SENATE BILL REPORT

SB 6903

BYSenators Anderson, Hayner, McDonald, Cantu, Benitz, Metcalf, Craswell, Sellar and Smith

Enacting the quality schools act.

Senate Committee on Education

Senate Hearing Date(s):March 7, 1990

Senate Staff:Susan Mosborg (786-7439)

AS OF MARCH 6, 1990

BACKGROUND:

In the last ten years, a number of both national and state reports have been issued on the need for educational reform and restructuring.  Recommendations have covered a variety of topics, including class size, parent involvement, teacher preparation, teacher compensation, student testing, length of school year, etc.  It is suggested that a renewed push for reform in the areas of parents' rights, teacher performance guarantees, and student performance expectations may increase the accountability of the state's education system and result in higher student achievement.

SUMMARY:

Parents' Rights:  A Parent's Bill of Rights is created to ensure school district accountability to parents.  Intent language declares "parents have the primary responsibility for the welfare of their children."  Under the Parents' Bill of Rights:  (1) school districts are required to make educational materials and programs available for inspection by parents; (2) parents are explicitly authorized to visit their child's classroom a minimum four times per year; and (3) schools are required to receive written parental consent before they may place a child in an experimental or pilot academic program (defined as "any program designed to explore or develop new or unproven teaching methods or techniques") or before the child may be given psychological testing.

In addition, the superintendent of each school district is required to report annually to the local school board and each parent in the district on the standing of district schools in relation to other schools in the state and nation.  To the extent possible, the report must be in terms of:  standardized achievement test scores; rate of dropouts and absenteeism; graduation rate; ratings of the district by college admissions officers; any measurements of the performance of the district's students in colleges and universities; and a description of the academic environment of the district's schools, including curriculum content and teacher turnover rate.

Performance-Based Compensation for Teachers:  State funding for a system of performance pay is authorized.  From funds provided by the Legislature, in any fiscal year, if the average percentage increase in salaries for teachers exceeds the average percentage increase for classified employees, the difference will be allocated for teacher performance pay.  Performance pay funds will be allocated directly to the school building.

In each school building, a committee of up to 11 members will be appointed by the principal to develop a plan for distributing the school's performance pay.  A majority of the committee members must be parents or community members.  The remaining members must be teachers or administrators employed in the school building, including the principal and at least one teacher elected by the teachers of the school building.

Each school's performance pay plan must include annual written evaluation of each teacher based on the criteria established in the plan.  These criteria must include at least:  (1) improved student competency in English, math, science, history, and geography, as measured by the statewide student assessments in grades 4, 8, 10, and 12;  (2) development and effective use of lesson plans to improve student competency;  (3) teacher competency in subject matter and in principles and methods of instruction; (4) clear, fair grading procedures directly related to student learning objectives; (5) increased student motivation, self-direction, and self-discipline; (6) skills in communicating with parents for improved student performance; (7) decreased student absenteeism;  and (8) for high schools, increased rate of graduation.

The plan may provide across-the-board salary increases to all teachers only by two-thirds vote of the committee.  The plan must be developed with input from parents, teachers, administrators, students, and the public.  The superintendent of the school district must develop a performance pay plan for teachers not employed primarily in one building.

Awards for Superior Performance Pay Plans/Single Statewide Performance Pay Plan:  In addition to performance pay provided by individual school plans, in the first three years state funds are available, up to 5 percent of the schools and 5 percent of the teachers in the state will receive awards for developing and implementing superior performance pay plans.

The awards will be made by a Citizens' Committee on Quality Schools.  The 15-member committee shall be appointed by the Governor and include, as a majority, representatives of the public, including parents; the Governor; the Superintendent of Public Instruction; and teachers and school administrators.  Included shall be persons with expertise in teacher preparation, development, evaluation, and assessment.

Schools receiving an award must distribute half of the award as a one-time bonus to all the school's teachers (up to 5 percent of salary), and half in accordance with the school's performance pay plan.

After making the awards, the Citizens' Committee on Quality Schools must develop and propose a single performance pay plan for statewide adoption by the Legislature.

Student Achievement Tests:  The Citizens' Committee on Quality Schools shall develop the achievement tests given under RCW 28A.03.360 to students in grades 4, 8, and 10.  The committee shall also develop a test to be given in grade 12.  Subjects tested must include reading, mathematics, language arts, science, history, and geography.  The tests shall be submitted to the State Board of Education (SBE) by July 1, 1991, for adoption by January 1, 1992.  If the SBE does not adopt the tests, they shall be submitted to the Legislature for consideration during the 1992 session.

After October 1994, passage of the grade 4, 8, and 10 tests will be required for advancement to the next grade level.  After October 1996, passage of the grade 12 test will be required for high school graduation.

Teacher Certification Tests:  In place of the essay examination currently being developed by the State Board of Education to be given to candidates for initial teacher certification, the Citizens' Committee on Quality Schools shall develop one or more examinations for teacher certification candidates.  The exams must test knowledge and competence in, at least, instructional skills, classroom management, and student behavior and development.  They are not required to consist primarily of essay questions.  The tests must be approved by the State Board of Education or the Legislature.

Alternative Teacher Certification:  The State Board of Education, in consultation with the Citizens' Committee on Quality Schools, must adopt standards and procedures for alternative certification by January, 1991.  Standards must emphasize maximum flexibility and local control in hiring, training, and evaluation.  The standards must be developed for eligibility, preservice training, inservice training, supervision, and evaluation, within the following requirements:

     --Eligibility standards shall be:  (1) a bachelor's degree in the arts, sciences, or humanities from an accredited college or university;  (2) a minimum number of years, as determined by the State Board of Education, of relevant occupational experience; and (3) a satisfactory background check by the Washington State Patrol.

     --The preservice training standard shall be completion of an alternative preparation program developed jointly by at least one school district and one state-approved teacher preparation program.  The program may be no more than 15 quarter hours, and, if operated by a state institution of higher education, must be operated on a self-supporting basis.

     --Inservice training standards shall include, at least:  (1) assignment of a mentor teacher to the alternative certificate teacher under the Teacher Assistance Program;  and (2) local provision of necessary assistance and planning and study time for the alternative certificate teacher.

An initial alternative certificate will be granted upon completion of the preservice training program.  An alternative certificate will be issued upon completion of the inservice training program.

Supplemental Contracts:  The provision under RCW 28A.58.0951 allowing supplemental contracts for teacher incentives is deleted.  Supplemental contracts for teachers, which generally come from local levy dollars and must not impose a continuing funding obligation on the state, may only be for additional time or additional responsibilities.

Appropriation:  $350,000 to the Governor for the Citizens' Committee on Quality Schools

Revenue:   none

Fiscal Note:    requested