6552-S2.E AMH SANT MCLA 006
E2SSB 6552 - H AMD TO APP COMM AMD (H-4469.1/14) 911
By Representative Santos
WITHDRAWN 03/12/2014
On page 1, line 27 of the striking amendment, after "class of" strike "2019" and insert "2022"
On page 5, line 8 of the striking amendment, after "class of" strike "2019" and insert "2022"
On page 6, beginning on line 27 of the striking amendment, strike all of section 202 and insert the following:
"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 as provided in this section, 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.
(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 establish the
following credit and course distribution requirements beginning with the
graduating class of 2022:
(i) Four English credits;
(ii) Three mathematics credits, which may
include equivalent career and technical courses, and where the content of the
third credit is chosen by the student based on the student's interests and high
school and beyond plan with agreement of the student's parent or guardian or
agreement of the school counselor or principal;
(iii) Three social studies credits;
(iv) Three science credits, including two credits of laboratory science, which may include equivalent career and technical
courses, and where the content of the third credit is chosen by the student
based on the student's interests and high school and beyond plan with agreement
of the student's parent or guardian or agreement of the school counselor or
principal;
(v) One-half credit in health;
(vi) One and one-half credits in fitness;
(vii) Two credits in the arts, one of which may be substituted for a
personalized pathway requirement;
(viii) One credit in career and technical education or occupational
education;
(ix) Two credits of a second language or two credits of personalized
pathway requirements; and
(x) Four elective credits.
(b) Personalized pathway requirements are related courses that lead to a
specific posthigh school career or educational outcome chosen by the student
based on the student's interests and high school and beyond plan, that may
include career and technical education, and are intended to provide a focus for
the student's learning.
(c) School districts are authorized to waive
up to two credits of the twenty-four credits specified in (a) and (b) of this
subsection on an individual student basis in accordance with written policies
adopted by school district boards of directors. The policies must establish
criteria for granting the waiver based on unusual circumstances.
(d) 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))) (e) The state board shall ((reevaluate)) monitor
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)) monitoring 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))) (f) After the
effective date of this section, the state board shall forward any proposed
changes to the high school graduation requirements specified in (a) and (b)
of this subsection 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.
(g) The state board shall adopt rules consistent with this section.
(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."
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EFFECT: Strikes the provisions of the bill directing the State Board of Education (SBE) to adopt rules to implement a 24-credit graduation framework adopted by SBE resolution in November 2010 and revised in January 2014, beginning with the graduating class of 2019. Instead, specifies a 24-credit graduation framework in statute that matches the proposal by the SBE with some exceptions, to take effect with the graduating class of 2022.
Makes the following changes to the SBE proposal: · Allows the content of the 3rd credit of mathematics and the 3rd credit of science to be chosen by the student based on a High School and Beyond Plan with agreement of the student's parent/guardian or the school counselor/principal. · Specifies in statute, rather than only in SBE rule, that career and technical education (CTE) equivalent courses may be used for mathematics and science. · Authorizes school districts to waive up to two credits of the required twenty-four credits on an individual student basis based on criteria specified in written policies adopted by school boards, rather than based on SBE rules. Requires the policies to establish criteria for granting the waiver based on unusual circumstances. · Refers to "second" languages rather than "world" languages.
Provides that if the SBE proposes further changes to graduation requirements, the proposals must be forwarded to the Legislature under the terms established in current law. |
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