H-4089.1 _______________________________________________
HOUSE BILL 2419
_______________________________________________
State of Washington 55th Legislature 1998 Regular Session
By Representatives Johnson, Talcott, Sterk, Sump, Mulliken, Lambert, Thompson, Smith, McCune, Benson, Cooke, O'Brien and Backlund
Read first time 01/13/98. Referred to Committee on Education.
AN ACT Relating to reading improvement; amending RCW 28A.165.050; adding new sections to chapter 28A.165 RCW; creating a new section; providing expiration dates; and declaring an emergency.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:
NEW SECTION. Sec. 1. The definitions in this section apply throughout this chapter unless the context clearly requires otherwise.
(1) "Phonemic awareness instruction" means teaching awareness of letter sounds, and segmenting and blending phonemes, syllables, and words in a sequential progression.
(2) "Explicit systematic decoding instruction" means direct, sequential teaching of how to read words fluently and automatically that includes instruction in letter-sound correspondences, letter combinations, multisyllabic words, blending, and structural elements, and initially incorporates the use of decodable text. "Explicit systematic decoding instruction" does not include the use of context and syntax as word identification strategies in teaching beginning reading skills.
(3) "Decodable text" means connected text containing a high percentage of words that provide practice on the letter-sound correspondences and letter combinations previously taught.
(4) "Diagnosis of a student's ability to decode" means regularly assessing the student's mastery of word recognition, fluency and automaticity, and word analysis in order to plan future instructional activities.
(5) "Explicit and systematic instruction in spelling" means teaching a logical scope and sequence of word knowledge, orthographic patterns, syllabication, and frequently used words connected to the sequence used in reading and writing instruction.
(6) "Vocabulary instruction" means teaching word meanings.
(7) "Instruction in reading comprehension skills" means explicit, systematic teaching of vocabulary development, text structure, and syntactic patterns, including but not limited to, strategies for higher order thinking skills such as interpretation, summarization, prediction, clarification, and question generation.
NEW SECTION. Sec. 2. (1) Beginning June 30, 1998, and every September 30th thereafter, all 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 remained in the bottom quartile for the previous three years, shall develop a school-wide improvement plan that focuses on the improvement of reading performance throughout the school. As the primary element of the improvement plan, the school shall implement a beginning reading-language arts program for use in kindergarten through second grade that will:
(a) Provide numerous daily opportunities for teachers in kindergarten and first grade to read to students from a variety of printed materials including rich literature;
(b) Provide explicit and sequential instruction in phonemic awareness for all students in kindergarten and first grade;
(c) Provide explicit systematic decoding instruction and practice in using those skills in decodable text materials;
(d) Require diagnosis of a student's ability to decode in first and second grade;
(e) Provide explicit and systematic instruction in spelling, and provide students in kindergarten and first grade with an opportunity to use student-invented spelling in all writing activities;
(f) Provide explicit instruction in reading comprehension skills and opportunities for students to apply them; and
(g) Provide students with structured assistance in learning to write with ample opportunities to engage in writing activities.
(2) To the fullest extent possible, school districts shall redirect funding available to schools identified under this section from the learning assistance program, Title I, and other available resources to begin implementation of the reading-language arts programs required of this section. Funds expended for teacher training in reading instruction in schools identified under this section may only be expended for training in accordance with section 3 of this act.
(3) Schools identified under this section shall notify the parent or guardian of each student enrolled in the school that the school has been identified under this section and the level of performance that identified them as such. The notification shall include the details of the school's reading improvement plan required in this section. Schools identified under this section for more than one year shall annually report their progress in improving student performance to the parent or guardian of each student enrolled in the school.
NEW SECTION. Sec. 3. (1) The state board of education shall develop a list of providers of professional development in beginning reading instruction. Eligible providers must provide training in the following skills necessary to teach beginning readers:
(a) Phonemic awareness strategies;
(b) Explicit systematic decoding instruction and how to assess a student's ability to decode;
(c) Explicit spelling and vocabulary instruction;
(d) Explicit instruction in reading comprehension strategies; and
(e) Research findings on the skills needed by beginning and proficient readers, and how beginning reading skills are acquired.
(2) Any person or public, private, or private nonprofit entity that seeks to be placed on the list of providers of professional development in beginning reading instruction that may be hired by a school district or school pursuant to sections 2 through 6 of this act, shall submit an application to the state board that includes the curricula of the program to provide the training described in subsection (1) of this section. The state board shall approve or disapprove all applications within forty-five working days of receipt of the application. The board shall state the reasons for disapproving any application received pursuant to this section. Any decision of the board shall be based solely on the ability of the training to meet the requirements of this section. The state board may not include professional development providers that promote reading strategies that focus on the use of context or syntax as beginning reading strategies.
(3) The board shall maintain, update annually, and make available to schools and school districts through print and electronic media the list of approved providers, and shall distribute the list separately to each educational service district and to each school identified under section 2 of this act.
(4) The board may audit and study the effectiveness of any program of professional development provided pursuant to this section.
NEW SECTION. Sec. 4. (1) The legislature recognizes the need for professional development in beginning reading skills in order to facilitate increased student performance. It is the intent of the legislature to provide all certificated instructional staff providing direct instructional services to students in kindergarten through second grade with an opportunity to receive professional development in reading strategies that have proven reliable and replicable results in teaching beginning reading skills. To the extent funds are appropriated, all districts shall provide all interested certificated instructional staff providing direct instructional services to students in kindergarten through second grade professional development opportunities in the following beginning reading skills:
(a) Phonemic awareness strategies;
(b) Explicit and systematic decoding instruction and how to assess a student's ability to decode;
(c) Explicit spelling and vocabulary instruction;
(d) Explicit instruction in reading comprehension strategies; and
(e) Research findings on the skills needed by beginning and proficient readers, and how beginning reading skills are acquired.
(2) All schools identified in section 2 of this act shall provide professional development in beginning reading instruction in accordance with this section and shall have priority for funds allocated for this purpose.
(3) Beginning July 31, 1998, each educational service district shall align all existing, scheduled, and future professional development opportunities in beginning reading instruction with the requirements of subsection (1) of this section. The state board of education shall review the curriculum the educational service district intends to use for professional development in beginning reading instruction to ensure the curriculum meets the requirements of subsection (1) of this section. No professional development opportunities in beginning reading instruction may be conducted by the educational service district until the state board approves the intended curriculum.
(4) Funds expended in accordance with this section must be expended only for providers of professional development approved by the state board of education pursuant to section 3 of this act and may not be used for staff development, intervention, or remediation programs.
NEW SECTION. Sec. 5. The center for the improvement of reading instruction is established within the office of the superintendent of public instruction. The 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.
By July 30, 1998, the center shall develop a list of commercially published beginning reading or language arts programs that have been validated by experimental or quasi-experimental research and that includes a brief bibliography of the research used to validate the program. By August 30, 1998, the center shall also develop a list of beginning reading programs with primary instructional components that require the use of all of the following strategies: Phonemic awareness; explicit, systematic instruction in decoding; use of decodable text to support instruction; and explicit instruction in reading comprehension strategies. The list shall be transmitted to each educational service district and school district by September 1st of each year and shall be maintained and updated quarterly by the center.
Programs, instructional strategies, and professional development opportunities offered or promoted by the center or the office of the superintendent of public instruction for beginning reading instruction, supported wholly or in part by state general funds, must emphasize the use of phonemic awareness; explicit, systematic instruction in decoding; and use of decodable text to support instruction as the primary components of beginning reading instruction, and may not promote the use of context or syntax as word identification strategies for beginning readers.
NEW SECTION. Sec. 6. By July 31, 1998, each educational service district shall establish a beginning reading resource center within the district. The center may assist schools and school districts within its service area in matching local needs with beginning reading programs, providing professional development opportunities in accordance with section 4 of this act, and facilitating discussions among teachers to promote best practices for beginning reading instruction. At the request of schools identified under section 2 of this act, the center shall provide assistance in selecting or implementing beginning reading programs in accordance with section 2 of this act, identifying professional development opportunities in accordance with section 4 of this act, and identifying peer educators within the district interested in assisting these schools in the development and implementation of the beginning reading improvement plan required in section 2 of this act.
By July 31, 1999, and each July 31st thereafter, each educational service district shall survey all schools identified under section 2 of this act to identify the beginning reading instruction programs chosen by the school to implement its beginning reading improvement plan. The survey must also identify peer educators within each of these schools willing to assist other schools in similar program adoptions. The survey results shall be transmitted to each school within the educational service district and to the office of the superintendent of public instruction by September 1, 1999, and each September 1st thereafter.
NEW SECTION. Sec. 7. (1) Before September 30, 1998, the office of the superintendent of public instruction shall establish reading leadership and accountability institutes to improve student achievement in beginning reading skills. School district board of directors of each school district, school administrators, and teachers who have been identified by the school district board of directors as having demonstrated leadership in reading instruction in the school district shall be invited to attend the institutes. The institutes will provide professional development and supporting materials to: Evaluate beginning reading curriculum and instructional weaknesses in schools to ensure that the curriculum requires explicit instruction in phonemic awareness, explicit systematic instruction in decoding skills, diagnosis of a student's ability to decode, explicit and systematic instruction in spelling, vocabulary instruction, and explicit instruction in reading comprehension skills, research on how children learn to read, diagnosis of reading deficiencies, and the movement of students from beginning reading skills to independent reading of rich literature.
(2) This section expires December 31, 1998.
Sec. 8. RCW 28A.165.050 and 1987 c 478 s 5 are each amended to read as follows:
Identification of participating students for an approved program of learning assistance shall be determined in each district through the implementation of the findings of the district's needs assessment and through placement testing. Before placing any student in kindergarten through second grade in the learning assistance program based on the student's level of phonemic awareness or inability to read in accordance with district standards for the student's grade, the student must first receive six months of direct and explicit instruction in phonemic awareness, direct, systematic, and explicit instruction in decoding skills, sound-symbol relationships, and word attack skills. School districts are encouraged to coordinate the use of funds from federal, state, and local sources in serving students who are below grade level in basic skills, and to make efficient use of these resources in meeting the needs of students with the greatest academic deficits.
NEW SECTION. Sec. 9. Beginning in the 1999-2000 school year, all schools identified under section 2 of this act that improve student performance on the fourth grade assessment such that forty percent of their students are meeting the state-wide standard shall be allowed to retain all funds received through the learning assistance program that they would otherwise lose due to increased student performance.
NEW SECTION. Sec. 10. Beginning November 1, 1998, and each November 1st thereafter, the office of the superintendent of public instruction shall report to the legislature the names of each school identified under section 2 of this act. The report shall include the level of performance that identified the school; the number of years the school has been unable to meet the performance criteria of section 2 of this act; and a brief description of the school improvement plan developed in accordance with section 2 of this act.
Beginning November 1, 1999, the report shall also include the results of the surveys completed in accordance with section 6 of this act.
NEW SECTION. Sec. 11. Sections 1 through 6, 9, and 10 of this act are each added to chapter 28A.165 RCW.
NEW SECTION. Sec. 12. Sections 1 through 6 and 9 of this act expire July 30, 2005.
NEW SECTION. Sec. 13. This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately.
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