State of Washington | 63rd Legislature | 2014 Regular Session |
READ FIRST TIME 02/11/14.
AN ACT Relating to improving student success by modifying instructional hour and graduation requirements; amending RCW 28A.700.070, 28A.230.097, 28A.150.220, 28A.230.090, and 28A.150.260; and creating a new section.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:
NEW SECTION. Sec. 1 The legislature recognizes that preparing
students to be successful in postsecondary education, gainful
employment, and citizenship requires increased rigor and achievement,
including attaining a meaningful high school diploma with the
opportunity to earn twenty-four credits. The legislature finds that an
investment was made in the 2013-2015 omnibus appropriations act to
implement an increase in instructional hours in the 201420-15 school
year. School districts informed the legislature that the funding as
provided in the 2013-2015 omnibus appropriations act would result in
only a few minutes being added onto each class period and would not
result in a meaningful increase in instruction that would have the
positive impact on student learning that the legislature expects. The
school districts suggested that it would be a better educational policy
to use the funds to implement the requirement of twenty-four credits
for high school graduation, which will result in a meaningful increase
of instructional hours. Based on input from school districts across
the state, the legislature recognizes the need to provide flexibility
for school districts to implement the increase in instructional hours
while still moving towards an increase in the high school graduation
requirements. Therefore, the legislature intends to shift the focus
and intent of the investments from compliance with the minimum
instructional hours offering to assisting school districts to provide
an opportunity for students to earn twenty-four credits for high school
graduation and obtain a meaningful diploma, beginning with the
graduating class of 2019.
Sec. 101 RCW 28A.700.070 and 2008 c 170 s 201 are each amended to
read as follows:
(1) The office of the superintendent of public instruction shall
support school district efforts under RCW 28A.230.097 to adopt course
equivalencies for career and technical courses by:
(a) Recommending career and technical curriculum suitable for
course equivalencies;
(b) Publicizing best practices for high schools and school
districts in developing and adopting course equivalencies; and
(c) In consultation with the Washington association for career and
technical education, providing professional development, technical
assistance, and guidance for school districts seeking to expand their
lists of equivalent courses.
(2) The office of the superintendent of public instruction shall
provide professional development, technical assistance, and guidance
for school districts to develop career and technical course
equivalencies that also qualify as advanced placement courses.
(3) The office of the superintendent of public instruction, in
consultation with one or more technical working groups convened for
this purpose, shall develop curriculum frameworks for a selected list
of career and technical courses that may be offered by high schools or
skill centers whose content in science, technology, engineering, and
mathematics is considered equivalent in full or in part to science or
mathematics courses that meet high school graduation requirements. The
content of the courses must be aligned with state essential academic
learning requirements in mathematics as adopted by the superintendent
of public instruction in July 2011 and the essential academic learning
requirements in science as adopted in October 2013, and industry
standards. The office shall submit the list of equivalent career and
technical courses and their curriculum frameworks to the state board of
education for review, an opportunity for public comment, and approval.
The first list of courses under this subsection must be developed and
approved before the 2015-16 school year. Thereafter, the office may
periodically update or revise the list of courses using the process in
this subsection.
(4) Subject to funds appropriated for this purpose, the office of
the superintendent of public instruction shall allocate grant funds to
school districts to increase the integration and rigor of academic
instruction in career and technical courses. Grant recipients are
encouraged to use grant funds to support teams of academic and
technical teachers using a research-based professional development
model supported by the national research center for career and
technical education. The office of the superintendent of public
instruction may require that grant recipients provide matching
resources using federal Carl Perkins funds or other fund sources.
Sec. 102 RCW 28A.230.097 and 2013 c 241 s 2 are each amended to
read as follows:
(1) Each high school or school district board of directors shall
adopt course equivalencies for career and technical high school courses
offered to students in high schools and skill centers. A career and
technical course equivalency may be for whole or partial credit. Each
school district board of directors shall develop a course equivalency
approval procedure. Boards of directors must approve AP computer
science courses as equivalent to high school mathematics or science,
and must denote on a student's transcript that AP computer science
qualifies as a math-based quantitative course for students who take the
course in their senior year. In order for a board to approve AP
computer science as equivalent to high school mathematics, the student
must be concurrently enrolled in or have successfully completed algebra
II. Beginning no later than the 2015-16 school year, a school district
board of directors must, at a minimum, grant academic course
equivalency in mathematics or science for a high school career and
technical course, if the course is offered, from the list of courses
approved by the state board of education under RCW 28A.700.070, but is
not limited to the courses on the list. If the list of courses is
revised after the 2015-16 school year, the school district board of
directors must grant academic course equivalency based on the revised
list beginning with the school year immediately following the revision.
(2) Career and technical courses determined to be equivalent to
academic core courses, in full or in part, by the high school or school
district shall be accepted as meeting core requirements, including
graduation requirements, if the courses are recorded on the student's
transcript using the equivalent academic high school department
designation and title. Full or partial credit shall be recorded as
appropriate. The high school or school district shall also issue and
keep record of course completion certificates that demonstrate that the
career and technical courses were successfully completed as needed for
industry certification, college credit, or preapprenticeship, as
applicable. The certificate shall be either part of the student's high
school and beyond plan or the student's culminating project, as
determined by the student. The office of the superintendent of public
instruction shall develop and make available electronic samples of
certificates of course completion.
Sec. 201 RCW 28A.150.220 and 2013 2nd sp.s. c 9 s 2 are each
amended to read as follows:
(1) In order for students to have the opportunity to develop the
basic education knowledge and skills under RCW 28A.150.210, school
districts must provide instruction of sufficient quantity and quality
and give students the opportunity to complete graduation requirements
that are intended to prepare them for postsecondary education, gainful
employment, and citizenship. The program established under this
section shall be the minimum instructional program of basic education
offered by school districts.
(2) Each school district shall make available to students the
following minimum instructional offering each school year:
(a) For students enrolled in grades one through twelve, at least a
district-wide annual average of one thousand hours, which shall be
increased beginning in the 2015-16 school year to at least one thousand
eighty instructional hours for students enrolled in ((each of)) grades
((seven)) nine through twelve and at least one thousand instructional
hours for students in ((each of)) grades one through ((six according to
an implementation schedule adopted by the legislature, but not before
the 2014-15 school year)) eight, all of which may be calculated by a
school district using a district-wide annual average of instructional
hours over grades one through twelve; and
(b) For students enrolled in kindergarten, at least four hundred
fifty instructional hours, which shall be increased to at least one
thousand instructional hours according to the implementation schedule
under RCW 28A.150.315.
(3) The instructional program of basic education provided by each
school district shall include:
(a) Instruction in the essential academic learning requirements
under RCW 28A.655.070;
(b) Instruction that provides students the opportunity to complete
twenty-four credits for high school graduation, ((subject to a phased-in implementation of the twenty-four credits as established by the
legislature)) beginning with the graduating class of 2019. Course
distribution requirements may be established by the state board of
education under RCW 28A.230.090;
(c) If the essential academic learning requirements include a
requirement of languages other than English, the requirement may be met
by students receiving instruction in one or more American Indian
languages;
(d) Supplemental instruction and services for underachieving
students through the learning assistance program under RCW 28A.165.005
through 28A.165.065;
(e) Supplemental instruction and services for eligible and enrolled
students and exited students whose primary language is other than
English through the transitional bilingual instruction program under
RCW 28A.180.010 through 28A.180.080;
(f) The opportunity for an appropriate education at public expense
as defined by RCW 28A.155.020 for all eligible students with
disabilities as defined in RCW 28A.155.020; and
(g) Programs for highly capable students under RCW 28A.185.010
through 28A.185.030.
(4) Nothing contained in this section shall be construed to require
individual students to attend school for any particular number of hours
per day or to take any particular courses.
(5)(a) Each school district's kindergarten through twelfth grade
basic educational program shall be accessible to all students who are
five years of age, as provided by RCW 28A.225.160, and less than
twenty-one years of age and shall consist of a minimum of one hundred
eighty school days per school year in such grades as are conducted by
a school district, and one hundred eighty half-days of instruction, or
equivalent, in kindergarten, to be increased to a minimum of one
hundred eighty school days per school year according to the
implementation schedule under RCW 28A.150.315. ((However,))
(b) Schools administering the Washington kindergarten inventory of
developing skills may use up to three school days at the beginning of
the school year to meet with parents and families as required in the
parent involvement component of the inventory. ((In addition,
effective May 1, 1979,))
(c) In the case of students who are graduating from high school, a
school district may schedule the last five school days of the one
hundred ((and)) eighty day school year for noninstructional purposes
((in the case of students who are graduating from high school,))
including, but not limited to, the observance of graduation and early
release from school upon the request of a student((, and)). All such
students may be claimed as a full-time equivalent student to the extent
they could otherwise have been so claimed for the purposes of RCW
28A.150.250 and 28A.150.260. Any hours scheduled by a school district
for noninstructional purposes during the last five school days for such
students shall count toward the instructional hours requirement in
subsection (2)(a) of this section.
(6) Nothing in this section precludes a school district from
enriching the instructional program of basic education, such as
offering additional instruction or providing additional services,
programs, or activities that the school district determines to be
appropriate for the education of the school district's students.
(7) The state board of education shall adopt rules to implement and
ensure compliance with the program requirements imposed by this
section, RCW 28A.150.250 and 28A.150.260, and such related supplemental
program approval requirements as the state board may establish.
Sec. 202 RCW 28A.230.090 and 2011 c 203 s 2 are each amended to
read as follows:
(1) The state board of education shall establish high school
graduation requirements or equivalencies for students, except as
provided in RCW 28A.230.122 and except those equivalencies established
by local high schools or school districts under RCW 28A.230.097. The
purpose of a high school diploma is to declare that a student is ready
for success in postsecondary education, gainful employment, and
citizenship, and is equipped with the skills to be a lifelong learner.
(a) Any course in Washington state history and government used to
fulfill high school graduation requirements shall consider including
information on the culture, history, and government of the American
Indian peoples who were the first inhabitants of the state.
(b) The certificate of academic achievement requirements under RCW
28A.655.061 or the certificate of individual achievement requirements
under RCW 28A.155.045 are required for graduation from a public high
school but are not the only requirements for graduation.
(c) Any decision on whether a student has met the state board's
high school graduation requirements for a high school and beyond plan
shall remain at the local level.
(d) The state board of education shall adopt rules to implement the
career and college ready graduation requirement proposal adopted under
board resolution on November 10, 2010, and revised on January 9, 2014,
which includes authorization for a school district to waive up to two
credits on an individual student basis in accordance with the rules
established by the state board of education to take effect beginning
with the graduating class of 2019.
(2)(a) In recognition of the statutory authority of the state board
of education to establish and enforce minimum high school graduation
requirements, the state board shall periodically reevaluate the
graduation requirements and shall report such findings to the
legislature in a timely manner as determined by the state board.
(b) The state board shall reevaluate the graduation requirements
for students enrolled in vocationally intensive and rigorous career and
technical education programs, particularly those programs that lead to
a certificate or credential that is state or nationally recognized.
The purpose of the evaluation is to ensure that students enrolled in
these programs have sufficient opportunity to earn a certificate of
academic achievement, complete the program and earn the program's
certificate or credential, and complete other state and local
graduation requirements.
(c) The state board shall forward any proposed changes to the high
school graduation requirements to the education committees of the
legislature for review and to the quality education council established
under RCW 28A.290.010. The legislature shall have the opportunity to
act during a regular legislative session before the changes are adopted
through administrative rule by the state board. Changes that have a
fiscal impact on school districts, as identified by a fiscal analysis
prepared by the office of the superintendent of public instruction,
shall take effect only if formally authorized and funded by the
legislature through the omnibus appropriations act or other enacted
legislation.
(3) Pursuant to any requirement for instruction in languages other
than English established by the state board of education or a local
school district, or both, for purposes of high school graduation,
students who receive instruction in American sign language or one or
more American Indian languages shall be considered to have satisfied
the state or local school district graduation requirement for
instruction in one or more languages other than English.
(4) If requested by the student and his or her family, a student
who has completed high school courses before attending high school
shall be given high school credit which shall be applied to fulfilling
high school graduation requirements if:
(a) The course was taken with high school students, if the academic
level of the course exceeds the requirements for seventh and eighth
grade classes, and the student has successfully passed by completing
the same course requirements and examinations as the high school
students enrolled in the class; or
(b) The academic level of the course exceeds the requirements for
seventh and eighth grade classes and the course would qualify for high
school credit, because the course is similar or equivalent to a course
offered at a high school in the district as determined by the school
district board of directors.
(5) Students who have taken and successfully completed high school
courses under the circumstances in subsection (4) of this section shall
not be required to take an additional competency examination or perform
any other additional assignment to receive credit.
(6) At the college or university level, five quarter or three
semester hours equals one high school credit.
Sec. 203 RCW 28A.150.260 and 2011 1st sp.s. c 27 s 2 are each
amended to read as follows:
The purpose of this section is to provide for the allocation of
state funding that the legislature deems necessary to support school
districts in offering the minimum instructional program of basic
education under RCW 28A.150.220. The allocation shall be determined as
follows:
(1) The governor shall and the superintendent of public instruction
may recommend to the legislature a formula for the distribution of a
basic education instructional allocation for each common school
district.
(2) The distribution formula under this section shall be for
allocation purposes only. Except as may be required under chapter
28A.155, 28A.165, 28A.180, or 28A.185 RCW, or federal laws and
regulations, nothing in this section requires school districts to use
basic education instructional funds to implement a particular
instructional approach or service. Nothing in this section requires
school districts to maintain a particular classroom teacher-to-student
ratio or other staff-to-student ratio or to use allocated funds to pay
for particular types or classifications of staff. Nothing in this
section entitles an individual teacher to a particular teacher planning
period.
(3)(a) To the extent the technical details of the formula have been
adopted by the legislature and except when specifically provided as a
school district allocation, the distribution formula for the basic
education instructional allocation shall be based on minimum staffing
and nonstaff costs the legislature deems necessary to support
instruction and operations in prototypical schools serving high,
middle, and elementary school students as provided in this section.
The use of prototypical schools for the distribution formula does not
constitute legislative intent that schools should be operated or
structured in a similar fashion as the prototypes. Prototypical
schools illustrate the level of resources needed to operate a school of
a particular size with particular types and grade levels of students
using commonly understood terms and inputs, such as class size, hours
of instruction, and various categories of school staff. It is the
intent that the funding allocations to school districts be adjusted
from the school prototypes based on the actual number of annual average
full-time equivalent students in each grade level at each school in the
district and not based on the grade-level configuration of the school
to the extent that data is available. The allocations shall be further
adjusted from the school prototypes with minimum allocations for small
schools and to reflect other factors identified in the omnibus
appropriations act.
(b) For the purposes of this section, prototypical schools are
defined as follows:
(i) A prototypical high school has six hundred average annual full-time equivalent students in grades nine through twelve;
(ii) A prototypical middle school has four hundred thirty-two
average annual full-time equivalent students in grades seven and eight;
and
(iii) A prototypical elementary school has four hundred average
annual full-time equivalent students in grades kindergarten through
six.
(4)(a)(i) The minimum allocation for each level of prototypical
school shall be based on the number of full-time equivalent classroom
teachers needed to provide instruction over the minimum required annual
instructional hours under RCW 28A.150.220 and provide at least one
teacher planning period per school day, and based on the following
general education average class size of full-time equivalent students
per teacher:
General education
average class size
Grades K-3 . . . . . . . . . . . . 25.23
Grade 4 . . . . . . . . . . . . 27.00
Grades 5-6 . . . . . . . . . . . . 27.00
Grades 7-8 . . . . . . . . . . . . 28.53
Grades 9-12 . . . . . . . . . . . . 28.74
(ii) The minimum class size allocation for each prototypical high
school shall be enhanced to provide funding for two laboratory science
courses per full-time equivalent student to be completed within grades
nine through twelve, calculated as follows: The number of total full-time equivalent students enrolled in grades nine through twelve
multiplied by the laboratory science course factor of 0.0833, by the
number of full-time equivalent classroom teachers needed to provide
instruction over the minimum required annual instructional hours under
RCW 28A.150.220, providing at least one teacher planning period per
school day, and based on the laboratory science average class size of
19.98 full-time equivalent students per teacher.
Laboratory science
average class size
Grades 9-12 . . . . . . . . . . . . 19.98
(b) During the 2011-2013 biennium and beginning with schools with
the highest percentage of students eligible for free and reduced-price
meals in the prior school year, the general education average class
size for grades K-3 shall be reduced until the average class size
funded under this subsection (4) is no more than 17.0 full-time
equivalent students per teacher beginning in the 2017-18 school year.
(c) The minimum allocation for each prototypical middle and high
school shall also provide for full-time equivalent classroom teachers
based on the following number of full-time equivalent students per
teacher in career and technical education:
Career and technical
education average
class size
Approved career and technical education offered at
the middle school and high school level . . . . . . . . . . . . 26.57
Skill center programs meeting the standards established
by the office of the superintendent of public
instruction . . . . . . . . . . . . 22.76
(d) In addition, the omnibus appropriations act shall at a minimum
specify:
(i) A high-poverty average class size in schools where more than
fifty percent of the students are eligible for free and reduced-price
meals; and
(ii) A specialty average class size for ((laboratory science,))
advanced placement((,)) and international baccalaureate courses.
(5) The minimum allocation for each level of prototypical school
shall include allocations for the following types of staff in addition
to classroom teachers:
Elementary School | Middle School | High School | |
Principals, assistant principals, and other certificated building-level administrators . . . . . . . . . . . . | 1.253 | 1.353 | 1.880 |
Teacher librarians, a function that includes information literacy, technology, and media to support school library media programs . . . . . . . . . . . . | 0.663 | 0.519 | 0.523 |
Health and social services: | |||
School nurses . . . . . . . . . . . . | 0.076 | 0.060 | 0.096 |
Social workers . . . . . . . . . . . . | 0.042 | 0.006 | 0.015 |
Psychologists . . . . . . . . . . . . | 0.017 | 0.002 | 0.007 |
Guidance counselors, a function that includes parent outreach and graduation advising . . . . . . . . . . . . | 0.493 | 1.116 | (( 2.539 |
Teaching assistance, including any aspect of educational instructional services provided by classified employees . . . . . . . . . . . . | 0.936 | 0.700 | 0.652 |
Office support and other noninstructional aides . . . . . . . . . . . . | 2.012 | 2.325 | 3.269 |
Custodians . . . . . . . . . . . . | 1.657 | 1.942 | 2.965 |
Classified staff providing student and staff safety . . . . . . . . . . . . | 0.079 | 0.092 | 0.141 |
Parent involvement coordinators . . . . . . . . . . . . | 0.00 | 0.00 | 0.00 |