BILL REQ. #: H-3244.1
State of Washington | 63rd Legislature | 2014 Regular Session |
Read first time 01/16/14. Referred to Committee on Higher Education.
AN ACT Relating to integrating career and college readiness standards into K-12 and higher education policies and practices; creating new sections; and providing an expiration date.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:
NEW SECTION. Sec. 1 The legislature acknowledges and supports
the work being done by classroom teachers, curriculum specialists,
college faculty, state education agencies, and other interested groups
and organizations to implement new, more rigorous K-12 learning
standards in English language arts and mathematics throughout the
public school system in Washington. The common core state standards
offer the potential to increase students' overall knowledge and skills,
as well as significantly improve the rate at which students graduate
from high school ready to pursue a range of career and college pathways
without remediation and successfully attain higher levels of education.
To ensure that the standards achieve this potential, the legislature
intends to direct further work by state education agencies in key
policy areas such as high school planning, curriculum and course
development, support for dual credit courses, and integration of the
common core state standards into career and technical education and
educator certification.
NEW SECTION. Sec. 2 (1) The state board of education shall
examine options and strategies for making the high school and beyond
plan a more rigorous and meaningful tool for students to identify and
pursue career and college pathways beginning in the eighth grade and
align their high school course-taking with those pathways. The state
board shall submit its recommendations along with examples of best
practices currently used by high schools as provided under subsection
(6) of this section.
(2) The office of the superintendent of public instruction, in
consultation with career and technical educators and directors across
the state, shall identify and recommend specific strategies and
resources needed to embed the common core state standards into career
and technical course curriculum and instruction. The office shall also
make recommendations to address particular challenges, such as courses
taught by individuals certified through a business and industry route
or courses offered by skill centers that serve multiple school
districts. The office shall submit its recommendations as provided
under subsection (6) of this section.
(3) The professional educator standards board shall examine the
strategies being used to incorporate the common core state standards
into educator certification, including preservice, professional
certification, and continuing certification through professional growth
plans. The board shall also examine the verification and review
processes used by both certification programs and the board to assure
that all educators have the requisite knowledge and skills to support
student learning of the standards. The board shall submit its
recommendations for improvement along with examples of best practices
as provided under subsection (6) of this section.
(4) The state board for community and technical colleges shall
continue convening college faculty and high school teachers to design
and develop courses and curricula for students in their senior year of
high school who do not meet the career and college ready standard on
the eleventh grade consortium-developed assessments of the common core
state standards. The purpose of the courses and curricula is to
provide these students an opportunity to become career and college
ready by the end of their senior year and avoid the need for
remediation in English language arts or mathematics. The state board
shall submit a status report and any recommendations to enhance
statewide dissemination and use of the courses and curricula as
provided under subsection (6) of this section.
(5) The student achievement council shall conduct an analysis of
dual credit courses offered to high school students as a key strategy
for increasing not only career and college readiness but also
educational attainment of students. Specifically, the council shall
examine the variability of access to dual credit opportunities; costs
to students, high schools, and colleges; and acceptance of dual credit
by institutions of higher education. The council shall recommend
strategies and policies to reduce the variability of access, costs, and
acceptance of dual credit courses as provided under subsection (6) of
this section.
(6) The student achievement council shall convene the state
education agencies at least three times in 2014 to address tasks
assigned under this section and as specified in the ten-year roadmap
under RCW 28B.77.020 to assure that the analyses, strategies, and
recommendations from each agency are aligned and not duplicative. The
student achievement council shall also coordinate a common format for
the analyses and recommendations required under this section and
combine them to create a single report, to be submitted to the
education and higher education committees of the legislature by
December 1, 2014.
(7) This section expires December 31, 2014.