FINAL BILL REPORT

SHB 1444

PARTIAL VETO

                                  C 233 L 89

BYHouse Committee on Education/Appropriations (originally sponsored by Representatives Peery, Betrozoff, G. Fisher, Holland, Walker, May, O'Brien, Locke, Winsley, Bowman, Moyer, Valle, Horn, D. Sommers, Ferguson, Wineberry, Rector, Prentice, R. King, Sprenkle, Basich, Dorn, Rust, Todd and H. Myers; by request of  Governor Gardner)

Revising programs for students at risk.

House Committe on Education

Rereferred House Committee on Appropriations

Senate Committee on Education

SYNOPSIS AS ENACTED

BACKGROUND:

Learning Assistance Program

In 1987 the Remediation Program was redefined to become the Learning Assistance Program.  The redesigned program is intended to allow greater flexibility in the manner in which services are provided to identified children and to encourage the use of assistance in the regular classroom rather than pulling students from the classroom for assistance.

Substance Abuse Awareness

A comprehensive substance abuse awareness program was created in 1987 to encourage school districts to develop prevention, intervention, and aftercare programs for students who were coordinated with existing community resources.  Schools interested in developing a comprehensive program must apply for grant funds.  This program has been funded primarily with federal funds.

The 1987 Substance Abuse Awareness Program did not cover nicotine.  School districts developed their own policies on the use of tobacco products on school grounds by students and staff.

At-Risk Students

The Drop-out Prevention and Retrieval Program was enacted to provide funding to school districts with the highest drop-out rates.  The districts are required to develop programs to reduce their drop-out rates.  Only districts with a drop-out rate in the top 25 percent of all districts are eligible for funding.  Funding for the Drop-out Prevention Program expires at the end of this biennium.

Flexible Scheduling

School districts have asked for more flexibility in scheduling of classes to accommodate the varied needs of their students.  Districts would like to allow greater flexibility in enrollment for teenage parents, dropouts, and students returning from substance abuse or mental health treatment programs.  Some districts would like to offer night school and other programs outside the traditional school year.

Core Competencies

Currently graduation requirements are based on the amount of time spent in a class (Carnegie units) rather than on the demonstration of mastery of a specific skill (core competency).  These skills selected would become the skills that a student would have to master for graduation.  The move toward a skills based program is often called an outcome based education program or core competency program.

Early Enrollment Program

The University of Washington provides an early entrance program for high school students.  During their first year on campus the students participate in a transition program which familiarizes them with college level work and methods of instruction.  During the second year, the students move into a regular college program with some support provided by the transition program.  The Early Entrance program must contract with the high school student's school district to provide the service.  Although there are costs above the amount of money provided by the student's school district, there is no authority to charge the student for these additional costs and there is no authority to require the student's school district to provide funding beyond the transition year.

SUMMARY:

Learning Assistance Program

Within the Learning Assistance Program, the Legislature encourages schools and school districts to develop innovative and effective methods of serving children.  The district plan may incorporate plans developed by each eligible school.  The services provided through the Learning Assistance Program are expanded to include:  providing instructional assistants to assist classroom teachers; providing in-service training for instructional assistants and classroom teachers in multi-cultural differences; providing tutoring assistance during school, after school, or on Saturday; providing in-service training for parents of participating students; and providing counseling for elementary school students who are or may become learning disabled.

Funding for the Learning Disabilities Program is based on the number of students scoring in the lowest quartile on achievement tests given in the fourth and eight grades.  In those districts in which students' test scores improve, the district shall receive funding based on the statewide average of eligible students or the district's present level of funding, whichever is higher.  First priority for the use of funds provided by this incentive shall be prevention and intervention programs for students in preschool through grade six.  The allocation method used for funding the learning assistance program will be reviewed by the Superintendent of Public Instruction and recommendations made to the Legislature by January 1, 1991.

Substance Abuse Awareness Program

The Substance Abuse Awareness Program is expanded to cover nicotine.  Each school district shall adopt a written policy prohibiting the use of tobacco products on school grounds by September 1, 1991.  Exceptions to the no smoking policy may be given to alternative education programs.  The Substance Abuse Awareness Program shall continue as a grant program and counseling is an authorized activity which may be funded by the grant.

Flexible Scheduling

Districts are encouraged to design alternative high schools, schools-within- schools and subject-matter-related schools, as well as flexible scheduling to meet the diverse needs of students at risk of dropping out.  Districts are also encouraged to use research on effective methods in working with dropouts.

The Superintendent of Public Instruction shall establish procedures to allow districts to claim basic education allocation funds for students attending classes that are provided outside the calendar school year to the extent such attendance is in lieu of attendance during the regular school year.  Classes may be taught on Saturday as part of the regular school year.

Choices in Enrollment

A pilot program allowing choices in enrollment shall be provided for the 1989-90 through the 1993-94 school years. Any student who has dropped out of high school for six weeks or longer, has returned from drug and alcohol treatment, is or is about to become a teen parent, or has returned from hospitalization due to a mental health problem, may choose to attend any other high school in the state regardless of residence. A student may attend a non-resident school only if he or she is accepted by the school.  Schools may not charge non-resident students tuition.  Schools are encouraged to accept qualified students who choose to transfer.  Basic education funding allocations shall follow the student.  By December 31, 1994, a report on the pilot program shall be presented to the Legislature by the Superintendent of Public Instruction.  Unless reenacted, the choices in enrollment authority shall expire on December 31, 1994.

Core Competencies

The State Board of Education shall review and evaluate strategies to replace Carnegie units (seat time) with core competencies (skills demonstration) as a method of evaluating student performance.  Core competencies shall include thinking skills.  The State Board of Education shall consult with the Higher Education Coordinating Board, the Superintendent of Public Instruction, institutions of higher education, and other relevant agencies.  The board shall report its findings and recommendations to the Governor, the Higher Education Coordinating Board, the Superintendent of Public Instruction, and the Legislature by December 1, 1990.

Early Enrollment Program

The Early Enrollment Program for gifted students at the University of Washington is authorized to:  1) contract directly with the Superintendent of Public Instruction for the provision of an educational program for gifted students enrolled in the Early Entrance Program, 2) charge students for the full cost of the program above the funding received from the Superintendent of Public Instruction, and 3) receive from the Superintendent of Public Instruction up to three years of funding or funding through the end of the year the student reaches the age of 18 for students enrolled in the Early Entrance Program.

Prevention of Learning Disabilities

A Prevention of Learning Disabilities Pilot Program is created.  Five districts shall be authorized to operate alternative prevention programs for a period of two years.  If the pilot project is successful in reducing the number of learning disabled students served in the special education program, the school district shall be reimbursed based on the number of students served in the pilot program and the difference in the number of learning disabled students served in the 1988-89 school year and the number of learning disabled students served in 1990-91.

Outcome Based Learning Programs

The Superintendent of Public Instruction may establish outcome based learning assistance education recognition awards.  The awards shall recognize significant and continuous improvement in student performance in basic skills, work skills, health and physical education.  The sum of $30,000 is appropriated for the development of these awards.

The Superintendent of Public Instruction is encouraged to look at the effect of poverty on student performance in the recognition of outcome based programs.

The Superintendent of Public Instruction is required to develop a model outcome based health and physical education curriculum. By September 1, 1991, school districts shall consider adoption of the curriculum.

VOTES ON FINAL PASSAGE:

      House 98   0

      Senate    41     4 (Senate amended)

      House 96   1 (House concurred)

EFFECTIVE:July 23, 1989

Partial Veto Summary:  The Governor vetoed:  Section 4 dealing with elimination of disincentive for improving students' test scores under the Learning Assistance Program; Section 15 establishing an awards program to recognize outcome based education programs; and Section 15 directing the development of a model outcome based health and physical education learning assistance program.  (See VETO MESSAGE)