6509-S2.E AMH MORR 5

E2SSB 6509 - H AMD TO H AMD (6509-S2.E AMH H5514.3) 1163 FAILED 3-06-98

By Representative ___

On page 5, after line 13, insert the following sections:

ASec. 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 implemention 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 implemention 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.@

Renumber the remaining sections consecutively and correct the title and any internal references accordingly.