Any compliance reporting requirements as a result of laws in this chapter that apply to second-class districts may be submitted in accordance with RCW 28A.330.250.
[ 2011 c 45 § 49; ]
The work-integrated learning initiative is established. The purpose of the initiative is to promote work-integrated learning experiences for students by providing:
An opportunity for students to engage in work-based academic programs with public and private sector employers, such as internships, externships, and registered apprenticeships; and
A framework for the development and replication of successful work-integrated learning programs throughout the state.
Local applicant schools receiving funding through participation in the initiative must:
Provide academic curricula in a work-integrated and career-contextualized manner and include an external mentor for each student in the program;
Demonstrate collaboration with and input from students, parents or guardians, local employers, community members, a workforce development council, and a labor organization. Evidence of local collaborations may include but are not limited to partnerships with a dropout reengagement organization, an apprenticeship sponsor, a community and technical college, a STEM network, or a homeless youth service organization;
Reflect local circumstances, including local industries, employers, and labor markets;
Comply with graduation requirements established by the state board of education; and
Align the high school and beyond plans of participating students to reflect opportunities that may be available through the initiative.
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Local applicant schools selected to participate in the work-integrated learning initiative must, in accordance with this section and RCW 28A.300.196, submit to the work-integrated learning advisory committee created in RCW 28A.300.196 an interim and an end-of-project report that includes numeric and other data summarizing the effects of their work-integrated learning project programs on high school graduation rates, state test scores, and community partnerships, including partnerships with local employers and industries.
In complying with this subsection (3), local applicant schools must also provide other data and information as requested by the work-integrated learning advisory committee in accordance with RCW 28A.300.196.
For the purposes of this section and RCW 28A.300.195 and 28A.300.196, "work-integrated learning" includes but is not limited to early, frequent, and systematic learning experiences that are essential for preparing Washington youth for high-demand, family-wage jobs in Washington state, and that engage students in grades five through twelve or through high school dropout reengagement plans.
[ 2018 c 206 § 1; ]
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Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction must administer the regional educator recruitment program. Grant awards of up to one hundred thousand dollars each must be awarded to the three educational service districts whose school districts have the least access to alternative route teacher certification programs under chapter 28A.660 RCW.
Beginning September 1, 2019, the educational service districts in the program must employ a person with the duties and characteristics specified in RCW 28A.310.235. The educational service districts in the program must collaborate with the office of the superintendent of public instruction and the Washington association of educational service districts to prepare the report required in (c) of this subsection.
By December 1, 2021, and in compliance with RCW 43.01.036, the office of the superintendent of public instruction, in collaboration with the Washington association of educational service districts, must evaluate the program and submit a report to the appropriate committees of the legislature. At a minimum, the report must: Summarize the activities of the educational service districts in the program with regard to educator recruitment, including the activities described in RCW 28A.310.235, in comparison to the educator recruitment activities of the educational service districts not participating in the program; include any relevant outcome data that is available; and recommend whether the program should be modified, expanded to all educational service districts, or discontinued.
This section expires July 1, 2022.
[ 2019 c 295 § 103; ]
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Subject to the availability of amounts appropriated for this specific purpose, the Washington professional educator standards board shall distribute grants to an educational service district that volunteers to pilot an alternative route teacher certification program, under chapter 28A.660 RCW. The purpose of the grant is to provide financial assistance to teacher candidates enrolled in the educational service district's alternative route teacher certification program with the intent to pursue an initial teacher certificate. The Washington professional educator standards board must provide a grant sufficient to provide up to five thousand dollars of financial assistance for up to twenty teacher candidates in the 2019-20 school year and for up to thirty teacher candidates in the 2020-21 school year.
In piloting the program, the educational service district must:
Engage retired or practicing teachers and administrators who are knowledgeable and experienced classroom teachers to inform the development and curriculum of the program;
Provide extended support and mentoring through the first three years of a teacher's career, using the components of the beginning educator support team, under RCW 28A.415.265;
Support school districts in developing school staff and community members to become teachers, so that the district's teachers better reflect the region's demographics, values, and interests; and
Provide opportunities for classified staff to become teachers.
By November 1, 2024, the volunteer educational service district must report to the Washington professional educator standards board with the outcomes of the pilot and any recommendations for implementing alternative route teacher certification programs in other educational service districts. The report must include the following data: (a) The number of teacher candidates applying for, and completing, the alternative route teacher certification program; (b) the number of program completers who are hired as teachers, both in the educational service district and elsewhere in the state; and (c) the retention of teachers in the educational service district before and after implementation of the pilot. The data must be disaggregated by race and ethnicity, gender, type of endorsement, and school. The report must also include feedback from school principals and teachers in the local school districts on the quality of the teacher candidates they worked with during the pilot.
By December 1, 2024, and in compliance with RCW 43.01.036, the Washington professional educator standards board must submit the educational service district's report, required under subsection (2) of this section, to the appropriate committees of the legislature, with recommendations for whether the pilot program should be expanded, modified, or terminated.
This section expires August 1, 2025.
[ 2019 c 295 § 109; ]
By December 1, 2019, and in compliance with RCW 43.01.036, the student achievement council, in cooperation with the Washington professional educator standards board-approved teacher preparation programs, the Washington state school directors' association, and the rural education center at Washington State University, must submit a report to the appropriate committees of the legislature. The report must include policy recommendations to encourage or require the Washington professional educator standards board-approved teacher preparation programs to develop relationships with, and provide supervisory support for field placements of student teachers in, school districts that are not in the general geographic area of an approved teacher preparation program.
[ 2019 c 295 § 204; ]
The professional educator standards board and the state board for community and technical colleges, in consultation with the superintendent of public instruction, the state apprenticeship training council, and community colleges, shall adopt rules as necessary under chapter 34.05 RCW to implement the paraeducator associate of arts degree.
As used in this section, a "paraeducator" is an individual who has completed an associate of arts degree for a paraeducator. The paraeducator may be hired by a school district to assist certificated instructional staff in the direct instruction of children in small and large groups, individualized instruction, testing of children, recordkeeping, and preparation of materials. The paraeducator shall work under the direction of instructional certificated staff.
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The training program for a paraeducator associate of arts degree shall include, but is not limited to, the general requirements for receipt of an associate of arts degree and training in the areas of introduction to childhood education, orientation to children with disabilities, fundamentals of childhood education, creative activities for children, instructional materials for children, fine art experiences for children, the psychology of learning, introduction to education, child health and safety, child development and guidance, first aid, and a practicum in a school setting.
Subject to the availability of amounts appropriated for this specific purpose, by September 1, 2018, the training program for a paraeducator associate of arts degree must incorporate the state paraeducator standards of practice adopted by the paraeducator board under RCW 28A.413.050.
Consideration shall be given to transferability of credit earned in this program to teacher preparation programs at colleges and universities.
[ 2017 c 237 § 17; 2011 1st sp.s. c 11 § 132; 2006 c 263 § 815; 1995 c 335 § 202; 1995 c 77 § 27; 1991 c 285 § 2; 1989 c 370 § 1; ]
Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction, in consultation with the state board for community and technical colleges, shall establish the running start summer school pilot program as described in this section. The purpose of the pilot program is to evaluate interest in and barriers to expanding the running start program to include the summer term.
The office of the superintendent of public instruction, in consultation with the state board for community and technical colleges, must select up to three community colleges that choose to participate in the pilot program during the 2021 and 2022 summer academic terms. One community college must be located east of the crest of the Cascade mountains and another must be located in a county with a population between one hundred fifteen thousand and one hundred fifty thousand.
Participating community colleges must establish agreements with the school districts of eligible students about data sharing, credit transfer, funds transfer, and other administrative matters.
Under the pilot program, an eligible student may enroll in a participating community college tuition-free. Students who are eligible under subsection (7)(a)(ii) of this section may enroll for a maximum of five college credits per summer academic term. Provisions in RCW 28A.600.310 (2) and (3), which describe fees paid by running start students and fee waivers for low-income running start students, apply to eligible students participating in the pilot program.
The school district of an eligible student must transmit to the participating community college an amount per each full-time equivalent college student at statewide uniform rates for vocational and nonvocational students. The superintendent of public instruction shall separately calculate and allocate amounts appropriated for this specific purpose under the omnibus operating appropriations act to school districts for purposes of making such payments and for granting school districts seven percent thereof to offset pilot program related costs. The calculations and allocations must be based upon the estimated statewide annual average per full-time equivalent high school student allocations under RCW 28A.150.260, excluding small high school enhancements, and rules adopted under RCW 28A.600.390. The funds received by the community college from the school district are not tuition or operating fees and may be retained by the community college. A student enrolled under this section must be counted for the purpose of meeting enrollment targets in accordance with terms and conditions specified in the omnibus operating appropriations act.
By November 10, 2022, and in accordance with RCW 43.01.036, the office of the superintendent of public instruction and the state board for community and technical colleges shall jointly report to the appropriate committees of the legislature with findings from and recommendations regarding the pilot program, including recommending whether to expand the running start program to include the summer term.
The definitions in this subsection apply throughout this section unless the context clearly requires otherwise.
"Eligible student" means:
A student attending a participating high school who will be eligible to enroll in grade eleven or twelve in the subsequent school year; or
A student who graduated from a participating high school in the current school year and who has five or fewer college credits to earn before meeting associate degree requirements.
"Participating community college" means a community college selected, as described in subsection (2) of this section, to participate in the pilot program.
"Participating high school" means a high school in a school district that has an agreement, as described under subsection (3) of this section, with a participating community college.
"Pilot program" means the running start summer pilot program established in this section.
"Running start program" has the same meaning as in RCW 28A.600.300.
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Except as provided in (b) of this subsection, and unless the context clearly requires otherwise, the requirements established in RCW 28A.600.300 through 28A.600.400 apply to the running start summer school pilot program.
The provisions of RCW 28A.600.310(4) relating to calculation, allocation, and distribution of funds and RCW 28A.600.385 relating to cooperative agreements with community colleges in Oregon and Idaho do not apply to this section.
This section expires December 31, 2022.
[ 2020 c 348 § 2; ]
The superintendent of public instruction shall adopt rules as necessary under chapter 34.05 RCW to carry out the provisions of chapter 233, Laws of 1989.
[ 1989 c 233 § 17; ]
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A collaborative school-based governance model is authorized by the legislature.
The model requires a shift of decision making from a centralized process to a shared school-based team process involving educators, other school staff, students, and parents of students attending the school. The model empowers those affected by a decision to participate in the making of the decision, either collectively or through a representative of their selection.
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Each school shall be responsible for developing written procedures that describe the collaborative school-based governance model and how staff, parents, and students are involved in the process.
The model may: Reimagine the role of the principal as the sole or primary administrator but still include the principal as a member of the team; or include having a few lead educators who share both teaching and administrative duties.
Under the model, there are up to 12 areas in which the school-based teams may choose to have secured autonomy to make decisions. This autonomy may be different from school district policies but must comply with state law. The school-based teams may choose to have secured autonomy in the following areas:
The autonomy to make all learning program and learning material decisions, which may include, but is not limited to, educational philosophy, teaching methods, curriculum, types of materials, physical learning environment, and levels of technology.
The autonomy to make school-level policy decisions that influence the day-to-day operations of the school.
The autonomy to decide the annual school calendar, weekly schedule, and start times and end times of each day to meet the state-required minimum instructional hours and days.
The autonomy to choose the hours related to a teacher's workday, which may include, but is not limited to, adding workdays to the school calendar for staff retreats, student trip supervision, parent engagement time, or other reasons.
The autonomy to recommend to the district to hire certificated and classified staff.
The autonomy to determine the school's leadership positions, which may include, but is not limited to, a principal, lead teacher, colead teachers, a head committee, committee chairs, department chairs, and grade-level chairs.
The autonomy to decide on the topics, methods, and implementation of all professional development, for individuals or a collective group of teachers and other school staff.
The autonomy to control all financial decisions at a school site, including, but not limited to, how to allocate categorical funds and discretionary funds. This shall not include state-provided salary and benefits of staff. The building principal or designated chief financial officer must make the monthly financial summary reports available to the school-based team.
ix. The autonomy to decide additional funding for any school staff, including leaders, at the school site.
The autonomy to decide whether to take, when to take, and how much to count district student assessments. This does not include the state-mandated assessments.
The autonomy to make formal arrangements with the school district to allow for multiple measures in determining student success for accountability, which may include, but is not limited to, using a proficiency score from state-mandated assessments.
School districts and the bargaining representatives for school district employees, as defined under chapters 41.56 and 41.59 RCW, that are impacted must bargain a memorandum of understanding, as necessary, to implement the provisions of this act.
No school district or school shall receive a reduction in state or local funding based solely on a school's implementation of a school-based governance model.
[ 2021 c XXX § 2; ]**
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Each school participating in the collaborative school-based governance model under this act shall annually submit a progress report to the office of the superintendent of public instruction beginning November 1, 2023, and each November 1st thereafter. The initial report must detail the planning process used by each school and provide suggestions and lessons learned for other schools districts to consider in their planning process.
Subsequent reports must describe how the model: Increased the involvement of all staff and parents in the authorized autonomies; met the unique needs of the students, families, and school staff; and improved school climate. The subsequent reports must also: Illustrate best practices and new approaches being used at the school; relate lessons learned; include adjustments planned and implemented; and provide suggestions for expanding use of best practices to a larger scale.
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Beginning December 15, 2023, and each December 15th thereafter, the office of the superintendent of public instruction shall compile and summarize the school reports in a standard format and submit them to the governor and the appropriate education and fiscal committees of the legislature.
The office of the superintendent of public instruction shall submit a final report by June 30, 2030, containing:
A summary of information gathered from the annual school reports; and
Recommendations on whether to continue, modify, or suspend the use of the collaborative school-based governance model.
[ 2021 c XXX § 3; ]**
** Subject to the availability of amounts appropriated for this specific purpose, grants must be provided to school districts with schools implementing or interested in implementing the collaborative school-based governance model. The grants must be used for team meetings outside of the regular school day to plan and implement the model. Schools may also use the funds to develop the written procedures required under section 2 of this act and to compile the annual report required under section 3 of this act.
[ 2021 c XXX § 4; ]**