BP BHEAD INT H

AN ACT Relating to academic-based education; amending RCW 28A.150.210, 28A.230.020, 28A.150.220, and 28A.230.070; reenacting and amending RCW 28A.630.885; adding new sections to chapter 28A.230 RCW; creating new sections; repealing RCW 70.24.220; repealing 1995 c 335 s 803 (uncodified); repealing 1993 c 371 s 2 and 1992 c 141 s 503; and providing an expiration date.

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

NEW SECTION. Sec. 1. The legislature recognizes its obligation to provide all children with educational opportunities that reflect high expectations of student performance. In order to be successful, schools must provide students with firm academic foundations in reading, writing, and mathematics. It is the intent of the legislature to return emphasis to these basic skills that are fundamental to all other learning. Schools should refocus attention on student mastery of these basic skills in the primary grades and increase the depth and complexity of all related course work each successive school year in order to increase student learning.

The legislature also recognizes the invaluable role of teachers in determining the instructional methods most effective in the classroom and will continue to encourage the use of innovative teaching methods to improve student proficiency.

NEW SECTION. Sec. 2. This act may be known and cited as the academic-based education act.

PART I

CURRICULUM REQUIREMENTS

Sec. 1. RCW 28A.150.210 and 1993 c 336 s 101 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 chapter shall be to provide students with the opportunity to become responsible citizens((,)) and to contribute to their own economic well-being and to that of their families and communities((~~, and to enjoy productive and satisfying lives~~)) through enhanced academic learning. 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~~)) academic 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.

Sec. 2. RCW 28A.230.020 and 1991 c 116 s 6 are each amended to read as follows:

All common schools shall give instruction in reading((,)); writing, including penmanship, ((~~orthography,~~)) spelling, and English grammar; communication; written and mental ((~~arithmetic,~~)) mathematics; social, physical, and life sciences; geography((,)); civics and history, including the history of the United States((, English grammar, physiology and hygiene with special reference to the effects of alcohol and drug abuse on the human system, science with special reference to the environment, and such other studies as may be prescribed by rule or regulation of the state board of education)); arts; and health and fitness. All teachers shall stress the importance of the cultivation of manners, the fundamental principles of honesty, honor, industry and economy, and the minimum requisites for good physical health including the beneficial effect of proper nutrition and physical exercise ((and methods to prevent exposure to and transmission of sexually transmitted diseases, and the worth of kindness to all living creatures and the land. The prevention of child abuse may be offered as part of the curriculum in the common schools)).

Sec. 3. RCW 28A.150.220 and 1995 c 77 s 1 are each amended to read as follows:

(1) For the purposes of this section and RCW 28A.150.250 and 28A.150.260:

(a) The term "total program hour offering" shall mean those hours when students are provided the opportunity to engage in educational activity planned by and under the direction of school district staff, as directed by the administration and board of directors of the district, inclusive of intermissions for class changes, recess and teacher/parent-guardian conferences which are planned and scheduled by the district for the purpose of discussing students' educational needs or progress, and exclusive of time actually spent for meals.

(b) "Instruction in work skills" shall include instruction in one or more of the following areas: Industrial arts, home ((~~and family life education~~)) economics, business and office education, distributive education, agricultural education, health occupations education, vocational education, trade and industrial education, technical education and career education.

(2) Satisfaction of the basic education goal identified in RCW 28A.150.210 shall be considered to be implemented by the following program requirements:

(a) Each school district shall make available to students in kindergarten at least a total program offering of four hundred fifty hours. The program shall include reading, arithmetic, language skills and such other subjects and such activities as the school district shall determine to be appropriate for the education of the school district's students enrolled in such program;

(b) Each school district shall make available to students in grades one through three, at least a total program hour offering of two thousand seven hundred hours. A minimum of ninety-five percent of the total program hour offerings shall be in the basic skills areas of ((~~reading/language arts (which may include languages other than English, including American Indian languages),~~)) reading; writing, including penmanship, spelling, and English grammar; communication; mathematics((,)); social studies((,)); science((,)); the principles of music((,)) and art((,)); health; and physical education. The remaining five percent of the total program hour offerings may include such subjects and activities as the school district shall determine to be appropriate for the education of the school district's students in such grades;

(c) Each school district shall make available to students in grades four through six at least a total program hour offering of two thousand nine hundred seventy hours. A minimum of ninety percent of the total program hour offerings shall be in the basic skills areas of ((~~reading/language arts (which may include languages other than English, including American Indian languages),~~)) reading; writing, including penmanship, spelling, and English grammar; communication; mathematics((,)); social studies((,)); science((,)); the principles of music((,)) and art((,)); health; and physical education. The remaining ten percent of the total program hour offerings may include such subjects and activities as the school district shall determine to be appropriate for the education of the school district's students in such grades;

(d) Each school district shall make available to students in grades seven through eight, at least a total program hour offering of one thousand nine hundred eighty hours. A minimum of eighty-five percent of the total program hour offerings shall be in the basic skills areas of ((~~reading/language arts (which may include languages other than English, including American Indian languages),~~)) reading; writing, including penmanship, spelling, and English grammar; communication; mathematics((,)); social studies((,)); science((,)); the principles of music((,)) and art((,)); health; and physical education. A minimum of ten percent of the total program hour offerings shall be in the area of work skills. The remaining five percent of the total program hour offerings may include such subjects and activities as the school district shall determine to be appropriate for the education of the school district's students in such grades;

(e) Each school district shall make available to students in grades nine through twelve at least a total program hour offering of four thousand three hundred twenty hours. A minimum of sixty percent of the total program hour offerings shall be in the basic skills areas of language arts, ((~~languages other than English, which may be American Indian languages,~~)) mathematics, social studies, science, ((~~music, art,~~)) health, and physical education. A minimum of twenty percent of the total program hour offerings shall be in the area of work skills. The remaining twenty percent of the total program hour offerings may include traffic safety or such subjects and activities as the school district shall determine to be appropriate for the education of the school district's students in such grades, with not less than one-half thereof in basic skills and/or work skills: PROVIDED, That each school district shall have the option of including grade nine within the program hour offering requirements of grades seven and eight so long as such requirements for grades seven through nine are increased to two thousand nine hundred seventy hours and such requirements for grades ten through twelve are decreased to three thousand two hundred forty hours.

(3) In order to provide flexibility to the local school districts in the setting of their curricula, and in order to maintain the intent of this legislation, which is to stress the instruction of basic skills and work skills, any local school district may establish minimum course mix percentages that deviate by up to five percentage points above or below those minimums required by subsection (2) of this section, so long as the total program hour requirement is still met.

(4) Nothing contained in subsection (2) of this section shall be construed to require individual students to attend school for any particular number of hours per day or to take any particular courses.

(5) Each school district's kindergarten through twelfth grade basic educational program shall be accessible to all students who are five years of age, as provided by RCW 28A.225.160, and less than twenty-one years of age and shall consist of a minimum of one hundred eighty school days per school year in such grades as are conducted by a school district, and one hundred eighty half-days of instruction, or equivalent, in kindergarten: PROVIDED, That effective May 1, 1979, a school district may schedule the last five school days of the one hundred and eighty day school year for noninstructional purposes in the case of students who are graduating from high school, including, but not limited to, the observance of graduation and early release from school upon the request of a student, and all such students may be claimed as a full time equivalent student to the extent they could otherwise have been so claimed for the purposes of RCW 28A.150.250 and 28A.150.260.

(6) The state board of education shall adopt rules to implement and ensure compliance with the program requirements imposed by this section, RCW 28A.150.250 and 28A.150.260, and such related supplemental program approval requirements as the state board may establish: PROVIDED, That each school district board of directors shall establish the basis and means for determining and monitoring the district's compliance with the basic skills and work skills percentage and course requirements of this section. The certification of the board of directors and the superintendent of a school district that the district is in compliance with such basic skills and work skills requirements may be accepted by the superintendent of public instruction and the state board of education.

(7) Special education programs for students with disabilities, vocational-technical institute programs, state institution and state residential school programs, all of which programs are conducted for the common school age, kindergarten through secondary school program students encompassed by this section, shall be exempt from the basic skills and work skills percentage and course requirements of this section in order that the unique needs, abilities or limitations of such students may be met.

(8) Any school district may petition the state board of education for a reduction in the total program hour offering requirements for one or more of the grade level groupings specified in this section. The state board of education shall grant all such petitions that are accompanied by an assurance that the minimum total program hour offering requirements in one or more other grade level groupings will be exceeded concurrently by no less than the number of hours of the reduction.

NEW SECTION. Sec. 4. 1993 c 371 s 2 & 1992 c 141 s 503 are each repealed.

PART II

GRADE-LEVEL EXIT EXAMINATIONS

NEW SECTION. Sec. 201. A new section is added to chapter 28A.230 RCW to read as follows:

(1) Beginning in the 1998-99 school year, grade-level exit examinations shall be given to all students in grades one through four at the end of each school year by school districts. Beginning in the 1999-2000 school year, grade-level exit examinations shall be given to all students in grades five through eight. The examinations shall include individual components for reading, writing, communications, and mathematics. The examinations shall be developed by the commission on academic learning in accordance with RCW 28A.630.885.

(2) Before a student may be admitted into a subsequent grade, the student must pass three of the four components of the grade-level exit examination for the grade level that the student has been enrolled. A student with a mental or physical disability that significantly interferes with the child's ability to learn may be exempted from this requirement by the school principal on a case-by-case basis.

(3) A student who passes all four components of the examination shall be awarded by the student's school district a certificate of academic achievement for the grade of the examination the student passed.

(4) A student who does not pass all four components of the examination upon the first attempt shall:

(a) Be allowed by the school district to retake the examination, or components of the examination, at no charge as many times as needed; and

(b) Be provided by the school district at no charge the use of textbooks and other instructional material intended to assist the student in passing the components of the examination the student did not pass.

(5) A student who passes only three of the components may be admitted into the subsequent grade. However, the student must pass the remaining component before being admitted into the following grade.

(6) A student may take an examination, or components of the examination, for grades the student has not attended and may advance in the subsequent grades if the student successfully passes all four components. School districts shall offer the grade-level examinations before the beginning of the school year to students who want to advance one or more grades.

(7) Upon the request of a parent or a child, school districts shall give grade-level exit examinations to students who receive home-based instruction pursuant to chapter 28A.200 RCW. However, students who receive home-based instruction shall not be required to take the exit examinations. School districts shall not require that a fee be paid for taking the examinations, and school districts shall ensure the examinations are taken in controlled and secure settings. School districts may, but are not required to, provide textbooks and other instructional material to these students to assist them in passing the examinations. However, if requested by the parent, these students shall not be required to take or pass components of the examinations pertaining to subject matter in which public school students may be withdrawn from classes by their parents.

Sec. 202. RCW 28A.630.885 and 1995 c 335 s 505 and 1995 c 209 s 1 are each reenacted and amended to read as follows:

(1) The Washington commission on ((~~student~~)) academic learning is hereby established. The primary purposes of the commission are to identify the knowledge and skills all public school students need to know and be able to do based on the student learning goals in RCW 28A.150.210, to develop student grade-level exit examinations for grades one through eight, a high school assessment, and school accountability system((s, to review current school district data reporting requirements and make recommendations on what data is necessary for the purposes of accountability and meeting state information needs, 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~~)) two members appointed by the governor ((~~before July 1, 1992, and five members appointed no later than June 1, 1993, by the governor elected in the November 1992 election~~)), two members from the senate, and two members from the house of representatives. The members from the senate and house of representatives shall equally represent the two major parties, and shall be elected by each of their respective caucuses. Appointments by the governor and the state board of education shall require the consent of the education committees of the senate and the house of representatives. Members shall be appointed no later than August 1, 1996. 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 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~~)) increasing academics in the public schools, 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.

(2) The commission shall establish advisory committees. Membership of the advisory committees shall include, but not necessarily be limited to, parents, 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.

(3) The commission, with the assistance of the advisory committees, shall:

(a) Develop essential academic learning requirements based on the student learning goals 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)(i) The commission shall present to the state board of education and superintendent of public instruction ((a)) state-wide academic ((~~assessment system~~)) examinations for grades one through eight for use ((~~in the elementary, middle, and high~~)) at the end of each school year((s)) designed to determine if each student has ((~~mastered~~)) learned the essential academic learning requirements for the reading, writing, and communication components of RCW 28A.150.210(1) and the mathematics component of RCW 28A.150.210(2) identified in (a) of this subsection. ((~~The academic assessment system shall include a variety of assessment methods, including performance-based measures that are criterion-referenced. Performance~~)) In addition, the commission shall develop a state-wide examination system to be used in high schools to be administered at the end of tenth grade. This examination shall be designed to determine if the student has learned the essential academic learning requirements for RCW 28A.150.210(1) and the mathematics component of RCW 28A.150.210(2).

Standards for determining if a student has successfully ((~~completed an assessment~~)) passed an examination shall be initially determined by the commission in consultation with the advisory committees required in subsection (2) of this section.

(ii) The ((~~assessment~~)) examination system for grades one through eight shall be designed to determine if a student has learned the essential academic learning requirements necessary to advance to subsequent grades. The high school assessment shall be used to determine if the student has learned the essential academic learning requirements necessary to graduate. The examination system shall also be designed so that the results under the ((~~assessment~~)) examination system are used by educators as tools to evaluate instructional practices((,)) and to initiate appropriate educational support for students who have not ((~~mastered~~)) learned the essential academic learning requirements at the appropriate periods in the student's educational development.

(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 1998-99 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)~~)) Examinations for grades one through four shall be implemented by the end of the 1998-99 school year. Examinations for grades five through eight shall be implemented by the end of the 1999-2000 school year. The high school examination shall be implemented by the end of the 2000-01 school year.

(iv) The state board of education and superintendent of public instruction may modify the essential academic learning requirements and academic ((~~assessment~~)) examination system, as needed, in subsequent school years after initial implementation.

((~~(vi)~~)) (v) The commission shall develop ((~~assessments~~)) examinations 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) After a determination is made by the state board of education that the high school ((~~assessment system~~)) examination has been implemented and that it is sufficiently reliable and valid, successful completion of the high school ((~~assessment~~)) examination 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~~)) learned the essential academic learning requirements that have been assessed 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 commission shall make recommendations to the state board of education 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~~)) examinations in (b) and (c) of this subsection;

(e) Consider methods to address the unique needs of highly capable students when developing the ((~~assessments~~)) examinations 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 academic ((~~assessment~~)) examination system;

(g) Develop recommendations for consideration by the higher education coordinating board for adopting college and university entrance requirements for public school students that are consistent with the essential academic learning requirements and the certificate of mastery;

(h) Review current school district data reporting requirements for the purposes of accountability and meeting state information needs. The commission on student learning shall report recommendations to the joint select committee on education restructuring by September 15, 1996, on:

(i) What data is necessary to compare how school districts are performing before the essential academic learning requirements and the ((~~assessment~~)) examination system are implemented with how school districts are performing after the essential academic learning requirements and the ((~~assessment~~)) examination system are implemented; and

(ii) What data is necessary pertaining to school district reports under the accountability systems developed by the commission on student learning under this section;

(i) By June 30, ((~~1999~~)) 1997, 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 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)(i) on September 1, 2000;

(j) 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

(k) Make recommendations to the legislature and take other actions necessary or desirable to help students meet the student learning goals.

(4) The commission shall coordinate its activities with the state board of education and the office of the superintendent of public instruction.

(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.

(6) The commission shall select an entity to provide staff support and the office of the superintendent of public instruction shall provide administrative oversight and be the fiscal agent for the commission. The commission may direct the office of 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.

(7) Members of the commission shall be reimbursed for travel expenses as provided in RCW 43.03.050 and 43.03.060.

(8) This section expires June 30, 1999.

NEW SECTION. Sec. 203. 1995 c 335 s 803 (uncodified) is repealed.

Sec. 204. RCW 28A.230.070 and 1994 c 245 s 7 are each amended to read as follows:

(1) ((~~The life-threatening dangers of~~)) Acquired immunodeficiency syndrome (AIDS) ((~~and its prevention shall be taught in the public schools of this state. AIDS~~)) prevention education taught in public schools in the state shall be limited to the discussion of the life-threatening dangers of the disease, its spread, and prevention. ((~~Students shall receive such education at least once each school year beginning no later than the fifth grade.~~))

(2) Each district board of directors ((~~shall~~)) may adopt an AIDS prevention education program ((~~which is~~)). If a board of directors adopts an AIDS prevention education program, the program shall be developed in consultation with teachers, administrators, parents, and other community members including, but not limited to, persons from medical, public health, and mental health organizations and agencies ((~~so long as~~)). The curricula and materials developed for use in the AIDS education program shall either be: (a) ((~~are~~)) The model curricula and resources under subsection (3) of this section, or (b) ((~~are~~)) developed by the school district and approved for medical accuracy by the office on AIDS established in RCW 70.24.250. If a district elects to use curricula developed by the school district, the district shall submit to the office on AIDS a copy of its curricula and an affidavit of medical accuracy stating that the material in the district-developed curricula has been compared to the model curricula for medical accuracy and that in the opinion of the district the district-developed materials are medically accurate. Upon submission of the affidavit and curricula, the district may use these materials until the approval procedure to be conducted by the office of AIDS has been completed.

(3) Model curricula and other resources available from the superintendent of public instruction may be reviewed by the school district board of directors, in addition to materials designed locally, in developing the district's AIDS education program. The model curricula shall be reviewed for medical accuracy by the office on AIDS established in RCW 70.24.250 within the department of social and health services.

(4) Each school district shall, at least one month before teaching AIDS prevention education in any classroom, conduct at least one presentation during weekend and evening hours for the parents and guardians of students concerning the curricula and materials that will be used for such education. The parents and guardians shall be notified by the school district of the presentation and that the curricula and materials are available for inspection. No student may ((~~be required to~~)) participate in AIDS prevention education ((if)) unless the student's parent or guardian((~~, having attended one of the district presentations, objects in writing to the participation~~)) provides written permission in advance for the student to participate. Parental permission must be obtained before each class in which AIDS prevention education will be provided. For purposes of planning and class preparation, school districts may request parental permission during the prior school year for classes to be conducted the following school year.

(5) The office of the superintendent of public instruction with the assistance of the office on AIDS shall update AIDS education curriculum material as newly discovered medical facts make it necessary.

(6) The curriculum for AIDS prevention education shall stress the life-threatening dangers of contracting AIDS and be designed to teach students which behaviors place a person dangerously at risk of infection with the human immunodeficiency virus (HIV) and methods to avoid such risk including, at least:

(a) That abstinence from sexual activity is the only certain means for the prevention of the spread or contraction of the AIDS virus through sexual contact. It shall also teach that condoms and other artificial means of birth control are not a certain means of preventing the spread of the AIDS virus and reliance on condoms puts a person at risk for exposure to the disease;

(b) The dangers of drug abuse, especially that involving the use of hypodermic needles; and

((~~(b)~~)) (c) The dangers of sexual intercourse, with or without condoms.

(((7) The program of AIDS prevention education shall stress the life-threatening dangers of contracting AIDS and shall stress that abstinence from sexual activity is the only certain means for the prevention of the spread or contraction of the AIDS virus through sexual contact. It shall also teach that condoms and other artificial means of birth control are not a certain means of preventing the spread of the AIDS virus and reliance on condoms puts a person at risk for exposure to the disease.))

NEW SECTION. Sec. 205. RCW 70.24.220 and 1988 c 206 s 401 are each repealed.

PART III

ENHANCING TECHNICAL EDUCATION

NEW SECTION. Sec. 301. A new section is added to chapter 28A.230 RCW to read as follows:

(1) By September 1, 1997, the superintendent of public instruction, the state board for community and technical colleges, and the work force training and education coordinating board shall jointly identify high school vocational and technical courses that result in, or are preparation for, vocational or technical certificates, licenses, or other career opportunities.

(2) Every public high school shall analyze each vocational and technical course that it offers to students to determine if the course results in, or is preparation for, a vocational or technical certificate, license, or other career opportunity. Courses that do not meet this criteria shall not be offered as a vocational or technical course after September 1, 1998.

(3) The superintendent of public instruction, the state board for community and technical colleges, and the work force training and education coordinating board shall, upon request, assist high schools in identifying, designing, and implementing courses that meet the requirements of subsection (2) of this section.

NEW SECTION. Sec. 302. The state board of education shall review its certification requirements for vocational and technical education teachers and ensure that the certification requirements do not unnecessarily restrict qualified individuals from providing instruction in vocational and technical classes. By December 31, 1996, the state board of education shall submit to the appropriate committees of the legislature a summary of its review and what actions the board has taken, or plans to take, to ensure that the certification requirements do not unnecessarily restrict qualified individuals from providing instruction in these classes.

PART IV

MISCELLANEOUS PROVISIONS

NEW SECTION. Sec. 401. Part headings used in this act do not constitute any part of the law.