AN
ACT Relating to authorizing the academic achievement and accountability
commission to set performance improvement goals for certain disaggregated
groups of students and dropout goals; and amending RCW 28A.655.030.
BE IT
ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:
Sec.
1. RCW
28A.655.030 and 1999 c 388 s 102 are each amended to read as follows:
The
powers and duties of the academic achievement and accountability commission
shall include, but are not limited to the following:
(1)
For purposes of statewide accountability, the commission shall:
(a)
Adopt and revise performance improvement goals in reading, writing, science,
and mathematics by subject and grade level as the commission deems appropriate
to improve student learning, once assessments in these subjects are required statewide.
The goals shall be consistent with student privacy protection provisions of
RCW 28A.655.090(7) and shall not conflict with requirements contained in Title
I of the federal elementary and secondary education act of 1965, as amended.
The goals may be established for all students, economically disadvantaged
students, limited English proficient students, students with disabilities, and
students from disproportionately academically underachieving racial and ethnic
backgrounds. The commission may establish school and school district goals
addressing high school graduation rates and dropout reduction goals for
students in grades seven through twelve. The goals shall be in addition to
any goals adopted in RCW 28A.655.050. The commission may also revise any goal
adopted in RCW 28A.655.050. The commission shall adopt the goals by rule.
However, before each goal is implemented, the commission shall present the goal
to the education committees of the house of representatives and the senate for
the committees' review and comment in a time frame that will permit the
legislature to take statutory action on the goal if such action is deemed
warranted by the legislature;
(b)
Identify the scores students must achieve in order to meet the standard on the
Washington assessment of student learning and determine student scores that
identify levels of student performance below and beyond the standard. The
commission shall set such performance standards and levels in consultation with
the superintendent of public instruction and after consideration of any
recommendations that may be developed by any advisory committees that may be
established for this purpose;
(c)
Adopt objective, systematic criteria to identify successful schools and school
districts and recommend to the superintendent of public instruction schools and
districts to be recognized for two types of accomplishments, student
achievement and improvements in student achievement. Recognition for
improvements in student achievement shall include consideration of one or more
of the following accomplishments:
(i)
An increase in the percent of students meeting standards. The level of
achievement required for recognition may be based on the achievement goals
established by the legislature under RCW 28A.655.050 and the commission under
(a) of this subsection;
(ii)
Positive progress on an improvement index that measures improvement in all
levels of the assessment; and
(iii)
Improvements despite challenges such as high levels of mobility, poverty,
English as a second language learners, and large numbers of students in special
populations as measured by either the percent of students meeting the standard,
or the improvement index.
When
determining the baseline year or years for recognizing individual schools, the commission
may use the assessment results from the initial years the assessments were
administered, if doing so with individual schools would be appropriate;
(d)
Adopt objective, systematic criteria to identify schools and school districts
in need of assistance and those in which significant numbers of students
persistently fail to meet state standards. In its deliberations, the
commission shall consider the use of all statewide mandated
criterion-referenced and norm-referenced standardized tests;
(e)
Identify schools and school districts in which state intervention measures will
be needed and a range of appropriate intervention strategies, beginning no
earlier than June 30, 2001, and after the legislature has authorized a set of
intervention strategies. Beginning no earlier than June 30, 2001, and after
the legislature has authorized a set of intervention strategies, at the request
of the commission, the superintendent shall intervene in the school or school
district and take corrective actions. This chapter does not provide additional
authority for the commission or the superintendent of public instruction to
intervene in a school or school district;
(f)
Identify performance incentive systems that have improved or have the potential
to improve student achievement;
(g)
Annually review the assessment reporting system to ensure fairness, accuracy,
timeliness, and equity of opportunity, especially with regard to schools with
special circumstances and unique populations of students, and a recommendation
to the superintendent of public instruction of any improvements needed to the
system;
(h)
Annually report 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. The report may
include recommendations of actions to help improve student achievement;
(i)
By December 1, 2000, and by December 1st annually thereafter, report to the
education committees of the house of representatives and the senate on the
progress that has been made in achieving the reading goal under RCW 28A.655.050
and any additional goals adopted by the commission;
(j)
Coordinate its activities with the state board of education and the office of
the superintendent of public instruction;
(k)
Seek advice from the public and all interested educational organizations in the
conduct of its work; and
(l)
Establish advisory committees, which may include persons who are not members of
the commission;
(2)
Holding meetings and public hearings, which may include regional meetings and
hearings;
(3)
Hiring necessary staff and determining the staff's duties and compensation.
However, the office of the superintendent of public instruction shall provide
staff support to the commission until the commission has hired its own staff,
and shall provide most of the technical assistance and logistical support
needed by the commission thereafter. The office of the superintendent of
public instruction shall 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; and
(4)
Receiving per diem and travel allowances as permitted under RCW 43.03.050 and
43.03.060.
