6509-S2.E AMH  MORR 13

E2SSB 6509 - H AMD 1173 FAILED 3-06-98

By Representative ___

     Strike everything after the enacting clause and insert the following:

AANEW SECTION. Sec. 1.  A new section is added to chapter 28A.415 RCW to read as follows:

     (1)  To the extent funds are appropriated in accordance with this section, elementary schools wishing to improve the reading skills of their students may apply for and receive funding from the office of the superintendent of public instruction.  The funds shall be used to improve reading instruction in kindergarten through grade five.  Elementary schools may use the funds for research-based professional development, staff development, remediation and intervention programs, and for other research-based initiatives that the school believes will help it meet the reading goals adopted by the school and the state=s essential academic learning requirements.

     (2) To the extent funds are appropriated in accordance with this section, elementary schools interested in providing programs that use volunteer tutors and mentors to assist struggling readers in kindergarten through sixth grade may apply for grants from the superintendent of public instruction for programs that are research-based and have proven effectiveness in improving student performance.  The programs must include the following elements:

     (a) Teacher training in research-based effective reading strategies and effective use of classroom volunteers with struggling readers;

     (b) Training for tutor and mentor volunteers in research-based effective reading strategies before the volunteers participate in the program;

     (c) An established goal for a minimum number of volunteer contact hours for students to receive individual instruction from teachers, and tutor or mentor volunteers during the summer, other intercessions for schools with year-round schedules or other vacation periods, during normal school hours, before and after school, or on Saturdays; and

     (d) A plan to assess student reading performance before entering the program and upon exit or at the end of the year as appropriate.  The results must be compiled and reported to the superintendent of public instruction.  The superintendent of public instruction shall provide an initial report to the legislature by March 1, 1999, and a final report to the legislature by December 1999 on the effectiveness of the various programs.

     (3) For applications submitted before June 1, 1998, priority for funds in accordance with this section shall be given to those schools in which less than one-quarter of all students tested on the fourth grade assessment in reading met the state-wide standard, or in schools where average performance on the reading component of the state-wide standardized test required in RCW 28A.230.190 were in the bottom quartile for the previous three years.  Priority shall then be given to those schools in which less than one-third of all students tested on the fourth grade assessment in reading met the state-wide standard, or in schools where average performance on the reading component of the state-wide standardized test required in RCW 28A.230.190 were in the bottom third for the previous three years. Priority shall then be given to schools in which one-half of all students tested on the fourth grade assessment in reading met the state-wide standard, or in schools where average performance on the reading component of the state-wide standardized test required in RCW 28A.230.190 were in the bottom half for the previous three years.  Beginning June 1, 1998, the superintendent of public instruction shall open the application process to all schools without regard to performance on reading tests.  For applications received after June 1, 1998, the superintendent shall provide funds to qualified applicants on a first-come, first-served basis, based on the date of application.

     (5) Teachers participating in professional development opportunities in accordance with subsection (1) of this section or in volunteer programs in accordance with subsection (2) of this section will receive a stipend from the funds.

NEW SECTION. Sec. 2. (1) Before September 30, 1998, the office of the superintendent of public instruction, in cooperation with educational service districts, shall conduct leadership and accountability institutes designed to provide teachers, administrators, and school board members with information and tools to improve reading instructional programs and practices in their schools.  The office shall invite to an institute invite teams from each participating school district.  Each team shall include school directors, school administrators, and teachers who have been identified by the school district board of directors as having demonstrated leadership in reading instruction.   In addition to other teams that may be invited, teams shall be invited from schools receiving funds in accordance with section 2 of this act.  The institutes will inform participants on the research regarding how children learn to read and on effective reading instruction principles, practices, and strategies.  Participating districts shall evaluate their beginning reading curriculum to determine if it is a comprehensive program that includes, but need not limited to, explicit instruction in phonemic awareness, decoding skills, spelling, vocabulary, and comprehension, and the diagnosis of student reading skills.

     (2) School districts sending teams to the institutes must make a

commitment to provide to team members sufficient time before and during

the next school year to support implementation of strategies learned

while at the institute.

     (3) This section expires December 31, 1998.

     Sec. 3.  RCW 28A.300.130 and 1996 c 273 s 5 are each amended to read as follows:

     (1) 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 educational improvement and research, the superintendent of public instruction, to the extent funds are appropriated, shall 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) Develop an independent unit within the center to focus primarily on research-based  reading instructional practices.  The unit shall serve as a resource for school districts and schools to provide teachers and other professionals with information about the important body of knowledge and techniques available to enable them to help children become successful readers.

The unit's responsibilities shall include, but not be limited to, identifying and distributing research on effective reading programs and practices, providing technical assistance to districts in the selection and implementing of effective reading programs and practices, conducting and identifying professional development opportunities for schools accessing funding in accordance with section 2 of this act, identifying educators interested in assisting schools in the development and implementation of reading improvement efforts, and taking other actions to help schools improve reading instruction.  The unit shall also provide information on the explicit instruction of phonemic awareness, decoding skills, spelling, vocabulary, and comprehension.  To the maximum extent possible, staff at the unit shall collaborate with educational service districts, colleges and universities, and professional organizations;

(d) Provide best practices research and advice that can be used to help schools develop and implement:  ((Programs and practices to improve reading instruction;)) 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))) (e) 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))) (f) 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))) (g) Take other actions to increase public awareness of the importance of parental and community involvement in education;

     (((g))) (h) 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))) (i) Provide training and consultation services;

     (((i))) (j) Address methods for improving the success rates of certain ethnic and racial student groups; and

     (((j))) (k) 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))) (e) and (((e))) (f) 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. 4.  (1)  By October 1, 1998, each educational service district shall establish a reading resource center within the district.  Each center shall serve as a resource for school districts and schools to provide teachers and other professionals with information about the important body of knowledge and techniques available to enable them to help children become successful readers.

     The responsibilities of each center shall include, but not be limited to, identifying and distributing research on effective research-based reading programs and practices, providing technical assistance to districts in the selection and implementing of effective reading programs and practices, conducting and identifying professional development opportunities, identifying educators interested in assisting schools in the development and implementation of reading improvement efforts, and taking other actions to help schools improve reading instruction and curriculum in the region.  Each center shall also provide information on the explicit instruction of phonemic awareness, decoding skills, spelling, vocabulary, and comprehension.  To the maximum extent possible, staff at the center shall collaborate with the office of the superintendent of public instruction, colleges and universities, and professional organizations.

NEW SECTION. Sec.5. The sum of twenty-eight million dollars, or as much thereof as may be necessary, is appropriated for the fiscal year ending June 30, 1999, from the general fund to the superintendent of public instruction for the purposes of this act.  Of that amount, up to twelve million dollars may be expended for the purposes of section 1(1) of this act, up to twelve million dollars may be expended for the purposes of section 1(2) of this act, up to one million dollars in total may be expended for section 2 and 3 of this act, and up to three million dollars may be expended for section 4 of this act@

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