BILL REQ. #:  H-2216.5 

READ FIRST TIME 2/28/07.   

     AN ACT Relating to improving mathematics and science education; amending RCW 28A.660.005, 28A.660.050, and 28B.102.080; adding a new section to chapter 28A.305 RCW; adding a new section to chapter 28A.300 RCW; adding a new section to chapter 28A.415 RCW; adding new sections to chapter 28A.660 RCW; adding a new section to chapter 28B.10 RCW; adding a new section to chapter 28A.320 RCW; creating new sections; and declaring an emergency.

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

NEW SECTION.  Sec. 1   A new section is added to chapter 28A.305 RCW to read as follows:
     MATHEMATICS AND SCIENCE STANDARDS AND CURRICULUM. (1) The activities in this section strengthen the state learning standards and improve alignment of school district curriculum and the state assessment system to the state standards.
     (2)(a) The governor shall appoint two advisory panels, one for mathematics and one for science. The mathematics and science advisory panels shall advise the state board of education regarding essential academic learning requirements, learning standards, and state-identified curricula in mathematics and science. The purpose of the panels is to enable an objective third-party review of the recommendations of the expert consultants under subsection (3) of this section and to provide a public and transparent forum for considering learning standards and curricula in mathematics and science.
     (b) Each panel shall be comprised of not more than sixteen members with exemplary subject matter competency as follows:
     (i) Four individuals from academia with extensive and recognized mathematics or science expertise;
     (ii) Four individuals from business and industry in mathematics or science-related fields;
     (iii) Four mathematics or science educators; and
     (iv) Four parents.
     (c) Each member of each panel shall be compensated in accordance with RCW 43.03.240 and reimbursed for travel expenses in accordance with RCW 43.03.050 and 43.03.060. School districts shall be reimbursed for the cost of substitutes for the mathematics and science educators on the panels as required under RCW 28A.300.035. Members of the panels who are employed by a public institution of higher education shall be provided sufficient time away from their regular duties, without loss of benefits or privileges, to fulfill the responsibilities of being a panel member.
     (d) Panel members shall not have conflicts of interest with regard to association with any publisher, distributor, or provider of curriculum, assessment, or test materials and services purchased by or contracted through the office of the superintendent of public instruction, educational service districts, or school districts.
     (e) Each panel shall convene not less then semiannually for the first three years after its appointment.
     (3)(a) By December 1, 2007, the state board of education, after considering the recommendations of an expert national consultant who must be retained by the state board and the advice of the mathematics advisory panel, shall adopt revised learning standards and essential academic learning requirements in mathematics. The standards shall be consistent with the standards in countries whose students demonstrate high performance on the trends in international mathematics and science study and shall be benchmarked to the key standards identified for each grade level in the California mathematics framework for public schools. The standards shall also align with an end-of-course assessment system for high school mathematics.
     (b) By June 30, 2008, the state board of education, after considering the recommendations of an expert national consultant who must be retained by the state board and the advice of the science advisory panel, shall adopt revised learning standards and essential academic learning requirements in science. The standards shall be consistent with the standards in countries whose students demonstrate high performance on the trends in international mathematics and science study. The standards shall also align with an end-of-course assessment system for high school science.
     (4) By December 1, 2007, the state board of education shall also:
     (a) Revise the high school graduation requirements under RCW 28A.230.090 to include a minimum of three credits of mathematics, one of which may be a career and technical course equivalency in mathematics, and prescribe the mathematics content in the three required credits;
     (b) Consider requiring content in the three credits of mathematics that includes algebra II;
     (c) Consider requiring mathematics to be taken by students in their senior year of high school and consider conditions for exceptions to such a requirement; and
     (d) Examine ways for students to demonstrate mathematics competencies.
     (5)(a) By July 1, 2008, the state board of education, after considering the advice of the mathematics advisory panel, shall identify no more than three mathematics curricula each for elementary, middle, and high school grade spans. The state-identified curricula shall align with the learning standards and essential academic learning requirements adopted under subsection (3) of this section.
     (b) By December 1, 2008, the state board of education, after considering the advice of the science advisory panel, shall identify no more than three science curricula each for elementary, middle, and high school grade spans. The state-identified curricula shall align with the learning standards and essential academic learning requirements adopted under subsection (3) of this section.
     (c) For the purposes of this section, "curricula" includes textbooks, diagnostic and classroom-based assessments, professional development guides, and other supplemental instructional materials. At least one of the mathematics and science curricula in each grade span must be available to schools and parents online at no cost to the school or parent.
     (d) The superintendent of public instruction shall enter into and administer master price agreements or joint purchasing contracts with vendors of the state-identified curricula under this section. The agreements or contracts shall comply with all applicable state or federal law.
     (e) Subject to funds appropriated for this purpose, school districts that adopt one or more of the state-identified curricula after the curricula have been identified by the state board of education shall be reimbursed by the office of the superintendent of public instruction for the cost of purchasing the curricula.
     (f) Nothing in this section requires a school district to use one of the recommended curricula under this subsection (5). However, the statewide accountability plan adopted by the state board of education under RCW 28A.305.130 shall recommend conditions under which school districts should be required to use one of the state-identified curricula. The plan shall also describe the conditions for exception to the curriculum requirement, such as the use of integrated academic and career and technical education curriculum. Required use of the state-identified curricula as an intervention strategy must be authorized by the legislature as required by RCW 28A.305.130(4)(e) before implementation.

NEW SECTION.  Sec. 2   A new section is added to chapter 28A.300 RCW to read as follows:
     AFTER-SCHOOL MATHEMATICS SUPPORT PROGRAM. (1) The after-school mathematics support program is created to study the effects of intentional, skilled mathematics support included as part of an existing after-school activity program.
     (2) The office of the superintendent of public instruction shall provide grants to selected community-based, nonprofit organizations that provide after-school programs and include support for students to learn mathematics.
     (3) Grant applicants must demonstrate the capacity to provide assistance in mathematics learning in the following ways:
     (a) Identifying the mathematics content and instructional skill of the staff or volunteers assisting students;
     (b) Identifying proposed learning strategies to be used, which could include computer-based instructional and skill practice programs and tutoring by adults or other students;
     (c) Articulating the plan for connection with school mathematics teachers to coordinate student assistance; and
     (d) Articulating the plan for assessing student and program success.
     (4) Priority will be given to applicants that propose programs to serve middle school and junior high school students.
     (5) The office of the superintendent of public instruction shall evaluate program outcomes and report to the governor and the education committees of the legislature on the outcomes of the grants and make recommendations related to program continuation, program modification, and issues related to program sustainability and possible program expansion. An interim report is due November 1, 2008. The final report is due December 1, 2009.

NEW SECTION.  Sec. 3   A new section is added to chapter 28A.415 RCW to read as follows:
     MATHEMATICS AND SCIENCE INSTRUCTIONAL COACH PROGRAM. (1) A mathematics and science instructional coach program is authorized, which shall consist of a coach development institute, coaching seminars, coaching activities in schools, and program evaluation.
     (2) The office of the superintendent of public instruction shall develop a mathematics and science instructional coach program that includes an initial coach development experience for new coaches provided through an institute setting, coaching support seminars, and additional coach development services. The office shall draw upon the experiences of coaches in federally supported elementary literacy programs and other successful programs, research and policy briefs on adult professional development, and research that specifically addresses the instructional environments of middle, junior high, and high schools as well as the unique aspects of the fields of mathematics and science.
     (3) The office of the superintendent of public instruction shall design the application process and select the program participants.
     (4) Schools and school districts participating in the program shall carefully select the individuals to perform the role of mathematics or science instructional coach. Characteristics to be considered for a successful coach include:
     (a) Expertise in content area;
     (b) Expertise in various instructional methodologies and personalizing learning;
     (c) Personal skills that include skilled listening, questioning, trust-building, and problem-solving;
     (d) Understanding and appreciation for the differences in adult learners and student learners; and
     (e) Capacity for strategic planning and quality program implementation.
     (5) The role of the mathematics or science instructional coach is focused on supporting teachers as they apply knowledge, develop skills, polish techniques, and deepen their understanding of content and instructional practices. This work takes a number of forms including: Individualized professional development, department-wide and school-wide professional development, guidance in student data interpretation, and using assessment to guide instruction. Each coach shall be assigned to two schools as part of the program.
     (6) Program participants have the following responsibilities:
     (a) Mathematics and science coaches shall participate in the coach development institute as well as in coaching support seminars that take place throughout the school year, practice coaching activities as guided by those articulated in the role of the coach in subsection (5) of this section, collect data, and participate in program evaluation activities as requested by the institute pursuant to subsection (7) of this section.
     (b) School and district administrators in districts in which the mathematics and science coaches are practicing shall participate in program evaluation activities.
     (7)(a) The Washington state institute for public policy shall conduct an evaluation of the mathematics and science instructional coach program in this section. Data shall be collected through various instruments including surveys, program and activity reports, student performance measures, observations, interviews, and other processes. Findings shall include an evaluation of the coach development institute, coaching support seminars, and other coach support activities; recommendations with regard to the characteristics required of the coaches; identification of changes in teacher instruction related to coaching activities; and identification of the satisfaction level with coaching activities as experienced by classroom teachers and administrators.
     (b) The institute for public policy shall report its findings to the governor, the office of the superintendent of public instruction, and the education and fiscal committees of the legislature. An interim report is due November 1, 2008. The final report is due December 1, 2009.

Sec. 4   RCW 28A.660.005 and 2001 c 158 s 1 are each amended to read as follows:
     (1) The legislature finds and declares:
     (((1))) (a) Teacher qualifications and effectiveness are the most important influences on student learning in schools((.));
     (((2))) (b) Preparation of individuals to become well-qualified, effective teachers must be high quality((.));
     (((3))) (c) Teachers who complete high-quality alternative route programs with intensive field-based experience, adequate coursework, and strong mentorship do as well or better than teachers who complete traditional preparation programs((.));
     (((4))) (d) High-quality alternative route programs can provide more flexibility and expedience for individuals to transition from their current career to teaching((.));
     (((5))) (e) High-quality alternative route programs can help school districts fill subject matter shortage areas and areas with shortages due to geographic location((.));
     (((6))) (f) Regardless of route, all candidates for residency teacher certification must meet the high standards required by the state; and
     (g) Teachers need an adequate background in subject matter content if they are to teach it well, and should hold full, appropriate credentials in those subject areas.
     (2) The legislature recognizes widespread concerns about the potential for teacher shortages and finds that classified instructional staff in public schools, current certificated staff, and unemployed certificate holders represent a great untapped resource for recruiting ((the)) more teachers ((of the future)) in critical shortage areas.

NEW SECTION.  Sec. 5   A new section is added to chapter 28A.660 RCW to read as follows:
     (1) The pipeline for paraeducators conditional scholarship program is created. Participation is limited to paraeducators without a college degree who have at least three years of classroom experience. It is anticipated that candidates enrolled in this program will complete their associate of arts degree in a direct transfer agreement mathematics education program at a community and technical college in two years or less and become eligible for a mathematics endorsement and special education endorsement or a mathematics endorsement and an English as a second language endorsement via route one in the alternative routes to teacher certification program provided in this chapter.
     (2) Entry requirements for candidates include:
     (a) District or building validation of qualifications, including three years of successful student interaction and leadership as a classified instructional employee; and
     (b) Acceptance into a direct transfer agreement mathematics education program at a community and technical college.

NEW SECTION.  Sec. 6   A new section is added to chapter 28A.660 RCW to read as follows:
     (1) The retooling to teach mathematics and science conditional scholarship program is created. Participation is limited to current K-12 teachers and individuals having an elementary education certificate but who are not employed in positions requiring an elementary education certificate. It is anticipated that candidates enrolled in this program will complete the requirements for a mathematics or science endorsement, or both, in two years or less.
     (2) Entry requirements for candidates include:
     (a) Current K-12 teachers shall pursue a middle level mathematics or science, or secondary mathematics or science endorsement.
     (b) Individuals having an elementary education certificate but who are not employed in positions requiring an elementary education certificate shall pursue an endorsement in middle level mathematics or science only.

Sec. 7   RCW 28A.660.050 and 2004 c 23 s 5 are each amended to read as follows:
     The ((alternative route)) conditional scholarship programs ((is)) in this chapter are created under the following guidelines:
     (1) The programs shall be administered by the higher education coordinating board. In administering the programs, the higher education coordinating board has the following powers and duties:
     (a) To adopt necessary rules and develop guidelines to administer the programs;
     (b) To collect and manage repayments from participants who do not meet their service obligations; and
     (c) To accept grants and donations from public and private sources for the programs.
     (2) Requirements for participation in the ((alternative route)) conditional scholarship programs are as provided in this subsection (2).
     (a) The alternative route conditional scholarship program is limited to interns of the partnership grant programs under RCW 28A.660.040. In order to receive conditional scholarship awards, recipients shall:
     (i) Be accepted and maintain enrollment in alternative certification routes through the partnership grant program;
     (ii) Continue to make satisfactory progress toward completion of the alternative route certification program and receipt of a residency teaching certificate; and
     (iii) Receive no more than the annual amount of the scholarship, not to exceed eight thousand dollars, for the cost of tuition, fees, and educational expenses, including books, supplies, and transportation for the alternative route certification program in which the recipient is enrolled. The board may adjust the annual award by the average rate of resident undergraduate tuition and fee increases at the state universities as defined in RCW 28B.10.016.
     (b) The pipeline for paraeducators conditional scholarship program is limited to qualified paraeducators as provided by section 5 of this act. In order to receive conditional scholarship awards, recipients shall:
     (i) Be accepted and maintain enrollment in a direct transfer agreement mathematics education program at a community and technical college for no more than two years and attain an associate of arts degree;
     (ii) Continue to make satisfactory progress toward completion of an associate of arts degree. This progress requirement is a condition for eligibility into a route one program of the alternative routes to teacher certification program for a mathematics endorsement and special education endorsement or a mathematics endorsement and an English as a second language endorsement; and
     (iii) Receive no more than the annual amount of the scholarship, not to exceed four thousand dollars, for the cost of tuition, fees, and educational expenses, including books, supplies, and transportation for the alternative route certification program in which the recipient is enrolled. The board may adjust the annual award by the average rate of tuition and fee increases at the state community and technical colleges.
     (c) The retooling to teach mathematics and science conditional scholarship program is limited to current K-12 teachers and individuals having an elementary education certificate but who are not employed in positions requiring an elementary education certificate as provided by section 6 of this act. In order to receive conditional scholarship awards:
     (i) Individuals currently employed as teachers shall pursue a middle level mathematics or science, or secondary mathematics or science endorsement; or
     (ii) Individuals who are certificated with an elementary education endorsement, but not employed in positions requiring an elementary education certificate, shall pursue an endorsement in middle level mathematics or science, or both; and
     (iii) Individuals shall use one of the pathways to endorsement processes to receive a mathematics or science endorsement, or both, which shall include passing a mathematics or science endorsement test, or both tests, plus observation and completing applicable coursework to attain the proper endorsement; and
     (iv) Individuals shall receive no more than the annual amount of the scholarship, not to exceed three thousand dollars, for the cost of tuition, test fees, and educational expenses, including books, supplies, and transportation for the endorsement pathway being pursued.
     (3) The Washington professional educator standards board shall select ((interns)) individuals to receive conditional scholarships.
     (((3) In order to receive conditional scholarship awards, recipients shall be accepted and maintain enrollment in alternative certification routes through the partnership grant program, as provided in RCW 28A.660.040. Recipients must continue to make satisfactory progress towards completion of the alternative route certification program and receipt of a residency teaching certificate.))
     (4) For the purpose of this chapter, a conditional scholarship is a loan that is forgiven in whole or in part in exchange for service as a certificated teacher employed in a Washington state K-12 public school. The state shall forgive one year of loan obligation for every two years a recipient teaches in a public school. Recipients ((that)) who fail to continue a course of study leading to residency teacher certification or cease to teach in a public school in the state of Washington in their endorsement area are required to repay the remaining loan principal with interest.
     (5) Recipients who fail to fulfill the required teaching obligation are required to repay the remaining loan principal with interest and any other applicable fees. The higher education coordinating board shall adopt rules to define the terms for repayment, including applicable interest rates, fees, and deferments.
     (6) ((To the extent funds are appropriated for this specific purpose, the annual amount of the scholarship is the annual cost of tuition; fees; and educational expenses, including books, supplies, and transportation for the alternative route certification program in which the recipient is enrolled, not to exceed eight thousand dollars. The board may adjust the annual award by the average rate of resident undergraduate tuition and fee increases at the state universities as defined in RCW 28B.10.016.
     (7))) The higher education coordinating board may deposit all appropriations, collections, and any other funds received for the program in this chapter in the ((student loan)) future teachers conditional scholarship account authorized in RCW ((28B.102.060)) 28B.102.080.

Sec. 8   RCW 28B.102.080 and 2004 c 58 s 9 are each amended to read as follows:
     (1) The future teachers conditional scholarship account is created in the custody of the state treasurer. An appropriation is not required for expenditures of funds from the account. The account is not subject to allotment procedures under chapter 43.88 RCW except for moneys used for program administration.
     (2) The board shall deposit in the account all moneys received for the future teachers conditional scholarship and loan repayment program and for conditional loan programs under chapter 28A.660 RCW. The account shall be self-sustaining and consist of funds appropriated by the legislature for the future teachers conditional scholarship and loan repayment program, private contributions to the program, ((and)) receipts from participant repayments from the future teachers conditional scholarship and loan repayment program, and conditional loan programs established under chapter 28A.660 RCW. Beginning July 1, 2004, the board shall also deposit into the account: (a) All funds from the institution of higher education loan account that are traceable to any conditional scholarship program for teachers or prospective teachers established by the legislature before June 10, 2004; and (b) all amounts repaid by individuals under any such program.
     (3) Expenditures from the account may be used solely for conditional loans and loan repayments to participants in the future teachers conditional scholarship and loan repayment program established by this chapter, conditional scholarships for participants in programs established in chapter 28A.660 RCW, and costs associated with program administration by the board.
     (4) Disbursements from the account may be made only on the authorization of the board.

NEW SECTION.  Sec. 9   A new section is added to chapter 28B.10 RCW to read as follows:
     (1) By September 1, 2008, the University of Washington, in collaboration with representatives of the four-year institutions of higher education, the state board for community and technical colleges, and the transition math project, shall revise the Washington mathematics placement test to serve as a common college readiness test for all two and four-year institutions of higher education.
     (2) The revised mathematics placement test shall be implemented by all two and four-year institutions of higher education by September 1, 2009. All two and four-year institutions of higher education must use a common performance standard on the mathematics placement test for purposes of determining college readiness in mathematics. The performance standard must be publicized to all high schools in the state.
     (3) Four-year institutions of higher education that use a test other than the revised Washington mathematics placement test for the purposes of placing students into appropriate mathematics courses at college entry must publicize the test and the necessary scores and courses on the internet.
     (4) The four-year institutions of higher education shall not provide precollege-level course work in mathematics. The four-year institutions of higher education shall notify enrolled students who do not place into college-level course work in mathematics that they may enroll in precollege-level course work at a community or technical college or an independent institution of higher education.

NEW SECTION.  Sec. 10   A new section is added to chapter 28A.320 RCW to read as follows:
     (1) Beginning in the fall of 2009, school districts shall provide all high school students enrolled in the district the option of taking the mathematics placement test developed by the University of Washington under section 9 of this act once at no cost to the students. Districts shall encourage, but not require, students to take the test in their junior or senior year of high school.
     (2) The office of the superintendent of public instruction shall reimburse each district for the costs incurred by the district in providing students the opportunity to take the mathematics placement test.

NEW SECTION.  Sec. 11   Beginning September 1, 2007, through December 1, 2008, the state board of education shall provide a status report at the beginning of each calendar quarter on the activities and progress in completing the requirements under section 1 of this act. The report shall be provided to the governor and the members of the education committees of the senate and the house of representatives.

NEW SECTION.  Sec. 12   Captions used in this act are not any part of the law.

NEW SECTION.  Sec. 13   Section 1 of 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.