraduation success, (3) the use and condition of facilities, (4) the change in the rate of students with special needs attaining mastery of the essential learning requirements, (5) the level of community satisfaction with the school, and (6) governance council makeup, process, and strategic restructuring plan.

PART VI

DEREGULATION

NEW SECTION. Sec. 601.  The commission on student learning, the office of the superintendent of public instruction, and the state board of education shall review all laws pertaining to K-12 public education, except those that protect the health, safety, and civil rights of students and staff, with the intent to justify, modify, and maintain only those that contribute to achievement of the new system of performance-based education for all students.  These laws shall be reviewed using a specific timetable starting in 1993.  The commission on student learning, the superintendent of public instruction, and the state board of education shall include a broad representation of citizens, including parents, students, educators, and others, to assist in the review process.  Beginning in 1994, the legislature shall be presented with a list of all laws reviewed during the previous year and laws to be reviewed the next year.  To the maximum extent possible, all laws and rules inhibiting increased student performance shall be repealed by July 1, 1998.  Office of superintendent of public instruction and state board of education rule-making authority after the effective date of this section shall be limited to rules that emphasize outcomes instead of inputs.

NEW SECTION. Sec. 602.  (1) The legislature, in consultation with the commission on student learning, the office of financial management, the office of the superintendent of public instruction, and the state board of education shall design a new student performance‑based funding system to be implemented beginning in the 1997-98 school year.

    (2) The funding system shall enhance the new performance-based education system as outlined in chapter . . ., Laws of 1993 (this act).  It shall allow for local control and maximum flexibility, and it shall affirm the constitutional "paramount duty" of the state to provide an education for all of its children.  It shall emphasize student mastery of the student learning goals rather than input formulas, and shall be ample, flexible, stable, equitable, simple, and accountable.  The formula shall be structured to provide and encourage local flexibility, creativity, and decision making.  The formula shall support every student with varying abilities and shall ensure that every student will have equitable opportunities to achieve the essential learning requirements.  The formula shall comply with the state constitution and federal law and funding requirements.  The formula shall reflect the state's responsibility to fully fund a basic education.

    (3) The legislature shall determine and revise fundamental elements of the school finance system.  The legislature shall supply sufficient resources so that students can achieve the desired learning outcomes in a measurable manner.

    (4) A capital construction formula based on providing and maintaining physical structures that enhance student learning shall be developed.  The formula shall strive for sufficiency, equity, and stability of funding.  It shall reward districts for proper maintenance and use of existing structures and for the creative use of structures to maximize learning and use of the facility for year-round schooling, joint community-school projects, and other uses.  The capital construction formula shall be consistent and integrated with the new funding formula developed for student learning.

    (5) Local levies may  be used to enrich programs but shall not substitute for state funding of basic education.

    (6) School expenditures shall be reported to the state and to local communities in a manner that demonstrates how expenditures support student achievement of the student learning goals.  Districts shall use efficient financial and management practices; accountability indicators shall be used to provide data for the legislature.

    Sec. 603.  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 not establish annual 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.

PART VII

COORDINATED SOCIAL AND HEALTH SERVICES

NEW SECTION. Sec. 701.  (1) The purpose of this section is to enhance the quantity, quality, efficiency, and effectiveness of services for children and families in order to enable children to learn while in school.

    (2) Beginning with the 1993-94 school year, the office of the superintendent of public instruction shall be allocated five million dollars for pilot programs in ten counties to better meet the needs of children and families so that children can achieve in school.  Beginning with the 1994-95 school year, twenty million dollars shall annually be allocated for state-wide implementation for programs that  assist children achieving in school.  To qualify for funds, local districts and schools, local service providers, local governments, state agencies, and persons organized for the purpose of designing and providing services for children and families, shall develop plans for enhancing the flexibility, coordination, and responsiveness of social and health services for students identified as most in need.  Plans shall address the needs of children and families in a county or multicounty area.

    (3) At a minimum, plans shall include:

    (a) Needs assessments for services in the community;

    (b) A description of services and funding sources;

    (c) Strategies for reducing or eliminating regulatory and administrative barriers to collaboration and enhancing the flexible use of existing resources;

    (d) Detailed responsibilities of participating agencies;

    (e) Evidence of collaboration;

    (f) A means to accommodate cultural diversity and changes in student populations;

    (g) A means to ensure equity, access, and relevance in providing services;

    (h) A means to ensure parental involvement in planning and the use of services;

    (i) A description of intended outcomes;

    (j) Locally determined measures of process and student outcomes that demonstrate achievement of the student learning goals;

    (k) Evaluation systems that include self-monitoring;

    (l) Evidence of community participation in planning that includes the participation of targeted populations; and

    (m) An identified lead agency to receive state funds allocated for the purposes of this section.

    (4) The family policy council established in chapter 70.190 RCW shall coordinate the provision of technical assistance to local communities for the development of coordinated services for students, and shall review local plans by November 1, 1993, and the beginning of every school year thereafter.

    (5) Funds provided for the purposes of this section shall be used only for those plans and services approved by the family policy council.

PART VIII

TECHNOLOGY

NEW SECTION. Sec. 801.  Beginning in the 1993‑94 school year, the office of the superintendent of public instruction shall coordinate and develop a state‑wide integrated two‑way carrier system to tie together schools, districts, educational service districts, and institutions of higher education.

    The office of the superintendent of public instruction shall develop a technology initiative to assist schools in integrating technology with planning, training, management, curriculum, and instruction.  Schools and districts shall include technology as a component of their strategic plans.

    The office of the superintendent of public instruction shall distribute grants to local schools and districts for up to fifty percent of the cost of computers and phones.  The fifty percent local match shall be adjusted based on the district's relative property tax wealth.

PART IX

DESERVING STUDENT SCHOLARSHIPS

NEW SECTION. Sec. 901.  By December 1, 1998, the higher education coordinating board and the state board for community and technical colleges shall develop a two-year scholarship plan for deserving students who have achieved a certificate of mastery and have graduated from high school.  The program shall be coordinated with other scholarships and the running start program.

PART X

MISCELLANEOUS

NEW SECTION. Sec. 1001.  RCW 28A.215.904 is decodified.

NEW SECTION. Sec. 1002.  Sections 1, 201, 202, 301 through 303, 306 through 309, 601, and 602 of this act are each added to chapter 28A.150 RCW.

NEW SECTION. Sec. 1003.  Section 304 of this act is added to chapter 28A.410 RCW.

NEW SECTION. Sec. 1004.  Sections 401, 402, and 501 of this act are each added to chapter 28A.240 RCW.

NEW SECTION. Sec. 1005.  Section 701 of this act is added to chapter 43.20A RCW.

NEW SECTION. Sec. 1006.  Section 801 of this act is added to chapter 43.105 RCW.

NEW SECTION. Sec. 1007.  Section 901 of this act is added to chapter 28B.15 RCW.

NEW SECTION. Sec. 1008.  Section 602 of this act shall take effect September 1, 1998.

NEW SECTION. Sec. 1009.  Part headings as used in this act constitute no part of the law.

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