HOUSE BILL REPORT
E2SSB 6352
BYSenate Committee on Ways & Means (originally sponsored by Senators Bailey, Gaspard, Rinehart, Bender, Williams, Murray, Anderson, Conner, von Reichbauer, Lee and Bauer; by request of Superintendent of Public Instruction)
Establishing the fair start program.
House Committe on Education
Majority Report: Do pass. (18)
Signed by Representatives Peery, Chair; G. Fisher, Vice Chair; Betrozoff, Ranking Republican Member; Brumsickle, Cole, Dorn, Holland, Horn, Jones, P. King, Phillips, Pruitt, Rasmussen, Rayburn, Schoon, Valle, Walker and K. Wilson.
House Staff:Susan Patrick (786-7111)
AS REPORTED BY COMMITTEE ON EDUCATION FEBRUARY 22, 1990
BACKGROUND:
Research findings from national and state studies and demographic data indicate that an increasing number of children are at risk of not performing up to their potential in school, and of even dropping out of school. Contributing reasons include: child abuse and neglect, poverty, family transiency, substance abuse, and poor health and nutrition. It is proposed that providing counseling and related prevention and intervention services at the elementary grade level will enhance the educational experience for students and educators.
SUMMARY:
The Superintendent of Public Instruction will establish a voluntary grant program to assist school districts in providing prevention and intervention programs and services for children in preschool through grade six. The name of the program is Fair Start.
State funds will be allocated on a matching basis. Grant applicants must provide a minimum 20 percent of the cost of the program. The district match may consist of identified state or federal funds, local funds; contributions of services, materials, supplies, or physical facilities including services provided by child intervention specialists employed by the state, and district funds currently used for prevention and intervention services.
The superintendent will award grants on a priority basis. A priority one district is one where there is at least one elementary school in which 50 percent or more of the students are eligible for free or reduced price lunches. A priority two district must have between 40 and 50 percent eligible students, priority three will have between 25 and 40 percent, and priority four less than 25 percent. The criteria is solely for the purpose of allocation. Any student in the building needing prevention and intervention services is eligible to receive the services.
The superintendent will award grants on a phase-in schedule. Commencing with the 1990-91 school year, grants will be awarded to priority one districts. In 1991-92, grants will be awarded to priority two districts. Priority three districts will receive grants in 1992-93, and in 1993-94, grants will be awarded to priority four districts. Higher priority districts will always be funded before lower priority districts.
Districts may apply for a grant to develop, enhance, or support an elementary grades' prevention and intervention program using child intervention specialists: school counselors, school psychologists, school nurses, school social workers, mental health professionals, child psychiatrists, children's mental health specialists, or appropriate public or private providers of professional health care. Districts may contract with governmental or nongovernmental or community-based providers of professional health care to provide the prevention and intervention services.
Grant applications must include the district's policy on prevention and intervention services or commitment to adopt such a policy, district goals, referral procedures, liability issues, program evaluation procedures, how child intervention specialists will be used, and how grant funds will be used for related in-service purposes.
The Superintendent of Public Instruction will appoint an advisory committee to assist the superintendent in establishing possible additional grant application criteria and developing specific measures to evaluate the success of the grant projects and the Fair Start program. The committee may make recommendations regarding the selection of applicants for grant awards.
The superintendent will submit a report to the Legislature and the governor on the Fair Start program by December 1, 1992, and biennially thereafter. The superintendent will study and report to the Legislature and governor by December 1, 1990, on additional factors that might be appropriate criteria for determining eligibility priorities.
The State Board of Education will study and report to the Legislature and governor by June 1, 1991, on: the supply of and demand for certain educational staff associates (school counselors, psychologists, nurses and social workers); the effect of current out-of-state certification policies for educational staff associates; the potential for developing a prevention and intervention in-service program; the possible relationship between the potential in-service program and the development of an Associate of Arts degree program for educational paraprofessionals; and the feasibility of developing a child intervention specialist certificate.
Enactment of the bill is contingent on funding in the budget.
Fiscal Note: Available.
House Committee ‑ Testified For: Senator Cliff Bailey; Don Johnson, Superintendent of Public Instruction; Ken Endelman, Washington State Parent Teacher Association; Kris Van Gorkom, Washington Association of School Administrators and Association of Washington School Principals; John Kvamme, Tacoma Public Schools; and Margaret Casey, Children's Budget, The Alliance for Children.
House Committee - Testified Against: Pari M. Johnson, citizen.
House Committee - Testimony For: This is a program we know will work. It is important that we provide every child with the best chance to develop to his or her full potential. Prevention and intervention are ways to provide the assistance children need. The grant program and prioritization of school districts based on the numbers of children from low income families will assure that the children with the greatest need will be served first.
House Committee - Testimony Against: This program is too broad. There is no provision for parent approval before a child receives counselling. This can undercut the families beliefs. Schools should spend their time teaching the basic skills and not dealing with issues that are the business of the family.