"Sec. 1   RCW 28A.655.061 and 2006 c 115 s 4 are each amended to read as follows:
     (1) The high school assessment system shall include but need not be limited to the Washington assessment of student learning, opportunities for a student to retake the content areas of the assessment in which the student was not successful, and if approved by the legislature pursuant to subsection (10) of this section, one or more objective alternative assessments for a student to demonstrate achievement of state academic standards. The objective alternative assessments for each content area shall be comparable in rigor to the skills and knowledge that the student must demonstrate on the Washington assessment of student learning for each content area.
     (2) Subject to the conditions in this section, a certificate of academic achievement shall be obtained by most students at about the age of sixteen, and is evidence that the students have successfully met the state standard in the content areas included in the certificate. With the exception of students satisfying the provisions of RCW 28A.155.045 or section 6 of this act, acquisition of the certificate is required for graduation from a public high school but is not the only requirement for graduation.
     (3) Beginning with the graduating class of 2008, with the exception of students satisfying the provisions of RCW 28A.155.045, a student who meets the state standards on the reading, writing, and mathematics content areas of the high school Washington assessment of student learning shall earn a certificate of academic achievement. If a student does not successfully meet the state standards in one or more content areas required for the certificate of academic achievement, then the student may retake the assessment in the content area up to four times at no cost to the student. If the student successfully meets the state standards on a retake of the assessment then the student shall earn a certificate of academic achievement. Once objective alternative assessments are authorized pursuant to subsection (10) of this section, a student may use the objective alternative assessments to demonstrate that the student successfully meets the state standards for that content area ((if the student has retaken the Washington assessment of student learning at least once)) as provided in this section. If the student successfully meets the state standards on the objective alternative assessments then the student shall earn a certificate of academic achievement.
     (4) Beginning with the graduating class of ((2010)) 2011, a student must meet the state standards in science in addition to the other content areas required under subsection (3) of this section on the Washington assessment of student learning or the objective alternative assessments in order to earn a certificate of academic achievement.
     (5) The state board of education may not require the acquisition of the certificate of academic achievement for students in home-based instruction under chapter 28A.200 RCW, for students enrolled in private schools under chapter 28A.195 RCW, or for students satisfying the provisions of RCW 28A.155.045.
     (6) A student may retain and use the highest result from each successfully completed content area of the high school assessment.
     (7) ((Beginning in 2006,)) School districts must make available to students the following options:
     (a) To retake the Washington assessment of student learning up to four times in the content areas in which the student did not meet the state standards if the student is enrolled in a public school; or
     (b) To retake the Washington assessment of student learning up to four times in the content areas in which the student did not meet the state standards if the student is enrolled in a high school completion program at a community or technical college. The superintendent of public instruction and the state board for community and technical colleges shall jointly identify means by which students in these programs can be assessed.
     (8) Students who achieve the standard in a content area of the high school assessment but who wish to improve their results shall pay for retaking the assessment, using a uniform cost determined by the superintendent of public instruction.
     (9) ((Subject to available funding, the superintendent shall pilot opportunities for retaking the high school assessment beginning in the 2004-05 school year. Beginning no later than September 2006,)) Opportunities to retake the assessment at least twice a year shall be available to each school district.
     (10)(a) The office of the superintendent of public instruction shall develop options for implementing objective alternative assessments, which may include an appeals process that is separate from the appeals process through the educational service districts established in subsection (12) of this section, for students to demonstrate achievement of the state academic standards. The objective alternative assessments shall be comparable in rigor to the skills and knowledge that the student must demonstrate on the Washington assessment of student learning and be objective in its determination of student achievement of the state standards. Before any objective alternative assessments in addition to those authorized in RCW 28A.655.065 or (b) of this subsection are used by a student to demonstrate that the student has met the state standards in a content area required to obtain a certificate, the legislature shall formally approve the use of any objective alternative assessments not provided in (b) of this subsection through the omnibus appropriations act or by statute or concurrent resolution.
     (b) This subsection (10)(b) and RCW 28A.655.065 provide the only legislatively approved objective alternative assessments for which the state must provide funding. To be eligible to take an approved objective alternative assessment, a student must have taken the Washington assessment of student learning at least once.
     (i) A student's score on the mathematics, reading or English, or writing portion of the preliminary scholastic assessment test (PSAT), the scholastic assessment test (SAT), or the American college test (ACT) may be used as an objective alternative assessment under this section for demonstrating that a student has met or exceeded the ((mathematics)) state standards for the certificate of academic achievement. The state board of education shall identify the scores students must achieve on the ((mathematics)) relevant portion of the PSAT, SAT, or ACT to meet or exceed the state standard ((for mathematics)) in the relevant content area on the Washington assessment of student learning. The state board of education shall identify the first reading, English, and writing scores by December 1, ((2006, and thereafter)) 2007. After the first scores are established, the state board may increase but not decrease the scores required for students to meet or exceed the state ((standard for mathematics)) standards.
     (ii) A student who scores at least a three on the grading scale of one to five for selected advance placement examinations may use the score as an objective alternative assessment under this section for demonstrating that a student has met or exceeded state standards for the certificate of academic achievement. A score of three on the advance placement examinations in calculus or statistics may be used as an alternative assessment for the mathematics portion of the Washington assessment of student learning. A score of three on the advance placement examinations in English language and composition may be used as an alternative assessment for the writing portion of the Washington assessment of student learning. A score of three on the advance placement examinations in English literature and composition, macroeconomics, microeconomics, psychology, United States history, world history, United States government and politics, or comparative government and politics may be used as an alternative assessment for the reading portion of the Washington assessment of student learning.
     (iii) The state board of education shall approve three tenth grade-level standardized norm-referenced student achievement tests in each content area to serve as objective alternative assessments under this section for demonstrating that a student has met or exceeded state standards for the certificate of academic achievement. Upon the request of a student who is seeking to use one of the designated tests as an objective alternative, a school district shall obtain and administer the test to the student. By September 1, 2007, the state board of education shall approve the tests and determine the score that a student must obtain on each designated test for the student to obtain a certificate of academic achievement.
     (iv) As provided in section 7 of this act, the end-of-course assessments may be used as objective alternative assessments until the end-of-course assessments become the Washington assessment of student learning.
     (11) The state board of education shall review the ACT ASSET and ACT COMPASS test instruments to determine whether a student's score on the reading, writing, or mathematics portions of the test should be used as an objective alternative assessment under this section for demonstrating that the student has met or exceeded the state standards for the certificate of academic achievement.
     (12)(a) Each educational service district shall establish an appeals panel comprised of community members and educators of the relevant content areas on the Washington assessment of student learning to review and decide appeals submitted by students who did not meet the state standard on the tenth grade Washington assessment of student learning or an objective alternative assessment. The appeal shall not be an appeal established in RCW 28A.655.065(8), but an appeal by a student to demonstrate that he or she has a level of understanding of a content area assessed on the Washington assessment of student learning to meet the state standard, but due to certain circumstances was unable to demonstrate this level of understanding on the assessment.
     (b) The superintendent of public instruction shall establish criteria for the panels to use and guidelines for implementation of the criteria. Before implementation by the educational service districts, the superintendent shall present the criteria to the state board of education for review and comment.
     (c) A student is eligible to access the appeal process if the student has taken one of the following steps:
     (i) Retaken the Washington assessment of student learning;
     (ii) Taken an alternative assessment in the content area in which the student is appealing; or
     (iii) Completed a career and technical education industry certification program that leads to certification, or is articulated with a postsecondary program in an accredited community or technical college that leads to certification.
     (d) The educational service districts jointly shall annually submit a report to the legislature on the number and types of appeals that are received and the number and type of appeals that are approved. By December 15, 2004, the house of representatives and senate education committees shall obtain information and conclusions from recognized, independent, national assessment experts regarding the validity and reliability of the high school Washington assessment of student learning for making individual student high school graduation determinations.
     (((12))) (13) Subject to the availability of funds, to help assure continued progress in academic achievement as a foundation for high school graduation and to assure that students are on track for high school graduation, each school district shall prepare student success plans for ((students as provided in this subsection (12).
     (a) Student learning plans are required for)) eighth through twelfth grade students who were not successful on any or all of the content areas of the Washington assessment for student learning during the previous school year. The plan shall be a comprehensive intervention plan to assist the student in continued academic progress and shall include the courses, competencies, and other steps needed to be taken by the student to meet state academic standards and stay on track for graduation. ((This requirement shall be phased in as follows:
     (i) Beginning no later than the 2004-05 school year ninth grade students as described in this subsection (12)(a) shall have a plan.
     (ii) Beginning no later than the 2005-06 school year and every year thereafter eighth grade students as described in this subsection (12)(a) shall have a plan.
     (iii)))
     (a) The plan shall require the school district to offer and the student to take a required class or sequence of classes in the content area in which the student did not meet state standards on the Washington assessment of student learning until the student does meet the state standard or graduates or reaches the age of twenty-one. The plan may require the following:
     (i) The school district to offer and the student to take before-or-after school sessions, Saturday school, and/or summer school; and
     (ii) A test preparation class to assist the student in preparation for the assessment the student will be taking to earn the certificate of achievement.
     (b) The parent or guardian of each student with a student success plan shall be notified, preferably through a parent conference, of the student's results on the Washington assessment of student learning, actions the school intends to take to improve the student's skills in any content area in which the student was unsuccessful, strategies to help them improve their student's skills, and the content of the student's plan.
     (((iv))) (c) The student success plan shall include semiannual academic growth benchmarks for the student to meet. Progress made on the ((student)) plan and any adjustments to be made to maintain or increase the student's academic growth shall be reported to the student's parents or guardian and the superintendent of public instruction at least semiannually ((and adjustments to the plan made as necessary)).
     (((b) Beginning with the 2005-06 school year and every year thereafter,)) (d) The school shall develop a more intensive plan for any student who does not meet the semiannual benchmarks in consecutive periods. The student, the student's parent or guardian, the student's classroom teacher or teachers, the counselor, and the principal shall meet to develop the plan.
     (e) If at least ten percent of the students with a student success plan within a school district do not meet the semiannual benchmarks established in the plan as required by this section, then the state board of education shall develop a tiered intervention plan for the school district that provides a graduated series of increasingly intensive intervention strategies for the district and the schools in which the benchmarks are not being met.
     (14) All fifth grade students who were not successful in one or more of the content areas of the ((fourth grade)) Washington assessment of student learning shall have a student ((learning)) success plan.
     (((i))) (a) The parent or guardian of a student described in this subsection (((12)(b))) (14) shall be notified, preferably through a parent conference, of the student's results on the Washington assessment of student learning, actions the school intends to take to improve the student's skills in any content area in which the student was unsuccessful, and provide strategies to help them improve their student's skills.
     (((ii))) (b) Progress made on the student plan shall be reported to the student's parents or guardian at least semiannually and adjustments to the plan made as necessary.

Sec. 2   RCW 28A.655.065 and 2006 c 115 s 1 are each amended to read as follows:
     (1) The legislature has made a commitment to rigorous academic standards for receipt of a high school diploma. The primary way that students will demonstrate that they meet the standards in reading((,)) and writing((, mathematics, and science)) is through the Washington assessment of student learning. Once the end-of-course examinations are required for mathematics and science, as provided in section 7 of this act, these end-of-course examinations shall be the primary way that students demonstrate they meet the standards in mathematics and science. Only objective assessments that are comparable in rigor to the state assessment are authorized as an alternative assessment. Before seeking an alternative assessment, the legislature expects students to make a genuine effort to meet state standards, through ((retaking the Washington assessment of student learning;)) regular and consistent attendance at school((;)) and participation in extended learning and other assistance programs.
     (2) Under RCW 28A.655.061, beginning in the 2006-07 school year, the superintendent of public instruction shall implement objective alternative assessment methods as provided in this section for students to demonstrate achievement of the state standards in content areas in which the student has not yet met the standard on the high school Washington assessment of student learning. A student may access an alternative if the student meets applicable eligibility criteria in RCW 28A.655.061 and other eligibility criteria established by the superintendent of public instruction, including but not limited to attendance criteria and participation in the remediation or supplemental instruction contained in the student learning plan developed under RCW 28A.655.061. For the purposes of the alternative assessment in subsection (4) of this section, the student must have a grade point average of at least 3.2 to be eligible to access the alternative. A school district may waive attendance and/or remediation criteria for special, unavoidable circumstances.
     (3) For the purposes of this section, "applicant" means a student seeking to use one of the alternative assessment methods in this section.
     (4) One alternative assessment method shall be a combination of the applicant's grades in applicable courses and the applicant's highest score on the high school Washington assessment of student learning, as provided in this subsection. A student is eligible to apply for this alternative assessment method if the student has a grade point average of at least 3.2. The superintendent of public instruction shall determine which high school courses are applicable to the alternative assessment method and shall issue guidelines to school districts.
     (a) Using guidelines prepared by the superintendent of public instruction, a school district shall identify the group of students in the same school as the applicant who took the same high school courses as the applicant in the applicable content area. From the group of students identified in this manner, the district shall select the comparison cohort that shall be those students who met or slightly exceeded the state standard on the Washington assessment of student learning.
     (b) The district shall compare the applicant's grades in high school courses in the applicable content area to the grades of students in the comparison cohort for the same high school courses. If the applicant's grades are equal to or above the mean grades of the comparison cohort, the applicant shall be deemed to have met the state standard on the alternative assessment.
     (c) An applicant may not use the alternative assessment under this subsection (4) if there are fewer than six students in the comparison cohort.
     (5) The superintendent of public instruction shall develop an alternative assessment method that shall be an evaluation of a collection of work samples prepared and submitted by the applicant, as provided in this subsection and, for career and technical applicants, the additional requirements of subsection (6) of this section.
     (a) The superintendent of public instruction shall develop guidelines for the types and number of work samples in each content area that may be submitted as a collection of evidence that the applicant has met the state standard in that content area. Work samples may be collected from academic, career and technical, or remedial courses and may include performance tasks as well as written products. The superintendent shall submit the guidelines for approval by the state board of education.
     (b) The superintendent shall develop protocols for submission of the collection of work samples that include affidavits from the applicant's teachers and school district that the samples are the work of the applicant and a requirement that a portion of the samples be prepared under the direct supervision of a classroom teacher. The superintendent shall submit the protocols for approval by the state board of education.
     (c) The superintendent shall develop uniform scoring criteria for evaluating the collection of work samples and submit the scoring criteria for approval by the state board of education. Collections shall be scored at the state level or regionally by a panel of educators selected and trained by the superintendent to ensure objectivity, reliability, and rigor in the evaluation. An educator may not score work samples submitted by applicants from the educator's school district. If the panel awards an applicant's collection of work samples the minimum required score, the applicant shall be deemed to have met the state standard on the alternative assessment.
     (d) Using an open and public process that includes consultation with district superintendents, school principals, and other educators, the state board of education shall consider the guidelines, protocols, scoring criteria, and other information regarding the collection of work samples submitted by the superintendent of public instruction. The collection of work samples may be implemented as an alternative assessment after the state board of education has approved the guidelines, protocols, and scoring criteria and determined that the collection of work samples: (i) Will meet professionally accepted standards for a valid and reliable measure of the grade level expectations and the essential academic learning requirements; and (ii) is comparable to or exceeds the rigor of the skills and knowledge that a student must demonstrate on the Washington assessment of student learning in the applicable content area. The state board shall make an approval decision and determination no later than December 1, 2006, and thereafter may increase the required rigor of the collection of work samples.
     (e) By September of 2006, the superintendent of public instruction shall develop informational materials for parents, teachers, and students regarding the collection of work samples and the status of its development as an alternative assessment method. The materials shall provide specific guidance regarding the type and number of work samples likely to be required, include examples of work that meets the state learning standards, and describe the scoring criteria and process for the collection. The materials shall also encourage students in the graduating class of 2008 to begin creating a collection if they believe they may seek to use the collection once it is implemented as an alternative assessment.
     (6)(a) For students enrolled in a career and technical education program approved under RCW 28C.04.110, the superintendent of public instruction shall develop additional guidelines for a collection of work samples that evidences that the collection:
     (i) Is relevant to the student's particular career and technical program;
     (ii) Focuses on the application of academic knowledge and skills within the program;
     (iii) Includes completed activities or projects where demonstration of academic knowledge is inferred; and
     (iv) Is related to the essential academic learning requirements and state standards that students must meet to earn a certificate of academic achievement or certificate of individual achievement, but also represents the knowledge and skills that successful individuals in the career and technical field of the approved program are expected to possess.
     (b) To meet the state standard on the alternative assessment under this subsection (6), an applicant must also attain the state or nationally recognized certificate or credential associated with the approved career and technical program.
     (c) The superintendent shall consult with community and technical colleges, employers, the work force training and education coordinating board, apprenticeship programs, and other regional and national experts in career and technical education to create an appropriate collection of work samples and other evidence of a career and technical student's knowledge and skills on the state academic standards.
     (7) The superintendent of public instruction shall study the feasibility of using existing mathematics assessments in languages other than English as an additional alternative assessment option. The study shall include an estimation of the cost of translating the tenth grade mathematics assessment into other languages and scoring the assessments should they be implemented.
     (8) The superintendent of public instruction shall implement:
     (a) By June 1, 2006, a process for students to appeal the score they received on the high school assessments; and
     (b) By January 1, 2007, guidelines and appeal processes for waiving specific requirements in RCW 28A.655.061 pertaining to the certificate of academic achievement and to the certificate of individual achievement for students who: (i) Transfer to a Washington public school in their junior or senior year with the intent of obtaining a public high school diploma, or (ii) have special, unavoidable circumstances.
     (9) The superintendent of public instruction ((may)) shall adopt rules to implement this section.

Sec. 3   RCW 28A.655.070 and 2005 c 497 s 106 are each amended to read as follows:
     (1) The superintendent of public instruction shall develop essential academic learning requirements that 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, develop student assessments, and implement the accountability recommendations and requests regarding assistance, rewards, and recognition of the state board of education. Assessments for the content areas of mathematics and science at the high school level shall be adopted by the state board of education as provided in section 7 of this act.
     (2) The superintendent of public instruction shall:
     (a) Periodically revise the essential academic learning requirements, as needed, based on the student learning goals in RCW 28A.150.210. Goals one and two shall be considered primary. To the maximum extent possible, the superintendent shall integrate goal four and the knowledge and skill areas in the other goals in the essential academic learning requirements; and
     (b) Review and prioritize the essential academic learning requirements and identify, with clear and concise descriptions, the grade level content expectations to be assessed on the Washington assessment of student learning and used for state or federal accountability purposes. The review, prioritization, and identification shall result in more focus and targeting with an emphasis on depth over breadth in the number of grade level content expectations assessed at each grade level. Grade level content expectations shall be articulated over the grades as a sequence of expectations and performances that are logical, build with increasing depth after foundational knowledge and skills are acquired, and reflect, where appropriate, the sequential nature of the discipline. The office of the superintendent of public instruction, within seven working days, shall post on its web site any grade level content expectations provided to an assessment vendor for use in constructing the Washington assessment of student learning.
     (3) In consultation with the state board of education, the superintendent of public instruction shall maintain and continue to develop and revise a statewide academic assessment system in the content areas of reading, writing, mathematics, and science for use in the elementary, middle, and high school years designed to determine if each student has mastered the essential academic learning requirements identified in subsection (1) of this section. School districts shall administer the assessments under guidelines adopted by the superintendent of public instruction. The academic assessment system shall include a variety of assessment methods, including criterion-referenced and performance-based measures.
     (4) If the superintendent proposes any modification to the essential academic learning requirements or the statewide assessments, then the 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.
     (5)(((a))) 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 mastered the essential academic learning requirements at the appropriate periods in the student's educational development.
     (((b) Assessments measuring the essential academic learning requirements in the content area of science shall be available for mandatory use in middle schools and high schools by the 2003-04 school year and for mandatory use in elementary schools by the 2004-05 school year unless the legislature takes action to delay or prevent implementation of the assessment.))
     (6) By September 2007, the results for reading and mathematics shall be reported in a format that will allow parents and teachers to determine the academic gain a student has acquired in those content areas from one school year to the next.
     (7) To assist parents and teachers in their efforts to provide educational support to individual students, the superintendent of public instruction shall provide as much individual student performance information as possible within the constraints of the assessment system's item bank. The superintendent shall also provide to school districts:
     (a) Information on classroom-based and other assessments that may provide additional achievement information for individual students; and
     (b) A collection of diagnostic tools that educators may use to evaluate the academic status of individual students. The tools shall be designed to be inexpensive, easily administered, and quickly and easily scored, with results provided in a format that may be easily shared with parents and students.
     (8) To the maximum extent possible, the superintendent shall integrate knowledge and skill areas in development of the assessments.
     (9) 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.
     (10) The superintendent 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.
     (11) The superintendent shall consider methods to address the unique needs of special education students when developing the assessments under this section.
     (12) The superintendent shall consider methods to address the unique needs of highly capable students when developing the assessments under this section.
     (13) The superintendent shall post on the superintendent's web site lists of resources and model assessments in social studies, the arts, and health and fitness.

NEW SECTION.  Sec. 4   A new section is added to chapter 28A.655 RCW to read as follows:
     English language learners who score at the intermediate level two or below on the Washington language proficiency test or the equivalent level of the evaluation used by the superintendent of public instruction to assess the English and academic proficiency of English language learners under RCW 28A.180.090, shall not be required to take the Washington assessment of student learning, except as required by federal law. However, these students are still subject to the graduation requirements established in RCW 28A.655.061.

Sec. 5   RCW 28A.155.045 and 2004 c 19 s 104 are each amended to read as follows:
     Beginning with the graduating class of 2008, students served under this chapter, who are not appropriately assessed by the high school Washington assessment system as defined in RCW 28A.655.061, even with accommodations, may earn a certificate of individual achievement. The certificate may be earned using multiple ways to demonstrate skills and abilities commensurate with their individual education programs. The determination of whether the high school assessment system is appropriate shall be made by the student's individual education program team. Except as provided in section 6 of this act, for these students, the certificate of individual achievement is required for graduation from a public high school, but need not be the only requirement for graduation. When measures other than the high school assessment system as defined in RCW 28A.655.061 are used, the measures shall be in agreement with the appropriate educational opportunity provided for the student as required by this chapter. The superintendent of public instruction shall develop the guidelines for determining which students should not be required to participate in the high school assessment system and which types of assessments are appropriate to use.
     When measures other than the high school assessment system as defined in RCW 28A.655.061 are used for high school graduation purposes, the student's high school transcript shall note whether that student has earned a certificate of individual achievement.
     Nothing in this section shall be construed to deny a student the right to participation in the high school assessment system as defined in RCW 28A.655.061, and, upon successfully meeting the high school standard, receipt of the certificate of academic achievement.

NEW SECTION.  Sec. 6   A new section is added to chapter 28A.655 RCW to read as follows:
     (1) For the graduating classes of 2008 and 2009, students may graduate from high school without earning a certificate of academic achievement or a certificate of individual achievement if they:
     (a) Have not successfully met the mathematics standard on the high school Washington assessment of student learning, an approved objective alternative assessment in mathematics, or an alternate assessment developed for eligible special education students;
     (b) Have successfully met the state standard in the other content areas required for a certificate under RCW 28A.655.061 or 28A.155.045;
     (c) Have met all other state and school district graduation requirements; and
     (2) In addition to the requirements under subsection (1) of this section, for the graduating classes of 2008 and 2009, students must:
     (a) Continue to annually take high school mathematics courses or career and technical courses, designed to increase the individual student's mathematics proficiency toward meeting or exceeding the mathematics standards assessed on the high school Washington assessment of student learning. The courses may include the course developed by the office of the superintendent of public instruction that presents the mathematics essential academic learning requirements in segments. The student and his or her parents or guardians shall meet with one of the student's classroom instructors for the content area in which the student failed to successfully meet the standard and the student's guidance counselor, advisor, or mentor to determine the appropriate coursework and include the information in the student success plan required under RCW 28A.155.045;
     (b) Obtain at least the equivalent of a C grade in each of the mathematics courses taken; and
     (c) Continue to take the Washington assessment of student learning or appropriate objective alternative mathematics assessment until graduation.
     (3) This section expires July 1, 2010.

NEW SECTION.  Sec. 7   A new section is added to chapter 28A.655 RCW to read as follows:
     (1)(a) The state board of education, in consultation with the superintendent of public instruction, shall select statewide end-of-course assessments for high school mathematics and high school science that measure student achievement of the state mathematics and science standards. Except as provided in (b) of this subsection, the assessments shall be scored outside of the school district at the state level or by a third party chosen by the state board of education.
     (b) To facilitate ease of scoring and timely return of results, the assessments may rely on multiple choice questions. The assessments that are multiple choice questions may be administered online and may be scored at the district level.
     (c) When making the selection, the state board shall consider that the results and scores should be returned in time for the information to be used when developing the student plans under RCW 28A.155.045.
     (d) School districts shall administer the assessments according to a uniform assessment schedule and guidelines adopted by the superintendent to ensure appropriate security of the assessment.
     (e) Neither the state board of education nor the office of the superintendent of public instruction shall develop any end-of-course examinations for the purposes of this section.
     (2) The legislature's intent is that students receive instruction through credited high school courses in the content areas to be assessed and have their knowledge and skills assessed after they complete the courses. However, school districts shall be responsible for designing and implementing the courses. School districts may provide instruction in the content areas through integrated courses.
     (3) The end-of-course assessments in high school mathematics shall cover algebra I and geometry. The superintendent shall make the end-of-course assessments in algebra I available to school districts as an objective alternative assessment to the Washington assessment of student learning in the 2008-09 school year. The superintendent shall make the end-of-course assessments in geometry available to school districts as an objective alternative assessment to the Washington assessment of student learning in the 2009-10 school year. The end-of-course assessment in algebra I implemented under this section shall be the Washington assessment of student learning in mathematics for purposes of the certificate of academic achievement under RCW 28A.655.061, beginning with the graduating class of 2013. The end-of-course assessment in algebra I and the end-of-course assessment in geometry implemented under this section shall be the Washington assessment of student learning in mathematics for purposes of the certificate of academic achievement under RCW 28A.655.061, beginning with the graduating class of 2014.
     (4) The end-of-course assessment in high school science shall cover biology. The superintendent shall make the science assessment available to school districts as an objective alternative assessment to the Washington assessment of student learning in the 2009-10 school year. The end-of-course assessment in biology implemented under this section shall be the Washington assessment of student learning in science for purposes of the certificate of academic achievement under RCW 28A.655.061, beginning with the graduating class of 2013.

Sec. 8   RCW 28A.655.200 and 2006 c 117 s 4 are each amended to read as follows:
     (1) ((In the absence of mandatory, statewide, norm-referenced assessments,)) The legislature intends to permit school districts to offer norm-referenced assessments, make diagnostic tools available to school districts, and provide funding for diagnostic assessments to enhance ((guidance and planning for students and to)) student learning at all grade levels and provide early intervention before the high school Washington assessment of student learning.
     (2) In addition to the diagnostic assessments provided under ((subsection (5) of)) this section, school districts may, at their own expense, administer norm-referenced assessments to students.
     (3)(( By September 1, 2005, subject to available funds,)) The office of the superintendent of public instruction shall post on its web site for voluntary use by school districts, a guide of diagnostic assessments. The assessments in the guide, to the extent possible, shall include the characteristics listed in subsection (4) of this section.
     (4) Beginning September 1, 2007, the office of the superintendent of public instruction shall make diagnostic assessments in reading, writing, mathematics, and science in elementary and middle school grades available to school districts ((diagnostic assessments that)). The office of the superintendent of public instruction shall also provide funding to school districts for administration of diagnostic assessments to help improve student learning, identify academic weaknesses, enhance student planning and guidance, and develop targeted instructional strategies to assist students before the high school Washington assessment of student learning. To the greatest extent possible, the assessments shall be:
     (a) Aligned to the state's grade level expectations;
     (b) Individualized to each student's performance level;
     (c) Administered efficiently to provide results either immediately or within two weeks;
     (d) Capable of measuring individual student growth over time and allowing student progress to be compared to other students across the country;
     (e) Readily available to parents; and
     (f) Cost-effective.
     (5) ((Beginning with the 2006-07 school year, the superintendent of public instruction shall reimburse school districts for administration of diagnostic assessments in grade nine for the purpose of identifying academic weaknesses, enhancing student planning and guidance, and developing targeted instructional strategies to assist students before the high school Washington assessment of student learning.
     (6))) The office of the superintendent of public instruction ((is encouraged to)) shall offer training at statewide and regional staff development activities ((training opportunities that would assist practitioners)) in:
     (a) The interpretation of diagnostic assessments; and
     (b) Application of instructional strategies that will increase student learning based on diagnostic assessment data.

NEW SECTION.  Sec. 9   (1) Beginning in 2007, the state board of education and the superintendent of public instruction shall report annually by December 1st to the education committees of the legislature on the status and progress of implementation of their responsibilities under this act.
     (2)(a) By January 5, 2009, the state board of education shall submit a finding to the governor and the legislature regarding whether the implementation timelines established under section 7 of this act can be feasibly met. The board shall consider the following factors in making such a finding:
     (i) The expected validity, reliability, and rigor of the end-of-course assessments for use in making individual student high school graduation determinations, based on information from independent national assessment experts;
     (ii) Whether the end-of-course assessments in science should be expanded to include other science content areas or processes in addition to biology;
     (iii) Adequate notice to the graduating class of students who will be required to meet state standards on the end-of-course assessments for purposes of the certificate of academic achievement; and
     (iv) Other possible factors that are supported by clear and convincing evidence.
     (b) If the state board of education finds that one or more of the timelines cannot be met, the board shall:
     (i) State the reasons for the finding, along with the supporting evidence;
     (ii) Recommend a revised timeline or timelines, with specific dates; and
     (iii) Recommend specific actions that must be taken by the board, the superintendent of public instruction, school districts, the legislature, or other entities to ensure that a revised timeline can be met.
     (3) This section expires June 30, 2010.

NEW SECTION.  Sec. 10   If specific funding for the purposes of section 8 of this act, referencing section 8 of this act by bill or chapter number and section number, is not provided by June 30, 2007, in the omnibus appropriations act, section 8 of this act is null and void.

NEW SECTION.  Sec. 11   This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately."