BILL REQ. #:  S-1701.1 

READ FIRST TIME 02/21/11.   

     AN ACT Relating to innovation schools; adding a new section to chapter 28A.300 RCW; and creating a new section.

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

NEW SECTION.  Sec. 1   (1) The legislature finds that Washington has a long history of providing support for a wide range of innovative schools and programs and that these can and do operate successfully in public school districts under the authority of locally elected boards of directors.
     (2) Examples of innovation schools and programs can be found across the state including, but not limited to:
     (a) The Vancouver school of arts and academics, in the Vancouver school district, offers students beginning in sixth grade the opportunity to immerse themselves in the full range of the arts, including dance, music, theater, literary arts, visual arts, and moving image arts, as well as all levels of core academic courses;
     (b) Thornton Creek elementary school, in the Seattle school district, offers a parent-initiated learning option based on the expeditionary learning outward bound model;
     (c) The technology access foundation academy, a unique public-private partnership with the Federal Way school district, offers a rigorous and relevant curriculum through project-based learning, full integration of technology, and a small learning community intended to provide middle and high school students the opportunity for success in school and college;
     (d) Talbot Hill elementary school, in the Renton school district, enables students to participate in a microsociety program that includes selecting a government, conducting business and encouraging entrepreneurialism, and providing community services such as banking, newspaper, post office, and courts;
     (e) The Tacoma school of the arts, in the Tacoma school district, is a cohesive, full-time learning community to study the full range of humanities, mathematics, science, and language, as well as build a broad foundation in all forms of the arts, culminating with an in-depth senior arts project that showcases each student's talent and interest;
     (f) The SPRINT program at Shaw middle school, in the Spokane school district, provides an alternative learning community for students in seventh and eighth grade proposed and created by a group of parents who wish to be very actively involved in their students' education;
     (g) Puesta del Sol elementary school, in the Bellevue school district, offers a diverse multicultural program and Spanish language immersion beginning in kindergarten;
     (h) The Washington national guard youth challenge program, operated in collaboration with the Bremerton school district, offers high-risk youth a rigorous and structured residential program that builds students' academic, social, and emotional skills, and physical fitness while providing up to one year of high school credits toward graduation;
     (i) The Lincoln center program, at Lincoln high school in the Tacoma school district, an extended day program that has virtually eliminated the academic achievement gap and significantly boosted attendance and test scores for racially diverse, low-income, and highly mobile students;
     (j) Delta high school, a science, technology, engineering, and mathematics-focused school option for students in the Tri-Cities, operates in cooperation with three school districts, the regional skill center, local colleges and universities, and the business community;
     (k) Aviation high school, in the Highline school district, offers a project-based curriculum and learning environment centered on an aviation and aeronautics theme with strong business and community support;
     (l) Environmental and adventure school, in the Lake Washington school district, focuses on environmental and adventure education with a curriculum built around the theme of the interdependence of people and their environment, allowing students to explore this theme through outdoor education sessions and stewardship projects in partnership with community organizations;
     (m) Explorer community school, in the Lake Washington school district, integrates parents, who each work a half-day in the classroom every week to forge a learning partnership, provides opportunities for each child to realize his or her own individual potential, and fosters an atmosphere of cooperation and trust;
     (n) Futures school, in the Lake Washington school district, offers an alternative high school experience in a smaller environment and gives students a jump-start with scheduling flexibility and accelerated education to earn additional credits;
     (o) International community school, in the Lake Washington school district, provides educational continuity and long-term relationships for its students with an integrated six-year course of study so that each year's knowledge builds upon the previous years' foundation and incorporates a global education that draws from sources around the world;
     (p) The international school, in the Bellevue school district, focuses on the phenomenon of globalization, teaches the principles of global citizenship, involves the community, students, parents, faculty, and administration, and encourages students to accept their responsibility as members of the community through active service;
     (q) Northstar junior high school, in the Lake Washington school district, limits enrollment to thirty students per grade level to give personalized attention that focuses on moral development, nurturing individual talents, and encouraging academic growth;
     (r) The Tacoma science and math institute, in the Tacoma school district and located at Point Defiance Park, integrates environmental and marine studies through community partnerships and hands-on learning with classes at the marine center, zoo, and aquarium as part of the schedule;
     (s) Stella schola, a middle school in the Lake Washington school district, exposes students to classic literature and Latin courses through personalized learning environments, and where students learn through historical themes to make better choices and decisions in the future;
     (t) The technology education and literacy in schools program, in the Issaquah school district, partners with Microsoft employees who mentor students and teach science, technology, engineering, and mathematics classes in web design and computer science;
     (u) The biotech pathway partnership program, at Glacier Peak high school in the Snohomish school district, offers students a state-of-the-art opportunity to prepare for work in the biotechnology field and was created in partnership with community entities such as Fred Hutchison cancer research center, Seattle biomedical research institute, University of Washington, and amgen;
     (v) The machining pathways program, at Snohomish high school in the Snohomish school district, immerses students in a computer-based, high-technology machining, programming, and engineering design course and allows students to earn credits in advanced manufacturing technology through Everett Community College;
     (w) The big picture school, in the Bellevue school district, will feature a small, personalized environment, project-based college preparatory curriculum, technology integration, and a network of local partnerships offering college and career preparation (opening September 2011);
     (x) The Lt. General William H. Harrison preparatory school, a sixth to twelfth grade choice school in the Clover Park school district, focuses on high academic rigor and accountability enriched through technology, personal projects, and partnership with the Clover Park Technical College; and
     (y) The lighthouse cooperative, a kindergarten to fifth grade community in the Everett school district, provides opportunities for families to work with teachers to inspire creativity, active experimenting, and independent thinking.
     (3) Therefore, the legislature intends to encourage additional innovation schools and programs by disseminating information about current models and recognizing the effort and commitment that goes into their creation and operation.

NEW SECTION.  Sec. 2   A new section is added to chapter 28A.300 RCW to read as follows:
     (1) The legislature finds that innovation schools and programs accomplish the following objectives:
     (a) Provide students and parents with a diverse array of educational options;
     (b) Promote active and meaningful parent and community involvement and partnership with local schools;
     (c) Serve as laboratories for educational experimentation and innovation;
     (d) Respond and adapt to different styles, approaches, and objectives of learning;
     (e) Hold students and educators to high expectations and standards;
     (f) Maintain accountability to the citizens through the locally elected school directors; and
     (g) Encourage and facilitate bold, creative, and innovative educational ideas.
     (2) The office of the superintendent of public instruction shall develop basic criteria and a streamlined review process for identifying Washington innovation schools and programs. Any public school, including those with institution of higher education partners, may be nominated by a community, organization, school district, institution of higher education, or through self-nomination to be designated as a Washington innovation school or program. If the office of the superintendent of public instruction finds that the school or program meets the criteria, the school or program shall receive a designation as a Washington innovation school or program.
     (3) The office of the superintendent of public instruction shall:
     (a) Create a page on its web site to highlight examples of Washington innovation schools and programs, including those with institution of higher education partners, that includes links to research literature and national best practices, as well as summary information and links to the web sites of Washington innovation schools and programs. The office is encouraged to offer an educational administrator intern the opportunity to create the web page as a project toward completion of his or her administrator certificate; and
     (b) Publicize the Washington innovation school designation and encourage schools, communities, institutions of higher education, and school districts to access the web site and create additional models of innovation.
     (4) The office of the superintendent of public instruction is encouraged to identify annually ten innovation schools or programs that exemplify the values of innovation schools and programs.