BP BHEAD INT S [atlas:bill]

AN ACT Relating to reading improvement; amending RCW 28A.300.130; adding new sections to chapter 28A.165 RCW; creating new sections; providing expiration dates; and declaring an emergency.

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

NEW SECTION. Sec. 1. The legislature finds that the ability to read fluently, accurately, and with comprehension is critical to success in school and in life. Research has found that reading instruction and curriculum in the early grades must consist of a comprehensive program that builds upon the firm foundational skills of phonemic awareness, decoding, and reading comprehension, to provide students with the skills necessary to engage in rich literature activities, and further develop thinking and application skills.

The legislature further finds that many primary grade teachers would benefit from additional professional development instruction in beginning reading skills and access to current information regarding scientifically proven instructional strategies that improve student achievement in reading. The role of professional development in supporting and sustaining a high-quality teaching force is critical. Schools and school districts should be encouraged to review their reading programs in the early grades to ensure they are meeting the needs of all children in their districts. The legislature further finds that many primary grade teachers would benefit from additional professional development instruction in beginning reading skills and access to current information regarding research-based and scientifically validated instructional strategies that improve student achievement in reading as identified in the essential academic learning requirements.

NEW SECTION. Sec. 2. (1) The definitions in this section apply throughout this chapter unless the context clearly requires otherwise.

(a) "Phonemic awareness instruction" means teaching awareness of letter sounds, and segmenting and blending phonemes, syllables, and words in a sequential progression.

(b) "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.

(c) "Decodable text" means connected text containing a high percentage of words that provide practice on the letter-sound correspondences and letter combinations previously taught.

(d) "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.

(e) "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.

(f) "Vocabulary instruction" means teaching word meanings.

(g) "Instruction in reading comprehension skills" means explicit, systematic teaching of vocabulary development, text structure, context, syntax, and syntactic patterns, including but not limited to, strategies for higher order thinking skills such as interpretation, summarization, prediction, clarification, and question generation.

(2) This section expires July 30, 2005.

NEW SECTION. Sec. 3. (1) To the extent funds are appropriated, elementary schools interested in providing professional development and related materials for certificated instructional staff that provide direct instructional services to students in kindergarten, first, and second grade may apply for and receive funding from the office of the superintendent of public instruction. The application for funding shall be limited to:

(a) Verification that the school has developed a comprehensive school-wide reading improvement plan that includes, but is not limited to, a beginning reading-language arts program for use in kindergarten through second grade. In addition to other primary elements that the beginning reading-arts program may include, the primary elements of the program must:

(i) Provide numerous daily opportunities for teachers in kindergarten and first grade to read to students from a variety of printed materials including rich literature and expository text;

(ii) Provide explicit and sequential instruction in phonemic awareness for all students in kindergarten and first grade and students with limited English proficiency;

(iii) Provide explicit systematic decoding instruction and practice in using those skills in decodable text materials;

(iv) Require diagnosis of a student's ability to decode in first and second grade;

(v) 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;

(vi) Provide explicit instruction in reading comprehension skills and opportunities for students to apply them; and

(vii) Provide students with structured assistance in learning to write with ample opportunities to engage in writing activities;

(b) Verification that the intended professional development supports the efforts of the school's beginning reading-language arts program required in (a) of this subsection and includes primary emphasis on the following beginning reading skills:

(i) Phonemic awareness strategies;

(ii) Explicit and systematic decoding instruction and how to assess a student's ability to decode;

(iii) Explicit spelling and vocabulary instruction;

(iv) Explicit instruction in reading comprehension strategies; and

(v) Research findings on the skills needed by beginning and proficient readers, and how beginning reading skills are acquired;

(c) Verification that to the fullest extent possible, school districts shall redirect funding available to elementary schools receiving funding provided in accordance with this section, from the learning assistance program and other available resources to begin implementation of the reading-language arts program required in (a) of this subsection;

(d) Verification that funds expended for professional development in beginning reading instruction in schools receiving funding provided in accordance with this section are expended in accordance with this section and will not be used for staff development, intervention, or remediation programs; and

(e) Verification that representatives of kindergarten, first, or second grade teachers and reading specialists from the school will be attending a leadership and accountability institute conducted by the office of the superintendent of public instruction in accordance with section 6 of this act.

(2) Funding provided pursuant to this section shall be available to schools no later than June 1, 1998. Priority for funding 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.

(3) Funding provided pursuant to this section may be used to provide additional professional development materials for classroom volunteers providing assistance in kindergarten, first, and second grades, interested in attending the professional development opportunity identified in subsection (1)(b) of this section.

(4) An elementary school receiving funding in accordance with this section shall certify and provide documentation to the superintendent of public instruction that funds received were expended for professional development and related materials in accordance with this section.

(5) Schools or school districts that received funds under RCW 28A.300.330 are not eligible to apply for funds in accordance with this section.

(6) This section expires July 30, 2005.

Sec. 4. 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 both research-based and scientifically validated 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 in accordance with section 3 of this act, providing assistance in selecting and implementing effective reading programs and practices, conducting and identifying professional development opportunities for schools accessing funding in accordance with section 3 of this act, identifying educators interested in assisting schools in the development and implementation of reading improvement efforts, and taking other actions to improve reading instruction and curriculum in the state. 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. 5. By July 31, 1998, each educational service district shall establish a reading resource center within the district. Schools accessing funds in accordance with section 3 of this act may request and the center may assist schools and school districts within its service area in matching local needs with reading programs, providing professional development opportunities, and facilitating discussions among teachers to promote best practices for beginning reading instruction, all in accordance with section 3 of this act.

NEW SECTION. Sec. 6. (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 beginning reading instructional programs and practices in their schools. School district board of directors of each school district, school administrators, and teachers identified by the school district board of directors as having demonstrated leadership in reading instruction in the school district or from schools receiving funds in accordance with section 3 of this act shall be invited to attend the institutes. The institutes shall provide professional development and supporting materials to: Evaluate reading curriculum and reading instructional weaknesses in schools to determine whether the school has a comprehensive reading program; for elementary schools, ensure that the primary, but not sole, element is a beginning reading component that includes, but is not limited to, 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; conduct research on how children learn to read, including those with limited English proficiency, learning disabilities, or who are economically disadvantaged; diagnose reading deficiencies; and monitor the movement of students from beginning or deficient reading skills to independent reading of rich literature and expository text.

(2) School districts sending teams to the institutes must make a commitment to provide sufficient time to team members before and during the next school year to support implementation of strategies learned while at the institute.

(3) This section expires December 31, 1998.

NEW SECTION. Sec. 7. (1) The superintendent of public instruction shall establish a Washington reading corps pilot program to provide intensive reading instruction to elementary grade students during the summer, other intercessions for schools with year-round schedules, or other vacation periods between June 1, 1998, and June 30, 1999. School districts interested in participating in the pilot program shall agree to conduct pilot programs that: Provide a minimum of eighty hours of instructional activity for students participating in the pilot programs; have certificated instructional staff trained in research validated effective reading strategies providing instruction and supervision; have classified staff, tutors, and volunteers that have been provided with training in effective beginning reading strategies supporting and extending the instruction provided by the certificated staff; have a ratio of at least one adult for every four students; and administer a reading preassessment immediately preceding student participation in the pilot program and a postassessment of student reading performance immediately after the pilot program. School districts able to demonstrate that they were unable to achieve the prescribed adult-student ratio, in spite of good faith efforts to recruit volunteers, shall not be financially penalized.

School districts participating in the pilot program must agree to evaluate, in a manner prescribed by the superintendent of public instruction, how effectively their programs improved the reading skills of students who participated in the pilot program.

In selecting districts to participate in the pilot program, the superintendent of public instruction shall give priority to school districts that have schools in which less than forty percent of students met the fourth grade reading standard on the Washington assessment of student learning or more than forty percent of students scored in the lowest quartile on the reading component of the standardized assessment required in RCW 28A.230.190(2). The superintendent shall distribute a request for districts to participate in the pilot program by May 1, 1998. Successful participants shall be notified by the superintendent of public instruction by June 1, 1998.

Grant awards, volunteer training, publicity, and assistance with the recruitment of volunteers shall be coordinated by a steering committee led by the office of the superintendent of public instruction and shall include, but not be limited to, representatives from the Washington service corps, school districts, educational service districts, and the commission for national and community service.

(2) To the extent funds are appropriated for this purpose, the superintendent of public instruction shall enter into a contract with an independent contractor to conduct an evaluation of the pilot programs to: Determine how effective the pilot programs were in improving student reading skills; determine efforts by districts to recruit and retain volunteers; and determine the numbers of certificated staff, classified staff, tutors, and volunteers participating in the pilot program, and the number of students that participated in each component of the pilot program and the level of increased student reading achievement attributable to participation in the pilot program. An evaluation of the pilot programs conducted during the summer of 1998 shall be submitted to the education and fiscal committees of the legislature by November 1, 1998. The final evaluation of all pilot programs during the period of June 1, 1998, through June 30, 1999, shall be submitted to the legislature by November 1, 1999.

NEW SECTION. Sec. 8. Sections 1 through 3, 5, and 7 of this act are each added to chapter 28A.165 RCW.

NEW SECTION. Sec. 9. 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.

NEW SECTION. Sec. 10. If specific funding for the purposes of this act, referencing this act by bill or chapter number, is not provided by June 30, 1998, in the omnibus appropriations act, this act is null and void.