BILL REQ. #:  H-4026.1 



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HOUSE BILL 2761
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State of Washington58th Legislature2004 Regular Session

By Representatives McCoy, Santos, Quall, Pettigrew, McDermott, Simpson, D., O'Brien, Lovick, Kenney, Haigh, Chase and Veloria

Read first time 01/20/2004.   Referred to Committee on Education.



     AN ACT Relating to transforming state and local educational systems to meet adequate yearly progress; amending RCW 28A.150.210, 28A.655.060, and 28A.410.210; and creating a new section.

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

NEW SECTION.  Sec. 1   The legislature finds that on January 8, 2002, President George Bush signed the no child left behind act of 2001, reauthorizing and amending federal education programs established under the elementary and secondary education act of 1965. The legislature further finds that the major focus of the no child left behind act is to provide all children with a fair, equal, and significant opportunity to obtain a high-quality education. In response to the no child left behind legislation, Washington has developed a single statewide accountability system that is required to ensure that: All K-12 public school students are included in the state assessment system; at least ninety-five percent of the students enrolled in the tested grades are assessed; all student groups reach the states proficiency level in reading and mathematics by 2013-14; schools and districts that do not meet the state's adequate yearly progress requirements are identified as needing improvement.
     The legislature finds that in 2003 over one-third of school districts in Washington did not make adequate yearly progress and more dramatically, the state, itself, did not meet its adequate yearly progress goal overall. The legislature finds that failure to meet this goal was most apparent with students from the historically marginalized groups such as African-American, American Indian/Alaskan Native, Hispanic-American, special education, English language learners, and low socio-economic status.
     The legislature further finds that the office of the superintendent of public instruction's comprehensive research entitled, Addressing the Achievement Gap: A Challenge for Washington State Educators (November, 2002) concludes that, low-income and minority students encounter fewer opportunities to learn, inadequate instruction and support, and lower expectations from their schools and teachers. Research has also pointed out that schools are more reflective of white, middle-class society. This can lead to a disconnect between students who come from different cultures and family conditions and the traditional school structure and expectations.
     The legislature recognizes that the multiethnic think tank, brought together by the superintendent of public instruction under the unity project, identifies five contributing factors to inequitable education: The existing euro-centric paradigm; the cultural biases of the testing instruments; the socio-economic disparities; postsecondary education and work force ramifications; and insufficient data collection and reporting.
     The legislature also recognizes that the national association of state boards of education reports that: Disproportionate numbers of students of color are placed in special education and other lower-track programs; students of color get a lower-level curriculum; most students do not get a full curriculum that presents a complete picture of diverse contributions to the American way of life; diverse learning styles are not addressed in many schools; and schools do not encourage students to engage in cultural inquiry based on shared values.
     The legislature acknowledges that the Washington state school directors association reports that: Serious attention must be given to creating learning environments that are intolerant of racism and exclusion and in which high expectations are held for all students; curriculum and teaching practices must recognize differences in ethnicity, language, and culture and teachers must be skilled in teaching students unlike themselves; and in order to close the achievement gap, there must be understanding of the impact of language, culture, race, and poverty on student achievement.
     The legislature finds that the social, economic, and psychological fallout from failure to meet adequate yearly progress threatens all levels of our society and its stability. The legislature intends to transform systems to enable the state and school districts to meet adequate yearly progress, particularly with historically marginalized students.

Sec. 2   RCW 28A.150.210 and 1993 c 336 s 101 are each amended to read as follows:
     The goal of the Basic Education Act for the schools of the state of Washington set forth in this chapter shall be to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives. To these ends, the goals of each school district, with the involvement of parents and community members, shall be to provide opportunities for all students to develop the knowledge and skills essential to:
     (1) Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings that respect and value the diversity among all people;
     (2) Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history; geography; arts; and health and fitness in ways that are culturally inclusive;
     (3) Think analytically, logically, and creatively in a cross-cultural and appropriate manner, and to integrate experience and knowledge to form reasoned judgments and solve problems; ((and))
     (4) Understand the importance of work and how performance, effort, ((and)) decisions, and effective interpersonal communication with diverse people directly affect future career and educational opportunities; and
     (5) Understand, accept, and demonstrate the value of various cultures and heritages; become responsible and respectful citizens in multicultural settings; and use one's cultural knowledge as a foundation to achieve personal and academic success
.

Sec. 3   RCW 28A.655.060 and 2001 2nd sp.s. c 20 s 1 are each amended to read as follows:
     (1) The Washington commission on student learning is hereby reestablished. The primary purposes of reestablishing the commission are to identify the knowledge and skills all public school students need to know and be able to do based on the student learning goals in RCW 28A.150.210, to develop student assessment and school accountability systems, to review current school district data reporting requirements and make recommendations on what data is necessary for the purposes of accountability and meeting state information needs, and to take other steps necessary to develop a performance-based education system. The revised membership of the reestablished commission shall include three members of the state board of education, ((three)) five members appointed by the governor before July 1, ((1992)) 2004, and ((five)) three members appointed no later than June 1, ((1993)) 2005, by the governor elected in the November ((1992)) 2004 election. The governor shall appoint a chair from the reestablished commission members, and fill any vacancies in gubernatorial appointments that may occur. The state board of education shall fill any vacancies of state board of education appointments that may occur. In making the appointments, the Washington multiethnic think tank, educators, business leaders, and parents shall be represented, and nominations from statewide education, business, multiethnic think tank, and parent organizations shall be requested. Efforts shall be made to ensure that the commission reflects the racial and ethnic diversity of the state's K-12 student population and that the major geographic regions in the state are represented. Appointees shall be qualified individuals who are supportive of educational restructuring, who have a positive record of service, and who will devote sufficient time to the responsibilities of the reestablished commission to ensure that the objectives of the reestablished commission are achieved.
     (2) The reestablished commission shall establish advisory committees. Membership of the advisory committees shall include, but not necessarily be limited to, professionals from Washington's multiethnic think tank, the office of the superintendent of public instruction, and the state board of education, and other state and local educational practitioners and student assessment specialists.
     (3) The reestablished commission, with the assistance of the advisory committees, shall:
     (a) ((Develop)) Revise essential academic learning requirements based on the student learning goals in RCW 28A.150.210. Essential academic learning requirements shall integrate multicultural and technological learning objectives and be developed, to the extent possible, for each of the student learning goals in RCW 28A.150.210. Goals one and two shall be considered primary. Essential academic learning requirements for RCW 28A.150.210(1), goal one, and the mathematics component of RCW 28A.150.210(2), goal two, shall be ((completed)) revised no later than March 1, ((1995)) 2005. Essential academic learning requirements that incorporate the remainder of RCW 28A.150.210 (2), (3), and (4), goals two, three, and four, shall be ((completed)) revised no later than March 1, ((1996)) 2006. Essential academic learning requirements for RCW 28A.150.210(5), goal five, shall be completed no later than March 1, 2006. To the maximum extent possible, the reestablished commission shall integrate goals four and five and the knowledge and skill areas in the other goals in the development of the essential academic learning requirements;
     (b)(i) The reestablished commission and superintendent of public instruction shall develop a statewide academic assessment system for use in the elementary, middle, and high school years designed to determine if each student has learned the essential academic learning requirements identified in (a) of this subsection. The academic assessment system shall provide alternative measuring tools to assess student academic achievement and include a variety of assessment methods, including criterion-referenced and performance-based measures. Performance standards for determining if a student has successfully completed an assessment shall be determined by the reestablished commission and the superintendent of public instruction in consultation with the advisory committees required in subsection (2) of this section.
     (ii) The assessment system shall be designed so that the results under the assessment system are used by educators as tools to evaluate instructional practices, and to initiate appropriate educational support for students who have not learned the essential academic learning requirements at the appropriate periods in the student's educational development.
     (iii) Assessments measuring the essential academic learning requirements shall be available for voluntary use by school districts and shall be required to be administered by school districts according to the following schedule unless the legislature takes action to delay or prevent implementation of the assessment system and essential academic learning requirements.

Assessments
available for
voluntary use
(School years)
Assessments
required to be
administered
(School years)
Reading, Writing,
Communication, Mathematics
- Elementary school((1996-97))
2006-07
((1997-98))
2007-08
- Middle school((1997-98))
2007-08
((2000-01))
2010-11
- High school((1998-99))
2008-09
((2000-01))
2013-14
Science
- High school((2002-03))
2012-13
((2003-04))
2013-14
- Middle school((2002-03))
2012-13
((2003-04))
2013-14
- Elementary school((2003-04))
2013-14
((2004-05))
2014-15
Social Studies
- Elementary, middle, and high school((2004-05))
2014-15
((2007-08))
2017-18
Arts
- Middle and high school((2005-06))
2015-16
((2008-09))
2018-19
- Elementary school((2005-06))
2015-16
((2009-10))
2019-20
Health, Fitness
- Middle and high school((2005-06))
2015-16
((2008-09))
2018-19
- Elementary school((2005-06))
2015-16
((2009-10))
2019-20

     The completed assessments and assessments still in development shall be transferred by the reestablished commission on student learning to the superintendent of public instruction by June 30, ((1999)) 2011.
     (iv) To the maximum extent possible, the reestablished commission and the superintendent of public instruction shall integrate knowledge and skill areas in development of the assessments.
     Assessments for goals three and four of RCW 28A.150.210 shall be integrated in the essential academic learning requirements and assessments for goals one and two.
     (v) The reestablished commission on student learning may modify the essential academic learning requirements and the assessments, as needed, before June 30, ((1999)) 2011. The superintendent of public instruction may modify the essential academic learning requirements and the assessments, as needed, after June 30, ((1999)) 2011. The reestablished commission and superintendent shall, upon request, provide opportunities for the education committees of the house of representatives and the senate to review the assessments and proposed modifications to the essential academic learning requirements before the modifications are adopted.
     (vi) The reestablished commission and the superintendent of public instruction shall develop assessments that are directly related to the essential academic learning requirements, and are not biased toward persons with different learning styles, racial or ethnic backgrounds, or on the basis of gender, and shall standardize the data collection, categorization, and reporting of racial, ethnic, and low socio-economic groups;
     (c) After a determination is made by the state board of education that the high school assessment system has been implemented and that it is sufficiently reliable and valid, successful completion of the high school assessment shall lead to a certificate of mastery. The certificate of mastery shall be obtained by most students at about the age of sixteen, and is evidence that the student has successfully mastered the essential academic learning requirements during his or her educational career. The certificate of mastery shall be required for graduation but shall not be the only requirement for graduation. The reestablished commission shall make recommendations to the state board of education regarding the relationship between the certificate of mastery and high school graduation requirements. Upon achieving the certificate of mastery, schools shall provide students with the opportunity to pursue career and educational objectives through educational pathways that emphasize integration of academic and vocational education. Educational pathways may include, but are not limited to, programs such as work-based learning, school-to-work transition, tech prep, vocational-technical education, running start, and preparation for technical college, community college, or university education. Any middle school, junior high school, or high school using educational pathways shall ensure that all participating students will continue to have access to the courses and instruction necessary to meet admission requirements at baccalaureate institutions. Students shall be allowed to enter the educational pathway of their choice. Before accepting a student into an educational pathway, the school shall inform the student's parent of the pathway chosen, the opportunities available to the student through the pathway, and the career objectives the student will have exposure to while pursuing the pathway. Parents and students dissatisfied with the opportunities available through the selected educational pathway shall be provided with the opportunity to transfer the student to any other pathway provided in the school. Schools may not develop educational pathways that retain students in high school beyond the date they are eligible to graduate, and may not require students who transfer between pathways to complete pathway requirements beyond the date the student is eligible to graduate;
     (d) Consider methods to address the unique needs of special education students when developing the assessments in (b) and (c) of this subsection;
     (e) Consider methods to address the unique needs of highly capable students when developing the assessments in (b) and (c) of this subsection;
     (f) Consider methods to address the unique needs of historically marginalized students when developing the assessments in (b) and (c) of this subsection;
     (g)
Develop recommendations on the time, support, and resources, including technical assistance, needed by schools and school districts to help students achieve the essential academic learning requirements. These recommendations shall include an estimate for the legislature, superintendent of public instruction, and governor on the expected cost of implementing the academic assessment system;
     (((g))) (h) Develop recommendations for consideration by the higher education coordinating board for adopting college and university entrance requirements for public school students that are consistent with the essential academic learning requirements and the certificate of mastery;
     (((h))) (i) Review current school district data reporting requirements for the purposes of accountability ((and)), meeting state information needs, and ensuring accuracy through the use of disaggregated and standardized data. The reestablished commission on student learning shall report recommendations to the ((joint select committee on education restructuring)) education committees of the legislature by September 15, ((1996)) 2006, on:
     (i) What data is necessary to compare how school districts are performing before the revised essential academic learning requirements and the assessment system are implemented with how school districts are performing after the revised essential academic learning requirements and the assessment system are implemented; ((and))
     (ii) What data is necessary pertaining to school district reports under the accountability systems developed by the reestablished commission on student learning under this section; and
     (((i))) (iii) How should data be disaggregated and standardized to best reflect all student learning;
     (j)
Recommend to the legislature, governor, state board of education, and superintendent of public instruction:
     (i) A statewide accountability system to monitor and evaluate accurately and fairly at elementary, middle, and high schools the level of learning occurring in individual schools and school districts with regard to the goals included in RCW 28A.150.210 (((1) through (4))). The accountability system must assess each school individually against its own baseline, schools with similar characteristics, and schools statewide. The system shall include school-site, school district, and state-level accountability reports;
     (ii) A school assistance program to help schools and school districts that are having difficulty helping students meet the essential academic learning requirements as measured by performance on the elementary, middle school, and high school assessments, with particular emphasis on underperforming students of color as evidenced by disaggregated data;
     (iii) A system to intervene in schools and school districts in which significant numbers of students persistently fail to learn the essential academic learning requirements or meet the standards established for the elementary, middle school, and high school assessments; and
     (iv) An awards program to provide incentives to school staff to help their students learn the essential academic learning requirements, with each school being assessed individually against its own baseline, schools with similar characteristics, and the statewide average. Incentives shall be based on the rate of percentage change of students achieving the essential academic learning requirements and progress on meeting the statewide average. School staff shall determine how the awards will be spent.
     The reestablished commission shall make recommendations regarding a statewide accountability system for reading in grades kindergarten through four by November 1, ((1997)) 2007. Recommendations for an accountability system in the other subject areas and grade levels shall be made no later than June 30, ((1999)) 2009;
     (((j))) (k) Report annually by December 1st to the legislature, the governor, the superintendent of public instruction, ((and)) the state board of education, and the Washington multiethnic think tank on the progress, findings, and recommendations of the reestablished commission; and
     (((k))) (l) Make recommendations to the legislature and take other actions necessary or desirable to help students meet the student learning goals.
     (4) The reestablished commission shall coordinate its activities with the state board of education ((and)), the office of the superintendent of public instruction, and the Washington multiethnic think tank.
     (5) The reestablished commission shall seek advice broadly from the public and all interested educational organizations in the conduct of its work, including holding periodic regional public hearings.
     (6) The reestablished commission shall select an entity to provide staff support and the office of the superintendent of public instruction shall provide administrative oversight and be the fiscal agent for the reestablished commission. The reestablished commission may direct the office of the superintendent of public instruction to enter into subcontracts, within the reestablished commission's resources, with school districts, teachers, higher education faculty, state agencies, business organizations, and the Washington multiethnic think tank, and other individuals and organizations to assist the reestablished commission in its deliberations.
     (7) Members of the reestablished commission shall be reimbursed for travel expenses as provided in RCW 43.03.050 and 43.03.060.
     (8)(a) By September 30, ((1997)) 2007, the reestablished commission on student learning, the state board of education, and the superintendent of public instruction shall jointly present recommendations to the education committees of the house of representatives and the senate regarding the high school assessments, the certificate of mastery, and high school graduation requirements.
     In preparing recommendations, the reestablished commission on student learning shall convene an ad hoc working group to address questions, including:
     (i) What type of document shall be used to identify student performance and achievement and how will the document be described?
     (ii) Should the students be required to pass the high school assessments in all skill and content areas, or only in select skill and content areas, to graduate?
     (iii) How will the criteria for establishing the standards for passing scores on the assessments be determined?
     (iv) What timeline should be used in phasing-in the assessments as a graduation requirement?
     (v) What options may be used in demonstrating how the results of the assessments will be displayed in a way that is meaningful to students, parents, institutions of higher education, and potential employers?
     (vi) Are there other or additional methods by which the assessments could be used to identify achievement such as endorsements, standards of proficiency, merit badges, or levels of achievement?
     (vii) Should the assessments and certificate of mastery be used to satisfy high school graduation requirements and college or university entrance criteria for public school students? If yes, how should these methods be phased-in?
     (b) The ad hoc working group shall report its recommendations to the reestablished commission on student learning, the state board of education, and the superintendent of public instruction by June 15, ((1997)) 2007. The reestablished commission shall report the ad hoc working group's recommendations to the education committees of the house of representatives and senate by July 15, ((1997)) 2007. Final recommendations of the reestablished commission on student learning, the state board of education, and the superintendent of public instruction shall be presented to the education committees of the house of representatives and the senate by September 30, ((1997)) 2007.
     (9) The reestablished Washington commission on student learning ((shall)) expires on June 30, ((1999)) 2009.

Sec. 4   RCW 28A.410.210 and 2000 c 39 s 103 are each amended to read as follows:
     The Washington professional educator standards board shall:
     (1) Serve as an advisory body to the superintendent of public instruction and as the sole advisory body to the state board of education on issues related to educator recruitment, hiring, preparation, certification including high quality alternative routes to certification, mentoring and support, culturally and linguistically responsive professional growth, retention, governance, prospective teacher pedagogy assessment, prospective principal assessment, educator evaluation including but not limited to peer evaluation, recruitment and retention of racial and ethnic minorities, and revocation and suspension of licensure;
     (2) Submit annual reports and recommendations, beginning December 1, 2000, to the governor, the education and fiscal committees of the legislature, the state board of education, ((and)) the superintendent of public instruction, and the Washington multiethnic think tank concerning duties and activities within the board's advisory capacity. The Washington professional educator standards board shall submit a separate report by December 1, ((2000)) 2010, to the governor, the education and fiscal committees of the legislature, the state board of education, ((and)) the superintendent of public instruction, and the Washington multiethnic think tank providing recommendations for at least two high quality alternative routes to teacher certification that reflect the need for recruitment and retention of ethnic minorities. In its deliberations, the board shall consider at least one route that permits persons with substantial subject matter expertise to achieve residency certification through an on-the-job training program provided by a school district; and
     (3) Establish the culturally and linguistically responsive prospective teacher assessment system for basic skills and subject knowledge that shall be required to obtain residency certification pursuant to RCW 28A.410.220 through 28A.410.240.

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