title: RCW 28A.300.500

text:
(1) The office of the superintendent of public instruction is authorized to establish a longitudinal student data system for and on behalf of school districts in the state. The primary purpose of the data system is to better aid research into programs and interventions that are most effective in improving student performance, better understand the state's public educator workforce, and provide information on areas within the educational system that need improvement.
(2) The confidentiality of personally identifiable student data shall be safeguarded consistent with the requirements of the federal family educational rights privacy act and applicable state laws. Consistent with the provisions of these federal and state laws, data may be disclosed for educational purposes and studies, including but not limited to:
(a) Educational studies authorized or mandated by the state legislature;
(b) Studies initiated by other state educational authorities and authorized by the office of the superintendent of public instruction, including analysis conducted by the education data center established under RCW 43.41.400; and
(c) Studies initiated by other public or private agencies and organizations and authorized by the office of the superintendent of public instruction.
(3) Any agency or organization that is authorized by the office of the superintendent of public instruction to access student-level data shall adhere to all federal and state laws protecting student data and safeguarding the confidentiality and privacy of student records.
(4) Nothing in this section precludes the office of the superintendent of public instruction from collecting and distributing aggregate data about students or student-level data without personally identifiable information.
[ 2007 c 401 s 2.]
Notes:
Findings—2007 c 401: "The legislature finds that:
(1) Reliable data on student progress, characteristics of students and schools, and teacher qualifications and mobility is critical for accountability to the state and to the public;
(2) Educational data should be made available as widely as possible while appropriately protecting the privacy of individuals as provided by law;
(3) Having a single, comprehensive, and technically compatible student and school-level data system will streamline data collection for school districts, reduce inefficiencies caused by the lack of connectivity, and minimize or eliminate multiple data entry; and
(4) Schools and districts should be supported in their management of educational data and should have access to user-friendly programs and reports that can be readily used by classroom teachers and building principals to improve instruction." [ 2007 c 401 s 1.]

catchline: Longitudinal student data system.


doc_type: statute

jurisdiction: wa

title: RCW 28A.300.505

text:
(1) The office of the superintendent of public instruction shall develop standards for school data systems that focus on validation and verification of data entered into the systems to ensure accuracy and compatibility of data. The standards shall address but are not limited to the following topics:
(a) Date validation;
(b) Code validation, which includes gender, race or ethnicity, and other code elements;
(c) Decimal and integer validation; and
(d) Required field validation as defined by state and federal requirements.
(2) The superintendent of public instruction shall develop a reporting format and instructions for school districts to collect and submit data that must include:
(a) Data on student demographics that is disaggregated as required by RCW 28A.300.042; and
(b) Starting no later than the 2016-17 school year, data on students from military families. The K-12 data governance group established in RCW 28A.300.507 must develop best practice guidelines for the collection and regular updating of this data on students from military families. Collection and updating of this data must use the United States department of education 2007 race and ethnicity reporting guidelines, including the subracial and subethnic categories within those guidelines, with the following modifications:
(i) Further disaggregation of the Black category to differentiate students of African origin and students native to the United States with African ancestors;
(ii) Further disaggregation of countries of origin for Asian students;
(iii) Further disaggregation of the White category to include subethnic categories for Eastern European nationalities that have significant populations in Washington; and
(iv) For students who report as multiracial, collection of their racial and ethnic combination of categories.
(3) For the purposes of this section, "students from military families" means the following categories of students, with data to be collected and submitted separately for each category:
(a) Students with a parent or guardian who is a member of the active duty United States armed forces; and
(b) Students with a parent or guardian who is a member of the reserves of the United States armed forces or a member of the Washington national guard.
[ 2016 c 72 s 503; 2015 c 210 s 2; 2007 c 401 s 5.]
Notes:
Finding—Intent—2016 c 72: See note following RCW 28A.600.015.
Findings—2015 c 210: "(1) The legislature finds that, nationally, nearly two million students are from military families, where one or more parent or guardian serves in the United States armed forces, reserves, or national guard. There are approximately one hundred thirty-six thousand military families in Washington state.
(2) The legislature further finds that a United States government accountability office study in 2011 identified that it is not possible to monitor educational outcomes for students from military families due to the lack of a student identifier in state educational data systems. Such an identifier is needed to allow educators and policymakers to monitor critical elements of education success, including academic progress and proficiency, special and advanced program participation, mobility and dropout rates, and patterns over time across states and school districts. Reliable information about student performance will assist educators in more effectively transitioning students to a new school and enable school districts to discover and implement best practices." [ 2015 c 210 s 1.]
Findings—2007 c 401: See note following RCW 28A.300.500.

license: public-domain-government-work

rule_set: Revised Code of Washington

catchline: School data systems—Standards—Reporting format.

code: rcw

unit: section

court: Washington State Legislature


title: RCW 28A.300.507

text:
(1) A K-12 data governance group shall be established within the office of the superintendent of public instruction to assist in the design and implementation of a K-12 education data improvement system for financial, student, and educator data. It is the intent that the data system reporting specifically serve requirements for teachers, parents, superintendents, school boards, the office of the superintendent of public instruction, the legislature, and the public.
(2) The K-12 data governance group shall include representatives of the education data center, the office of the superintendent of public instruction, the legislative evaluation and accountability program committee, the professional educator standards board, the state board of education, and school district staff, including information technology staff. Additional entities with expertise in education data may be included in the K-12 data governance group.
(3) The K-12 data governance group shall:
(a) Identify the critical research and policy questions that need to be addressed by the K-12 education data improvement system;
(b) Identify reports and other information that should be made available on the internet in addition to the reports identified in subsection (5) of this section;
(c) Create a comprehensive needs requirement document detailing the specific information and technical capacity needed by school districts and the state to meet the legislature's expectations for a comprehensive K-12 education data improvement system as described under RCW 28A.655.210;
(d) Conduct a gap analysis of current and planned information compared to the needs requirement document, including an analysis of the strengths and limitations of an education data system and programs currently used by school districts and the state, and specifically the gap analysis must look at the extent to which the existing data can be transformed into canonical form and where existing software can be used to meet the needs requirement document;
(e) Focus on financial and cost data necessary to support the new K-12 financial models and funding formulas, including any necessary changes to school district budgeting and accounting, and on assuring the capacity to link data across financial, student, and educator systems; and
(f) Define the operating rules and governance structure for K-12 data collections, ensuring that data systems are flexible and able to adapt to evolving needs for information, within an objective and orderly data governance process for determining when changes are needed and how to implement them. Strong consideration must be made to the current practice and cost of migration to new requirements. The operating rules should delineate the coordination, delegation, and escalation authority for data collection issues, business rules, and performance goals for each K-12 data collection system, including:
(i) Defining and maintaining standards for privacy and confidentiality;
(ii) Setting data collection priorities;
(iii) Defining and updating a standard data dictionary;
(iv) Ensuring data compliance with the data dictionary;
(v) Ensuring data accuracy; and
(vi) Establishing minimum standards for school, student, financial, and teacher data systems. Data elements may be specified "to the extent feasible" or "to the extent available" to collect more and better data sets from districts with more flexible software. Nothing in RCW 43.41.400, this section, or RCW 28A.655.210 should be construed to require that a data dictionary or reporting should be hobbled to the lowest common set. The work of the K-12 data governance group must specify which data are desirable. Districts that can meet these requirements shall report the desirable data. Funding from the legislature must establish which subset data are absolutely required.
(4)(a) The K-12 data governance group shall provide updates on its work as requested by the education data center and the legislative evaluation and accountability program committee.
(b) The work of the K-12 data governance group shall be periodically reviewed and monitored by the educational data center and the legislative evaluation and accountability program committee.
(5) To the extent data is available, the office of the superintendent of public instruction shall make the following minimum reports available on the internet. The reports must either be run on demand against current data, or, if a static report, must have been run against the most recent data:
(a) The per-pupil expenditures of federal, state, and local funds including actual personnel expenditures and actual nonpersonnel expenditures of federal, state, and local funds disaggregated by source of funds, for each local educational agency and each school in the state for the preceding fiscal year;
(b) Number of K-12 students per classroom teacher on a per teacher basis;
(c) Percentage of classroom teachers per school district and per school disaggregated as described in RCW 28A.300.042(1) for student-level data;
(d) Average length of service of classroom teachers per school district and per school disaggregated as described in RCW 28A.300.042(1) for student-level data;
(e) The cost of K-12 education per student by school district sorted by federal, state, and local dollars; and
(f) Data on student growth to align with the every student succeeds act (129 Stat. 1802; 20 U.S.C. Sec. 6301 et seq.).
(6) The superintendent of public instruction shall submit a preliminary report to the legislature by November 15, 2009, including the analyses by the K-12 data governance group under subsection (3) of this section and preliminary options for addressing identified gaps. A final report, including a proposed phase-in plan and preliminary cost estimates for implementation of a comprehensive data improvement system for financial, student, and educator data shall be submitted to the legislature by September 1, 2010.
(7) All reports and data referenced in this section and RCW 43.41.400 and 28A.655.210 shall be made available in a manner consistent with the technical requirements of the legislative evaluation and accountability program committee and the education data center so that selected data can be provided to the legislature, governor, school districts, and the public.
(8) Reports shall contain data to the extent it is available. All reports must include documentation of which data are not available or are estimated. Reports must not be suppressed because of poor data accuracy or completeness. Reports may be accompanied with documentation to inform the reader of why some data are missing or inaccurate or estimated.
[ 2020 c 61 s 3; 2016 c 72 s 601; 2009 c 548 s 203.]
Notes:
Finding—Intent—2016 c 72: See note following RCW 28A.600.015.
Intent—2009 c 548: See RCW 28A.150.1981.
Finding—2009 c 548: See note following RCW 28A.410.270.
Intent—Finding—2009 c 548: See note following RCW 28A.305.130.

catchline: K-12 data governance group—Duties—Reports.


title: RCW 28A.300.510

text:
(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.
[ 2007 c 396 s 3.]
Notes:
Captions not law—2007 c 396: See note following RCW 28A.305.215.
Finding—Intent—2007 c 396: See note following RCW 28A.188.020.

catchline: After-school mathematics support program—Reports.


title: RCW 28A.300.520

text:
(1) The superintendent of public instruction shall review current policies and assess the adequacy and availability of programs targeted at children who have a parent who is incarcerated in a department of corrections facility. The superintendent of public instruction shall adopt policies that support the children of incarcerated parents and meet their needs with the goal of facilitating normal child development, including maintaining adequate academic progress, while reducing intergenerational incarceration.
(2) To the extent funds are available, the superintendent shall conduct the following activities to assist in implementing the requirements of subsection (1) of this section:
(a) Gather information and data on the students who are the children of inmates incarcerated in department of corrections facilities; and
(b) Participate in the children of incarcerated parents advisory committee and report information obtained under this section to the advisory committee.
[ 2009 c 578 s 9; 2007 c 384 s 5.]
Notes:
Intent—Finding—2007 c 384: See note following RCW 72.09.495.

catchline: Policies to support children of incarcerated parents.


title: RCW 28A.300.525

text:
The education data center shall include in its reporting as part of the P-20 education data project the educational experiences and progress of students in out-of-home care with the department of children, youth, and families. This data should be disaggregated in the smallest units allowable by law that do not identify an individual student, in order to learn which school districts are experiencing the greatest success and challenges in achieving quality educational outcomes with students in out-of-home care with the department of children, youth, and families.
[ 2018 c 58 s 50; 2012 c 163 s 11; 2008 c 297 s 2; (2009 c 556 s 11 expired July 1, 2011).]
Notes:
Effective date—2018 c 58: See note following RCW 28A.655.080.
Findings—Effective date—2012 c 163: See notes following RCW 28B.117.010.
Expiration date—2009 c 556 ss 11, 13, and 15: "Sections 11, 13, and 15 of this act expire July 1, 2011." [ 2009 c 556 s 21.]

catchline: Students in department of children, youth, and families out-of-home care—Report on educational experiences.


title: RCW 28A.300.530

text:
(1) Within available resources, the office of the superintendent of public instruction, in consultation with appropriate experts, for example, the educational service districts and international and state-level nonprofit organizations dedicated to supporting efforts to provide appropriate identification of and instruction for individuals with dyslexia, shall develop, and periodically update, an educator literacy training program to enhance the reading, writing, and spelling skills of kindergarten through grade four students, including students who display indications of, or areas of weakness associated with, dyslexia.
(2) The educator literacy training program must be posted on the website of the office of the superintendent of public instruction.
(3) The educator literacy training program may be regionally delivered through the educational service districts. The educational service districts may seek assistance from nonprofit organizations to deliver the educator literacy training program.
(4)(a) By October 1, 2030, and by October 1st every even year thereafter, each educational service district shall report to the office of the superintendent of public instruction the number of individuals who participated in the educator literacy training program during the prior two school years.
(b) In compliance with RCW 43.01.036, the office of the superintendent of public instruction shall report the information described in (a) of this subsection (4) to the legislative education committees by December 1, 2030, and by December 1st every even year thereafter.
[ 2026 c 190 s 6; 2009 c 546 s 2.]
Notes:
Findings—Intent—2026 c 190: See note following RCW 28A.230.025.
Finding—Intent—2009 c 546: "Dyslexia is a language-based learning disability that affects individuals throughout their lives. Washington state has a long-standing tradition of working to serve its students with dyslexia. Since 2005, the legislature has provided funding for five pilot projects to implement research-based, multisensory literacy intervention for students with dyslexia. Participating schools were required to have a three-tiered reading structure in place, provide professional development training to teachers, assess students, and collect and maintain data on student progress.
The legislature finds that the students receiving intervention support through the dyslexia pilot projects have made substantial and steady academic gains. The legislature intends to sustain this work and expand the implementation to a level of statewide support for students with dyslexia by developing and providing information and training, including a handbook to continue to improve the skills of our students with dyslexia." [ 2009 c 546 s 1.]

catchline: Educator literacy training program—Students with dyslexia—Reports.


title: RCW 28A.300.535

text:
The office of the superintendent of public instruction, in collaboration with the health care authority, the department of health, and the liquor and cannabis board, must review and align the healthy youth survey with the model transgender student policy and procedure developed under RCW 28A.642.080.
[ 2019 c 194 s 3.]

catchline: Transgender student policy and procedure—Healthy youth survey.


title: RCW 28A.300.537

text:
(1)(a) The health care authority, in collaboration with the office of the superintendent of public instruction, the department of health, and the liquor and cannabis board, must incorporate questions related to adverse childhood experiences into the healthy youth survey that are validated for children and would allow reporting of adverse childhood experiences during childhood to be included in frequency reports. The questions must be administered for two cycles of the healthy youth survey and then evaluated by the agencies for any needed changes.
(b) Student responses to the healthy youth survey are voluntary and must remain anonymous.
(c) The aggregated student responses to the adverse childhood experiences questions must be made publicly available and disaggregated by state, educational service district, and county.
(d) School districts and school buildings must be provided the aggregated student responses of their students.
(e) The student response data specified in (c) and (d) of this subsection must comply with state and federal privacy laws.
(2) School districts are encouraged to use the information about adverse childhood experiences in their decision making and to help improve services for students.
[ 2020 c 251 s 2.]
Notes:
Intent—2020 c 251: "(1) The legislature stated in RCW 70.305.005 that "adverse childhood experiences are a powerful common determinant of a child's ability to be successful at school and, as an adult, to be successful at work, to avoid behavioral and chronic physical health conditions, and to build healthy relationships."
(2) The legislature recognizes that the healthy youth survey is a voluntary and anonymous survey administered every two years to students in sixth, eighth, tenth, and twelfth grades.
(3) The legislature intends to include questions related to adverse childhood experiences in the healthy youth survey to help assess the prevalence of adverse childhood experiences throughout the state. The legislature further intends for these data to help inform school district and community decision making and improve services for students." [ 2020 c 251 s 1.]

catchline: Adverse childhood experiences—Healthy youth survey.


title: RCW 28A.300.540

text:
(1) For the purposes of this section, "unaccompanied homeless student" means a student who is not in the physical custody of a parent or guardian and is homeless as defined in RCW 43.330.702(2).
(2) By December 31, 2010, the office of the superintendent of public instruction shall establish a uniform process designed to track the additional expenditures for transporting homeless students, including expenditures required under the McKinney Vento act, reauthorized as Title X, Part C, of the no child left behind act, P.L. 107-110, in January 2002. Once established, the superintendent shall adopt the necessary administrative rules to direct each school district to adopt and use the uniform process and track these expenditures. The superintendent shall post on the superintendent's website total expenditures related to the transportation of homeless students.
(3)(a) By January 10, 2015, and every year thereafter, the office of the superintendent of public instruction shall post to the office's website the following data for homeless students:
(i) The number of identified homeless students enrolled in public schools;
(ii) The number of identified unaccompanied homeless students enrolled in public schools, which number shall be included for each district and the state under "student demographics" on the Washington state report card website;
(iii) The number of identified homeless students of color;
(iv) The number of students participating in the learning assistance program under chapter 28A.165 RCW, the highly capable program under chapter 28A.185 RCW, and the running start program under chapter 28A.600 RCW; and
(v) The academic performance and educational outcomes of homeless students and unaccompanied homeless students, including but not limited to the following performance and educational outcomes:
(A) Student scores on the statewide administered academic assessments;
(B) English language proficiency;
(C) Dropout rates;
(D) Four-year adjusted cohort graduation rate;
(E) Five-year adjusted cohort graduation rate;
(F) Absenteeism rates;
(G) Truancy rates, if available; and
(H) Suspension and expulsion data.
(b) The data reported under this subsection (3) must include state and district-level information and must be disaggregated by at least the following subgroups of students: White, Black, Hispanic, American Indian/Alaskan Native, Asian, Pacific Islander/Hawaiian Native, low income, transitional bilingual, migrant, special education, and gender.
(4) By July 1, 2014, the office of the superintendent of public instruction in collaboration with experts from community organizations on homelessness and homeless education policy, shall develop or acquire a short video that provides information on how to identify signs that indicate a student may be homeless, how to provide services and support to homeless students, and why this identification and support is critical to student success. The video must be posted on the superintendent of public instruction's website.
(5) By July 1, 2014, the office of the superintendent of public instruction shall adopt and distribute to each school district, best practices for choosing and training school district-designated homeless student liaisons.
[ 2020 c 61 s 2; 2016 c 157 s 4; 2015 c 69 s 28; 2014 c 212 s 2; 2009 c 515 s 12.]
Notes:
Finding—Intent—2016 c 157: "(1) The legislature finds that schools are places of academic as well as personal enrichment and that schools provide safety, stability, support, and relationships necessary to help students succeed. These resources are vitally necessary for tens of thousands of students in Washington with no permanent home who often struggle in school because they are worried about where their families are staying night after night.
(2) The legislature also recognizes the population of homeless students disproportionally includes students of color.
(3) The intent of the legislature is to start a competitive grant system for high-need school districts and to supplement federal McKinney-Vento Act dollars to ensure homeless students continue attending the same schools, maintain housing stability, and improve academic achievement." [ 2016 c 157 s 1.]
Short title—2016 c 157: "This act may be known and cited as the homeless student stability and opportunity gap act." [ 2016 c 157 s 8.]
Short title—2015 c 69: See RCW 43.330.911.
Findings—Intent—2014 c 212: "The legislature finds that since the 2005-06 school year, the number of homeless students identified in the K-12 public school system has been increasing. The legislature further finds that there are additional homeless students who are not identified by schools. The legislature intends to improve educational outcomes for homeless children by strengthening the ability of school districts to identify homeless students, establishing data reporting requirements, and distributing best practices and information regarding services and support for homeless students." [ 2014 c 212 s 1.]

catchline: Homeless students—Uniform process to track expenditures for transporting—Rules—Information to be posted on website—Reports—Video on identifying homeless students—Best practices.


title: RCW 28A.300.542

text:
(1) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall create a competitive grant process to evaluate and award state-funded grants to school districts to increase identification of students experiencing homelessness and the capacity of the districts to provide support for students experiencing homelessness. The goals of the grant process are to:
(a) Provide educational stability for students experiencing homelessness by promoting housing stability; and
(b) Encourage the development of collaborative strategies between education and housing partners.
(2)(a) Funds may be used in a manner that is complementary to federal McKinney-Vento funds and consistent with allowable uses as determined by the office of the superintendent of public instruction. The process must complement any similar federal grant program or programs in order to minimize agency overhead and administrative costs for the superintendent of public instruction and school districts.
(b) Examples of permitted student supports and activities include, but are not limited to:
(i) Direct academic supports, including tutoring and additional transportation costs;
(ii) Basic needs, including retail store cards, nutrition supports, and hygiene items;
(iii) Wraparound supports, including contracting with community-based providers, behavioral and physical health supports, and housing-related supports, such as bedding and short-term hotel or motel stays, that meet a student's emergent needs and allow the student to fully participate in school;
(iv) Employment supports for students and families; and
(v) Out-of-school enrichment activities, such as an academic tutor provided at a shelter.
(3) School districts may access both federal and state funding to identify and support students experiencing homelessness and are encouraged to use grant dollars to leverage community resources and strengthen relationships with community-based partners.
(4) Award criteria for the state grants must be based on the demonstrated need of the school district and may consider the number or overall percentage, or both, of homeless children and youths enrolled in preschool, elementary, and secondary schools in the school district, and the ability of the local school district to meet these needs. Award criteria for these must also be based on the quality of the applications submitted. Selected grantees must reflect geographic diversity across the state. Greater weight must be given to districts that demonstrate a commitment to:
(a) Partnering with local community-based organizations with experience in serving the needs of students experiencing homelessness or students of color, with a preference for organizations that focus on equitable housing and homeless strategies;
(b) Serving the needs of unaccompanied youth; and
(c) Implementing evidence-informed strategies to address the opportunity gap and other systemic inequities that negatively impact students experiencing homelessness and students of color. Specific strategies may include, but are not limited to:
(i) Enhancing the cultural responsiveness of current and future staff;
(ii) Ensuring all staff, faculty, and school employees are actively trained in trauma-informed care;
(iii) Providing inclusive programming by intentionally seeking and utilizing input from the population being served;
(iv) Using a multidisciplinary approach when serving students experiencing homelessness and their families;
(v) Intentionally seeking and utilizing input from the families and students experiencing homelessness about how district policies, services, and practices can be improved; and
(vi) Identifying data elements and systems needed to monitor progress in eliminating disparities in academic outcomes for students experiencing homelessness with their housed peers.
(5) At the end of each academic year, districts receiving grants shall monitor and report on the academic outcomes for students served by the grants. The academic outcomes are those recommended by the office of the superintendent of public instruction. The office of the superintendent of public instruction shall review the reports submitted by the districts and assist school districts in using these data to identify gaps and needs, and develop sustainable strategies to improve academic outcomes for students experiencing homelessness.
(6) Students experiencing homelessness are defined as students without a fixed, regular, and adequate nighttime residence in accordance with the definition of homeless children and youths in the federal McKinney-Vento homeless assistance act, 42 U.S.C. Sec. 11431 through 11435.
(7) School districts may not use funds allocated under this section to supplant existing federal, state, or local resources for supports for students experiencing homelessness, which may include education liaisons.
(8) Grants awarded to districts under this section may be for two years.
(9) The office of the superintendent of public instruction and the department of commerce shall:
(a) Collaborate on shared goals and outcomes under the grant process established by this section and the grant program established in RCW 43.185C.340; and
(b) Beginning in 2024, and every two years thereafter, jointly produce and make publicly available a report on the goals and outcomes of the grant process established by this section and the grant program established in RCW 43.185C.340.
[ 2023 c 386 s 1; 2019 c 412 s 1; 2016 c 157 s 2.]
Notes:
Finding—Intent—Short title—2016 c 157: See notes following RCW 28A.300.540.

catchline: Students experiencing homelessness—Grant process to identify students and district capacity for support—Award criteria—Districts' responsibilities—Report.


title: RCW 28A.300.544

text:
(1) The office of the superintendent of public instruction, in collaboration with the department of children, youth, and families, the office of homeless youth prevention and protection programs of the department of commerce, and the student achievement council, shall convene a work group to address the needs of students in foster care, experiencing homelessness, or in or exiting juvenile rehabilitation facilities. Nothing in this section prevents the office of the superintendent of public instruction from using an existing work group created under the authority of section 223(1)(bb), chapter 299, Laws of 2018, with modifications to the membership and duties, to meet the requirements of this section. The work group, which shall seek to promote continuity with efforts resulting from section 223(1)(bb), chapter 299, Laws of 2018, must include representatives of nongovernmental agencies, representation from the educational opportunity gap oversight and accountability committee, representation from the education data center, and meaningful consultation with youth and young adults who have lived experience in foster care, homelessness and juvenile rehabilitation. The work group must also include four legislative members who possess experience in issues of education, child welfare, homeless youth, and juvenile rehabilitation, appointed as follows:
(a) The president of the senate shall appoint one member from each of the two largest caucuses of the senate.
(b) The speaker of the house of representatives shall appoint one member from each of the two largest caucuses of the house of representatives.
(2) The work group shall develop recommendations to promote the following for students who are in foster care, experiencing homelessness, or in or exiting juvenile rehabilitation facilities:
(a) The achievement of parity in education outcomes with the general student population; and
(b) The elimination of racial and ethnic disparities for education outcomes in comparison to the general student population.
(3) In developing the recommendations required by subsection (2) of this section, the work group shall:
(a) Review the education outcomes of students in foster care, experiencing homelessness, or in or exiting juvenile rehabilitation facilities, by examining data, disaggregated by race and ethnicity, on:
(i) Kindergarten readiness, early grade reading and math, ninth grade students on track to graduate, high school completion, postsecondary enrollment, postsecondary completion, and other outcomes of students after high school; and
(ii) School attendance, school mobility, special education and other student support programs, and school discipline;
(b) Evaluate the outcomes, needs, and service array for students in foster care, experiencing homelessness, or in or exiting juvenile rehabilitation facilities, and the specific needs of students of color and students with special education needs;
(c) Engage stakeholders, including students in foster care, experiencing homelessness, or in or exiting juvenile rehabilitation facilities, foster parents and relative caregivers, birth parents, caseworkers, school districts and educators, early learning providers, postsecondary institutions, and federally recognized tribes, to provide input on the development of recommendations; and
(d)(i) Submit a report to the governor, the appropriate committees of the legislature, and the educational opportunity gap oversight and accountability committee by October 31, 2023, and annually thereafter until 2027, that identifies:
(A) Progress the state has made toward achieving education parity for students in foster care, experiencing homelessness, or in or exiting juvenile rehabilitation facilities; and
(B) Recommendations that can be implemented using existing resources, rules, and regulations, and those that would require policy, administrative, and resource allocation changes prior to implementation.
(ii) Reports required by (d) of this subsection may include findings and recommendations regarding the feasibility of developing a case study to examine or implement recommendations of the work group.
(4) The work group, in accordance with RCW 43.01.036, must submit a final report to the governor, the appropriate committees of the legislature, and the educational opportunity gap oversight and accountability committee by July 1, 2028. The final report must include the recommendations required by subsection (2) of this section and may include a plan for achieving the recommendations specified in subsection (2) of this section.
(5) To assist the work group in the completion of its duties, the following apply:
(a) The office of the superintendent of public instruction, department of children, youth, and families, the student achievement council, and the office of homeless youth prevention and protection programs of the department of commerce shall provide updated education data and other necessary data to the education data center established under RCW 43.41.400; and
(b) The education data center shall provide a report to the work group regarding education outcomes specified in subsection (3)(a)(i) and (ii) of this section by August 31, 2023, and annually thereafter until 2027. If state funds are not available to produce the reports, the work group may pursue supplemental private funds to fulfill the requirements of this subsection (5)(b).
(6) Nothing in this section permits disclosure of confidential information protected from disclosure under federal or state law, including but not limited to information protected under chapter 13.50 RCW. Confidential information received by the work group retains its confidentiality and may not be further disseminated except as permitted by federal and state law.
(7) The definitions in this subsection apply throughout this section unless the context clearly requires otherwise.
(a) "Students in foster care" means students who are the subject of a dependency proceeding as defined in RCW 28A.150.510.
(b) "Students experiencing homelessness" means students without a fixed, regular, and adequate nighttime residence in accordance with the definition of homeless children and youths in the federal McKinney-Vento homeless assistance act, 42 U.S.C. Sec. 11431 through 11435.
(c) "Students in or exiting juvenile rehabilitation facilities" means youth and postresident youth as those terms are defined in RCW 28A.190.005.
(8) This section expires December 31, 2028.
[ 2023 c 300 s 1; 2020 c 233 s 2.]
Notes:
Findings—Intent—2020 c 233: See note following RCW 74.13.1051.

catchline: Students in foster care, experiencing homelessness, or in or exiting juvenile rehabilitation facilities—Work group—Report. (Expires December 31, 2028.)


title: RCW 28A.300.545

text:
(1) The superintendent of public instruction shall develop a condensed compliance report form for second-class districts by August 1, 2011. The report form shall allow districts the option of indicating one of the following for each funded program:
(a) The district has complied or received a waiver approved by the state board of education or superintendent of public instruction;
(b) The district has not complied, accompanied by an explanation or the steps taken to comply; or
(c) The district has received a grant for less than half of a full-time equivalent instructional staff.
(2) The office of the superintendent of public instruction may conduct random audits of second-class districts that submit a condensed compliance report under RCW 28A.330.250. The purpose of the audit is to determine whether documentation exists to support a school district superintendent's condensed compliance report.
[ 2018 c 177 s 505; 2011 c 45 s 2.]
Notes:
Finding—Intent—2018 c 177: See note following RCW 28A.305.905.
Conflict with federal requirements—2011 c 45: See note following RCW 28A.330.250.

catchline: Condensed compliance report form—Audit of districts submitting condensed compliance report forms.


title: RCW 28A.300.550

text:
(1) The legislature finds that innovation schools accomplish the following objectives:
(a) Provide students and parents with a diverse array of educational options;
(b) Promote active and meaningful parent and community involvement and partnership with local schools;
(c) Serve as laboratories for educational experimentation and innovation;
(d) Respond and adapt to different styles, approaches, and objectives of learning;
(e) Hold students and educators to high expectations and standards; and
(f) Encourage and facilitate bold, creative, and innovative educational ideas.
(2) The office of the superintendent of public instruction shall develop basic criteria and a streamlined review process for identifying Washington innovation schools. Any public school, including those with institution of higher education partners, may be nominated by a community, organization, school district, institution of higher education, or through self-nomination to be designated as a Washington innovation school. If the office of the superintendent of public instruction finds that the school meets the criteria, the school shall receive a designation as a Washington innovation school. Within available funds, the office shall develop a logo, certificate, and other recognition strategies to encourage and highlight the accomplishments of innovation schools.
(3) The office of the superintendent of public instruction shall:
(a) Create a page on the office website to highlight examples of Washington innovation schools, including those with institution of higher education partners, that includes links to research literature and national best practices, as well as summary information and links to the websites of Washington innovation schools. The office is encouraged to offer an educational administrator intern the opportunity to create the web page as a project toward completion of his or her administrator certificate; and
(b) Publicize the Washington innovation school designation and encourage schools, communities, institutions of higher education, and school districts to access the website and create additional models of innovation.
[ 2011 c 202 s 2.]
Notes:
Finding—Intent—2011 c 202: "(1) The legislature finds that Washington has a long history of providing legal, financial, and political support for a wide range of innovative programs and initiatives and that these can and do operate successfully in public schools through the currently authorized governance structure of locally elected boards of directors of school districts.
(2) Examples of innovation schools can be found all across the state including, but not limited to:
(a) The Vancouver school of arts and academics that offers students beginning in sixth grade the opportunity to immerse themselves in the full range of the arts, including dance, music, theater, literary arts, visual arts, and moving image arts, as well as all levels of core academic courses;
(b) Thornton Creek elementary school in Seattle, an award-winning parent-initiated learning option based on the expeditionary learning outward bound model;
(c) The technology access foundation academy, a unique public-private partnership with the Federal Way school district that offers a rigorous and relevant curriculum through project-based learning, full integration of technology, and a small learning community intended to provide middle and high school students the opportunity for success in school and college;
(d) Talbot Hill elementary school in Renton, where students participate in a microsociety program that includes selecting a government, conducting business and encouraging entrepreneurialism, and providing community services such as banking, newspaper, post office, and courts;
(e) The Tacoma school of the arts, where sophomores through seniors form a cohesive, full-time learning community to study the full range of humanities, mathematics, science, and language as well as build a broad foundation in all forms of the arts, culminating with an in-depth senior arts project that showcases each student's talent and interest;
(f) The SPRINT program at Shaw middle school in Spokane, an alternative learning community for students in seventh and eighth grade proposed and created by a group of parents who wish to be very actively involved in their students' education;
(g) Puesta del sol elementary school in Bellevue, offering a diverse multicultural program and Spanish language immersion beginning in kindergarten;
(h) The Washington national guard youth challenge program operated in collaboration with the Bremerton school district that offers high-risk youth a rigorous and structured residential program that builds students' academic, social, and emotional skills, and physical fitness while providing up to one year of high school credits toward graduation;
(i) The Lincoln center program at Lincoln high school in Tacoma, an extended day program that has virtually eliminated the academic achievement gap and significantly boosted attendance and test scores for racially diverse, low-income, and highly mobile students;
(j) Delta high school, a science, technology, engineering, and math-focused school option for students in the Tri-Cities operating in cooperation with three school districts, the regional skill center, local colleges and universities, and the business community; and
(k) Aviation high school in the Highline school district, offering a project-based curriculum and learning environment centered on an aviation and aeronautics theme with strong business and community support.
(3) Therefore, the legislature intends to encourage additional innovation schools by disseminating information about current models and recognizing the effort and commitment that goes into their creation and operation." [ 2011 c 202 s 1.]


title: RCW 28A.300.555

text:
(1) The legislature finds that helping children to arrive at school ready to learn is an important part of improving student learning.
(2) To the extent funds are appropriated, the superintendent of public instruction shall award grants to community-based consortiums that submit comprehensive plans that include strategies to improve readiness to learn.
[ 2011 1st sp.s. c 32 s 11; 1993 c 336 s 901. Formerly RCW 70.190.040.]
Notes:
Transition plan—Report to the legislature—2011 1st sp.s. c 32: See note following RCW 70.305.005.
Findings—Intent—Part headings not law—1993 c 336: See notes following RCW 28A.150.210.
Findings—1993 c 336: See note following RCW 28A.150.210.

catchline: Finding—Grants to improve readiness to learn.


title: RCW 28A.300.560

text:
In addition to data on student enrollment in dual credit courses, the office of the superintendent of public instruction shall collect and post on the Washington state report card website the rates at which students earn college credit through a dual credit course, using the following criteria:
(1) Students who achieve a score of three or higher on an AP examination;
(2) Students who achieve a score of four or higher on an examination of the international baccalaureate diploma programme;
(3) Students who successfully complete a Cambridge advanced international certificate of education examination;
(4) Students who successfully complete a course through the college in the high school program under RCW 28A.600.287 and are awarded credit by the partnering institution of higher education;
(5) Students who satisfy the dual enrollment and class performance requirements to earn college credit through a career and technical education course; and
(6) Students who successfully complete a course through the running start program under RCW 28A.600.300 and are awarded credit by the institution of higher education.
[ 2022 c 75 s 3; 2021 c 71 s 3; 2013 c 184 s 4.]
Notes:
Findings—2013 c 184: See note following RCW 28A.320.195.

catchline: Data on college credit through dual credit courses—Posting on website.


title: RCW 28A.300.565

text:
Subject to funds appropriated specifically for this purpose, the office of the superintendent of public instruction shall allocate grants to school districts on a competitive basis for the purpose of implementing emergency response systems using evolving technology to expedite the response and arrival of law enforcement in the event of a threat or emergency at a school.
[ 2013 c 233 s 4.]

catchline: Grants to implement emergency response systems.


title: RCW 28A.300.570

text:
In support of reading and early literacy, the office of the superintendent of public instruction is responsible for:
(1) Continuing to work collaboratively with state and regional partners such as the department of children, youth, and families and the educational service districts to establish early literacy benchmarks and standards and to implement the Washington state comprehensive literacy plan;
(2) Disseminating research and information to school districts about evidence-based programs and practices in reading readiness skills, early literacy, and reading instruction;
(3) Within available funds and in partnership with the educational service districts, providing technical assistance to public schools implementing literacy curricula that meet the requirements of RCW 28A.230.025(2); and
(4) Developing, and periodically updating, a dyslexia handbook to be used as a reference for teachers and parents of students who display indications of, or areas of weakness associated with, dyslexia. The handbook must include guidelines for school districts to follow as they identify and provide services for students with dyslexia. Additionally, the handbook must provide school districts and parents with information regarding the state's relevant statutes and their relation to federal special education laws, as well as parental support resources. The handbook must be posted on the website of the office of the superintendent of public instruction.
[ 2026 c 190 s 7; 2018 c 58 s 29; 2013 2nd sp.s. c 18 s 101.]
Notes:
Findings—Intent—2026 c 190: See note following RCW 28A.230.025.
Effective date—2018 c 58: See note following RCW 28A.655.080.
Application—Enforcement of laws protecting health and safety—2013 2nd sp.s. c 18: See note following RCW 28A.600.022.

catchline: Support of reading and early literacy.


title: RCW 28A.300.575

text:
(1) The Washington state seal of biliteracy is established to recognize public high school graduates who have attained a high level of proficiency in English and in one or more world languages other than English. Beginning with the 2025-26 school year, school districts shall award the seal of biliteracy to graduating high school students who meet the criteria established by the office of the superintendent of public instruction under this section. School districts shall place a notation on a student's high school diploma and high school transcript indicating that the student has earned the seal of biliteracy.
(2)(a) The office of the superintendent of public instruction shall adopt rules establishing criteria for award of the Washington state seal of biliteracy.
(b) The criteria must require a student to demonstrate both:
(i) Proficiency in English by meeting state high school graduation requirements in English, including through state assessments and credits; and
(ii)(A) Except as provided in (b)(ii)(B) of this subsection (2), proficiency in speaking, reading, and writing one or more world languages other than English.
(B) For a world language other than English that is an unwritten language, the criteria must only require a student to demonstrate proficiency in speaking the unwritten language.
(c)(i) Except as provided in (c)(ii) of this subsection (2), the criteria must permit a student to demonstrate proficiency in a world language other than English through multiple methods including nationally or internationally recognized language proficiency tests and competency-based world language credits awarded under the model policy adopted by the Washington state school directors' association.
(ii) For a world language other than English that is an indigenous language, the criteria must specify that only a sovereign tribal government may certify a student as proficient in the language of the tribe.
(3) The office of the superintendent of public instruction shall provide students with access to methods for the student to demonstrate proficiency in less commonly taught or assessed languages at a cost that is not higher than that of assessing commonly taught or assessed languages.
(4) This section governs school operation and management under RCW 28A.710.040 and 28A.715.020 and applies to charter schools established under chapter 28A.710 RCW and state-tribal education compact schools subject to chapter 28A.715 RCW.
(5) For the purposes of this section, "world language other than English" has the same meaning as in RCW 28A.300.577.
[ 2024 c 202 s 4; 2014 c 102 s 2.]
Notes:
Findings—Intent—2024 c 202: See note following RCW 28A.300.577.
Findings—Intent—2014 c 102: "(1) The legislature finds that:
(a) The study of world languages in elementary and secondary schools should be encouraged because it contributes to students' cognitive development and to the national economy and security;
(b) Proficiency in multiple languages enables Washington to participate more effectively in the current global political, social, and economic context;
(c) The benefits to employers of having employees who are fluent in more than one language are clear: Increased access to expanding markets, better service of customers' needs, and expanded trading opportunities with other countries; and
(d) Protecting the state's rich heritage of multiple cultures and languages, as well as building trust and understanding across the multiple cultures and languages of diverse communities, requires multilingual communication skills.
(2) Therefore, the legislature's intent is to promote and recognize linguistic proficiency and cultural literacy in one or more world languages in addition to English through the establishment of a Washington state seal of biliteracy." [ 2014 c 102 s 1.]

catchline: Washington state seal of biliteracy.


title: RCW 28A.300.577

text:
(1) The office of the superintendent of public instruction shall administer a grant program to support school districts and state-tribal education compact schools establishing and expanding dual language education.
(a) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction must award grants to school districts and state-tribal education compact schools applying to: (i) Establish a dual language education program that begins in kindergarten; or (ii) expand an established dual language education program.
(b) The office of the superintendent of public instruction must identify criteria for awarding the grants, evaluate applicants, and award grant money. Establishment grants must be prioritized to schools in the educational opportunity gap, with the first priority to schools with over 50 percent students of color.
(c) Recipients of the grants awarded under this subsection (1) must: (i) Convene an advisory board to guide the development and continuous improvement of the dual language education program, including addressing enrollment considerations and staff hiring; (ii) prioritize offering the program in the language that the majority of its English learner students speak; (iii) conduct outreach to the community; and (iv) submit data to the office of the superintendent of public instruction identifying which grade levels and which courses are part of the dual language education program and which students are enrolled in those courses. Grant recipients must actively recruit to the advisory board parents of English learner students and current or former English learner students, with a goal of filling at least half of the advisory board seats with these individuals; the other members of the advisory board must represent teachers, students, school leaders, governing board members, and community-based organizations that support English learners.
(2) The office of the superintendent of public instruction shall develop a program to support tribal language education. The office of Native education within the office of the superintendent of public instruction shall provide school districts and state-tribal education compact schools with guidance, technical assistance, and statewide leadership and support.
(a) The office of Native education within the office of the superintendent of public instruction shall administer a grant program to support school districts and state-tribal education compact schools establishing and expanding tribal language education programs.
(b) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction must award grants to school districts to: (i) Establish a tribal language education program; or (ii) expand an established tribal language education program.
(c) The office of Native education within the office of the superintendent of public instruction must identify criteria for awarding the grants, evaluate applicants, and award grant money.
(d) Recipients of the grants awarded under this subsection (2) must submit data to the office of the superintendent of public instruction identifying which students are enrolled in tribal language education programs.
(e) The office of Native education within the office of the superintendent of public instruction shall convene biannually up to 20 tribal language educators to develop and share best practices, resources, and knowledge.
(3) The office of the superintendent of public instruction must provide technical assistance and support related to the establishment, implementation, and expansion of dual language education and tribal language education programs.
(4) The office of the superintendent of public instruction may adopt rules under chapter 34.05 RCW for school districts and state-tribal education compact schools to establish, implement, and expand dual language education and tribal language education programs.
(5) The definitions in this subsection apply throughout this section unless the context clearly requires otherwise.
(a) "Dual language education" means an instructional model in which public school students are taught subject matter in both English and a world language other than English. "Dual language education" includes heritage language education, in which students develop and maintain grade level literacy and language use in the language of their communities, homes, and families.
(b) "Tribal language education" means the revitalization of and instruction in tribal languages in public schools, developed in consultation with Washington's federally recognized tribes and federally recognized tribes with reserved treaty rights in Washington, and provided by a certificated teacher with a Washington state first peoples' language, culture, and oral tribal traditions endorsement established under RCW 28A.410.045.
(c) "World language other than English" includes sign languages, for example American sign language, and indigenous languages.
[ 2024 c 202 s 2.]
Notes:
Findings—Intent—2024 c 202: "(1) The legislature finds that a multilingual, multiliterate education will benefit all Washington students. A multilingual, multiliterate student body is better prepared to enter a global job market, has developed cognitive skills unique to working within two or more languages, and can build cohesive communities across the state while sharing, celebrating, and strengthening individual cultural ties.
(2) The legislature finds that school districts across the state are demonstrating readiness to develop dual language education programs, and that requests for current grant funding consistently surpass available dollars.
(3) The legislature recognizes that English learners benefit from specific instructional models and supports to thrive in public schools, and that dual language education is the best instructional model for providing those supports.
(4) The legislature finds that Washington has a special duty to honor tribal sovereignty and a duty to serve American Indian and Alaska Native students. The legislature recognizes that centuries of colonial educational practices aimed at [the] destruction of tribal communities and cultures has resulted in intergenerational trauma that continues to negatively impact American Indian and Alaska Native learners, and that state investment in tribal language education programs in schools serving students in kindergarten through 12th grade will move all Washingtonians forward together in addressing and healing those wounds.
(5) The legislature intends to establish a comprehensive approach to support and expand dual language education and tribal language education in Washington. It is the goal of the legislature to annually fund at least 10 new dual language education programs that begin in kindergarten, so that all school districts that want to may offer a program by 2040." [ 2024 c 202 s 1.]

catchline: Dual and tribal language education programs—Grants and further support—Rules—Definitions.


title: RCW 28A.300.578

text:
Beginning with the 2025-26 school year, the office of the superintendent of public instruction shall provide school districts and state-tribal education compact schools with program guidance, technical assistance, and professional learning to serve American Indian and Alaska Native students with appropriate, culturally affirming literacy supports.
[ 2024 c 202 s 8.]
Notes:
Findings—Intent—2024 c 202: See note following RCW 28A.300.577.

catchline: Literacy supports—American Indian and Alaska Native students.


title: RCW 28A.300.580

text:
(1) The office of the superintendent of public instruction and the office of the education ombuds shall post information on the agency's website regarding the phone interpretation vendors on contract with the state of Washington, including contact information.
(2) School districts are encouraged to use the phone interpretation services addressed in subsection (1) of this section to communicate with student's parents, legal guardians, and family members who have limited English proficiency.
[ 2014 c 150 s 4.]

catchline: Phone interpretation services—Posting vendor information on website.


title: RCW 28A.300.585

text:
Beginning in the 2015-16 school year, the office of the superintendent of public instruction shall adopt computer science learning standards developed by a nationally recognized computer science education organization.
[ 2015 1st sp.s. c 3 s 1.]
Notes:

catchline: Computer science learning standards.


title: RCW 28A.300.587

text:
Beginning June 30, 2020, and by each June 30th thereafter, each school district shall submit to the office of the superintendent of public instruction, and the office of the superintendent of public instruction shall post conspicuously on its website, a report for the preceding academic year that must include, but is not limited to, the following:
(1) The total number of computer science courses offered in each school and whether these courses are advanced placement classes;
(2) The number and percentage of students who enrolled in a computer science program, disaggregated by:
(a) Gender;
(b) Race and ethnicity;
(c) Special education status;
(d) English language learner status;
(e) Eligibility for the free and reduced-price lunch program; and
(f) Grade level; and
(3) The number of computer science instructors at each school, disaggregated by:
(a) Certification, if applicable;
(b) Gender; and
(c) Highest academic degree.
[ 2019 c 27 s 2.]
Notes:
Findings—2019 c 27: "The legislature finds that to close the gender gap in computer science fields, it is important that computer science student participation rates are incorporated into the existing reporting infrastructure at the office of the superintendent of public instruction. The legislature finds that it is critical to track the gender and demographic composition of computer science course takers as well as the specific courses that they are taking. Grade level, socioeconomic, and distinctive factors should be included to establish a clear baseline of current student participation and identify areas for student participation improvement." [ 2019 c 27 s 1.]

catchline: Computer science report.


title: RCW 28A.300.590

text:
(1) As used in this section, "outcome" or "outcomes" means measuring the differences in high school graduation rates and postsecondary enrollment between youth served by the education coordination program described in this section and those who would have otherwise been eligible for the program, but were not served by the program.
(2) To the extent funds are appropriated for this purpose, the department of social and health services must contract with the office of the superintendent of public instruction, which in turn must contract with at least one nongovernmental entity to administer a program of education coordination for youth, kindergarten through twelfth grade, who are dependent pursuant to chapter 13.34 RCW. The office of the superintendent of public instruction shall, in consultation with the department of social and health services, comply with all requirements necessary to maximize federal reimbursement for the program of education coordination for youth. The contract between the office of the superintendent of public instruction and the nongovernmental entity must be outcome driven with a stated goal of reducing educational barriers to youth success. The selected nongovernmental entity or entities must engage in a public-private partnership with the office of the superintendent of public instruction and are responsible for raising a portion of the funds needed for service delivery, administration, and evaluation.
(3) The nongovernmental entity or entities selected by the office of the superintendent of public instruction must have demonstrated success in working with foster care youth and assisting foster care youth in receiving appropriate educational services, including enrollment, accessing school-based services, reducing out-of-school discipline interventions, and attaining high school graduation.
(4) The selected nongovernmental entity or entities must provide services to support individual youth upon a referral by a social worker with the department of social and health services, school staff, or a nongovernmental agency. The selected nongovernmental entity or entities may be colocated in the offices of the department of social and health services to provide timely consultation and in-service training. These entities must have access to all paper and electronic education records and case information pertinent to the educational planning and services of youth referred and are subject to RCW 13.50.010 and 13.50.100.
(5) The selected nongovernmental entity or entities must report outcomes semiannually to the office of the superintendent of public instruction and the department of social and health services beginning December 1, 2016.
[ 2016 c 71 s 3.]
Notes:
Intent—2016 c 71: "The Washington state legislature has long acknowledged that youth impacted by the foster care system experience among the worst high school graduation and postsecondary completion outcomes compared to any other population of youth. Over the last decade, legislative leadership has sparked innovation and development of an array of services to improve educational outcomes. The legislature intends to powerfully leverage that past experience to establish a set of comprehensive strategies that are evidence-based, more coordinated, intensive, and intentional in order to proactively support youth to complete high school and successfully implement their own plans for their future.
The goals of this effort are threefold:
(1) To make Washington number one in the nation for foster care graduation rates;
(2) To make Washington number one in the nation for foster care enrollment in postsecondary education; and
(3) To make Washington number one in the nation for foster care postsecondary completion." [ 2016 c 71 s 1.]

catchline: Educational outcomes—Program of education for dependent youth—Responsibilities of department of social and health services, superintendent of public instruction, and nongovernmental entity—Reports.


title: RCW 28A.300.592

text:
(1) As used in this section, "outcome" or "outcomes" means measuring the differences in high school graduation rates and postsecondary enrollment and completion between youth served by the programs described in this section, and those who would have otherwise been eligible for the programs, but were not served by the programs.
(2) To the extent funds are appropriated for this purpose, the office of the superintendent of public instruction must contract with at least one nongovernmental entity to improve the educational outcomes of students at two sites by providing individualized education services and monitoring and supporting dependent youths' completion of educational milestones, remediation needs, and special education needs. The selected nongovernmental entity must engage in a public-private partnership with the office of the superintendent of public instruction and is responsible for raising a portion of the funds needed for service delivery, administration, and evaluation.
(3) One of the sites described in subsection (2) of this section shall be the site previously selected by the department of social and health services pursuant to the 2013-2015 omnibus appropriations act, section 202(10), chapter 4, Laws of 2013 2nd sp. sess. to the extent private funds are available. The previously selected site will expand to include the entire county in which it is currently located, subject to the availability of private funds. The second site established under this section must be implemented after July 1, 2016. The office of the superintendent of public instruction and the nongovernmental entity or entities at the original site shall consult with the department of social and health services and then collaboratively select the second site. This site should be a school district or group of school districts with a significant number of students who are dependent pursuant to chapter 13.34 RCW.
(4) The purpose of the programs at both sites is to improve the educational outcomes of students who are dependent pursuant to chapter 13.34 RCW by providing individualized education services and supporting dependent youths' completion of educational milestones, remediation needs, and special education needs.
(5) The entity or entities at these sites must facilitate the educational progress, high school completion, and postsecondary plan initiation of eligible youth. The contract with the entity or entities must be outcome driven with a stated goal of improving the graduation rates and postsecondary plan initiation of foster youth by two percent per year over five school year periods. The baseline for measurement for the existing site was established in the 2013-14 school year, and this baseline remains applicable through the 2018-19 school year. Any new site must establish its baseline at the end of the first year of service provision, and this baseline must remain applicable for the next five school year periods.
(6) Services provided by the nongovernmental entity or entities must include:
(a) Advocacy for foster youth to eliminate barriers to educational access and success;
(b) Consultation with schools and the department of children, youth, and families caseworkers to develop educational plans for and with participating youth;
(c) Monitoring education progress and providing interventions to improve attendance, behavior, and course performance of participating youth;
(d) Facilitating age-specific developmental and logistical tasks to be accomplished for high school and postsecondary success;
(e) Facilitating the participation of youth with school and local resources that may assist in educational access and success; and
(f) Coordinating youth, caregivers, schools, and social workers to advocate to support youth progress in the educational system.
(7) The contracted nongovernmental entity or entities must report site outcomes to the office of the superintendent of public instruction and the department of children, youth, and families semiannually.
(8) The department of children, youth, and families must proactively refer all eligible students thirteen years of age or older, within the site areas, to the contractor for educational services. Youth eligible for referral are dependent pursuant to chapter 13.34 RCW, are age thirteen through twenty-one years of age, are not currently served by services under RCW 28B.77.250, and remain eligible for continuing service following fulfillment of the permanent plan and through initiation of a postsecondary plan. After high school completion, services are concluded within a time period specified in the contract to pursue engagement of continuing postsecondary support services provided by local education agencies, postsecondary education, community-based programs, or the passport to college promise program.
(9) The selected nongovernmental entity or entities may be colocated in the offices of the department of children, youth, and families to provide timely consultation. These entities must be provided access to all paper and electronic education records and case information pertinent to the educational planning and services of youth referred and are subject to RCW 13.50.010 and 13.50.100.
[ 2018 c 58 s 63; 2016 c 71 s 4.]
Notes:
Effective date—2018 c 58: See note following RCW 28A.655.080.
Intent—2016 c 71: See note following RCW 28A.300.590.

catchline: Educational outcomes—On-site individualized education services for dependent students—Public-private partnership—Reports.


title: RCW 28A.300.606

text:
(1) The superintendent of public instruction, in consultation with the paraeducator board created in RCW 28A.413.020 and the professional educator standards board, shall design a training program for teachers and administrators as it relates to their role working with paraeducators. Teacher training must include how to direct a paraeducator working with students in the paraeducators' classroom. Administrator training must include how to supervise and evaluate paraeducators.
(2) Subject to the availability of amounts appropriated for this specific purpose, the training program designed under subsection (1) of this section must be made available to public schools, school districts, and educational service districts.
[ 2017 c 237 s 13.]

catchline: Teacher and administrator professional learning—Working with paraeducators.


title: RCW 28A.300.615

text:
(1) By October 1st of each year, a school district must report to the office of the superintendent of public instruction:
(a) The number of substitute teachers hired per school year;
(b) The number of hours worked by each substitute teacher;
(c) The number of substitute teachers that received benefits under the school employees' benefits board;
(d) The full daily compensation rate per substitute teacher; and
(e) The reason for hiring the substitute teacher.
(2) By January 1st of each year, the office of the superintendent of public instruction must post on its website the information identified in subsection (1) of this section.
[ 2020 c 8 s 3; 2016 c 233 s 8.]
Notes:
Effective date—2020 c 8: See note following RCW 41.05.744.

catchline: Substitute teachers—Hiring and compensation reporting.


title: RCW 28A.300.620

text:
(1) In fiscal year 2017, the office of the superintendent of public instruction, in collaboration with the professional educator standards board and institutions of higher education with professional educator standards board-approved teacher preparation programs, shall develop mentor training program goals, and shall post the goals on its website.
(2) The office of the superintendent of public instruction is encouraged to develop professional development curricula aligned with the mentor training program goals required under this section. The purpose of this [these] curricula is to standardize mentorship training statewide in order to develop high quality mentors.
[ 2016 c 233 s 12.]

catchline: Mentor training program goals—Professional development curricula.


title: RCW 28A.300.630

text:
(1) Subject to the availability of amounts appropriated for this specific purpose, the superintendent of public instruction shall establish a school safety center as provided in this section.
(2) The center, working in conjunction with the regional school safety centers established in RCW 28A.310.510, forms a statewide network for school safety.
(3) The center, in collaboration with staff in the office of the superintendent of public instruction, must:
(a) Serve as a clearinghouse for information regarding comprehensive school safety planning and practice;
(b) Disseminate information regarding school safety incidents in Washington and across the country;
(c) Develop and maintain a public website to increase the availability of information, research, and other materials related to school safety;
(d) Serve as the lead school safety center, and work in conjunction with the regional school safety centers, to support school districts' efforts to meet state requirements regarding school safety including the development and implementation of:
(i) Comprehensive safe school plans as required by RCW 28A.320.125; and
(ii) Plans for recognition, initial screening, and response to emotional or behavioral distress in students as required by RCW 28A.320.127;
(e) Develop model school safety policies and procedures and identify best practices in school safety, including how substitute teachers and other temporary employees receive necessary information about school safety policies and procedures;
(f) Work in conjunction with the regional school safety centers to plan for the provision of school safety trainings and to provide technical assistance;
(g) Hold an annual school safety summit as required by RCW 28A.300.273;
(h) Support the required activities of the regional school safety centers, established in RCW 28A.310.510; and
(i) Perform other functions consistent with the purpose of the center, as described in this section.
[ 2024 c 21 s 2; 2019 c 333 s 2.]
Notes:
Findings—Intent—2019 c 333: "(1) The legislature recognizes that school safety supports effective teaching and learning by creating and promoting a physically, emotionally, socially, behaviorally, and academically secure climate for students, staff, and visitors. Keeping a school safe involves planning for the prevention of, intervention in, mitigation of, protection from, response to, and recovery from various natural, physical, social, emotional, biological, and technological threats and trauma to an individual, the school, and the community.
(2) The legislature has taken steps over the years to improve the safety of public school students by, for example: (a) Requiring schools and school districts to have school safety plans in place; (b) requiring school districts to have plans for recognition, initial screening, and response to emotional or behavioral distress in students, including indicators of possible substance abuse, violence, youth suicide, and sexual abuse; (c) requiring the use of a statewide first responder building mapping information system; (d) requiring school districts to adopt policies and procedures to prevent harassment, intimidation, and bullying, including cyberbullying; and (e) prohibiting firearms and other dangerous weapons on school premises.
(3) The legislature finds that many school districts need additional supports to keep their schools safe. The legislature intends to establish a statewide network of the structural components necessary to enhance student safety in schools so that students have a sense of well-being and can focus on learning. This network, or system, of comprehensive school safety supports is based on the work of the state school safety center, which supports the regional school safety centers at each educational service district. The regional school safety centers, in collaboration with community school safety stakeholders, support the efforts of the local school districts and schools to bring best practices in school safety to every school and classroom in the state. The school safety and student well-being advisory committee provides ongoing advice to the state and regional school safety centers, as well as public and private schools. The state and regional school safety centers, together with the school safety and student well-being advisory committee, bring together caring adults, including those who work directly with students every day, to define school safety problems at the state and local levels and identify solutions to those problems, such as creating needed programs and identifying necessary supports. Creating a system of comprehensive school safety supports will maximize the use of state and local resources so that every student can attend a school with a safe, healthy, and supportive learning environment." [ 2019 c 333 s 1.]
Intent—2019 c 333: See note following RCW 28A.320.124.

catchline: School safety center.


title: RCW 28A.300.635

text:
(1) The school safety and student well-being advisory committee is established within the office of the superintendent of public instruction. The purpose of the committee is to advise the superintendent, the office of the superintendent of public instruction's school safety center, the regional school safety centers, school districts, and public and private schools on all matters related to comprehensive school safety and student well-being.
(2) The superintendent of public instruction must appoint the members of the committee. The members must represent the following sectors, agencies, and organizations, at a minimum: The various state education associations, including teachers associations, the association of colleges for teacher education, and associations for educational staff associates; the educational service districts; the state ethnic commissions; the governor's office of Indian affairs; parent organizations; student organizations; private schools; emergency management; behavioral health; public health; law enforcement; and emergency first responders.
(3) The committee shall:
(a) Make recommendations to those it advises on policies and strategies to improve school safety and student well-being;
(b) Identify emerging issues and best practices for consideration and implementation, particularly as these relate to the integration of student well-being and school safety;
(c) Establish priorities for training, funding, statewide data collection, and other forms of support for students, schools, and school districts;
(d) Engage the public on school safety and student well-being; and
(e) Perform other duties as required by law.
(4) By November 15, 2020, and by November 15th every even year thereafter, and in compliance with RCW 43.01.036, the committee must coordinate with the office of the superintendent of public instruction's school safety center to submit a report to the appropriate committees of the legislature. The report must summarize the committee's activities during the past biennium, include recommended state policies and strategies for improving school safety and student well-being, provide an estimate of the cost to implement each recommendation, and prioritize the recommendations.
(5) Staff support for the committee must be provided by the office of the superintendent of public instruction.
(6) The committee must meet at least quarterly.
(7) Members are not entitled to be reimbursed for travel expenses if they are elected officials or are participating on behalf of an employer, governmental entity, or other organization. Any reimbursement for other members is subject to chapter 43.03 RCW.
[ 2019 c 333 s 4.]
Notes:
Findings—Intent—2019 c 333: See note following RCW 28A.300.630.
Intent—2019 c 333: See note following RCW 28A.320.124.

catchline: School safety and student well-being advisory committee.


title: RCW 28A.300.640

text:
(1) The Washington state school directors' association, in collaboration with the office of the superintendent of public instruction, shall develop a model policy and procedure to establish a school-based threat assessment program that meets the requirements of RCW 28A.320.123. The model policy and procedure must be posted on the website of the state school safety center, established in RCW 28A.300.630, by January 1, 2020.
(2) In developing the model policy and procedure, the Washington state school directors' association and the office of the superintendent of public instruction must:
(a) Consult with the school safety and student well-being advisory committee, established under RCW 28A.300.635, and other organizations with expertise in school safety, behavioral health, the rights of students with disabilities, and protecting civil liberties; and
(b) Consider multilevel threat assessment programs implemented in schools in Washington.
[ 2019 c 333 s 6.]
Notes:
Findings—Intent—2019 c 333: See note following RCW 28A.300.630.
Intent—2019 c 333: See note following RCW 28A.320.124.

catchline: School-based threat assessment program—Model policy and procedure.


title: RCW 28A.300.645

text:
(1) Subject to the availability of amounts appropriated for this specific purpose, in order to ensure that public schools and school districts are meeting the requirements of RCW 28A.320.125 relating to comprehensive safe school plans, RCW 28A.320.127 related to plans for recognition, initial screening, and response to emotional or behavioral distress in students, and RCW 28A.320.123 relating to school-based threat assessment programs, the superintendent of public instruction shall monitor these programs no less than once every five years.
(2) The superintendent of public instruction must consult with interested stakeholders to develop data collection and submission requirements for school districts as they relate to RCW 28A.320.125 relating to comprehensive safe school plans, RCW 28A.320.127 related to plans for recognition, initial screening, and response to emotional or behavioral distress in students, and RCW 28A.320.123 relating to school-based threat assessment programs.
(3) By December 1, 2020, and in compliance with RCW 43.01.036, the office of the superintendent of public instruction must report to the appropriate committees of the legislature regarding the office's plans for data collection and monitoring under this section and describing any implementation issues that could be fixed through legislation.
(4) The superintendent of public instruction may adopt rules under chapter 34.05 RCW to implement this section.
[ 2019 c 333 s 7.]
Notes:
Findings—Intent—2019 c 333: See note following RCW 28A.300.630.
Intent—2019 c 333: See note following RCW 28A.320.124.

catchline: Monitoring and data collection—Comprehensive safe school plans, student distress, and school-based threat assessment programs.


title: RCW 28A.300.650

text:
(1) Subject to the availability of amounts appropriated for this specific purpose, by January 1, 2020, the state school safety center, established in RCW 28A.300.630, in collaboration with the school safety and student well-being advisory committee, established in RCW 28A.300.635, and law enforcement entities interested in providing training to school resource officers, shall identify and make publicly available training materials that are consistent with the requirements in RCW 28A.320.124.
(2)(a) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction must establish and implement a grant program to fund training for school resource officers as described in RCW 28A.320.124. Eligible grantees include school districts, educational service districts, law enforcement agencies, and law enforcement training organizations. Training under this section may be developed by schools in partnership with local law enforcement and organizations that have expertise in topics such as juvenile brain development; restorative practices or restorative justice; social-emotional learning; civil rights; and student rights, including free speech and search and seizure. This training may be provided by the criminal justice training commission.
(b) By December 1st of each year the program is funded, the office of the superintendent of public instruction must submit an annual report to the governor and appropriate committees of the legislature on the program.
[ 2019 c 333 s 13.]
Notes:
Findings—Intent—2019 c 333: See note following RCW 28A.300.630.
Intent—2019 c 333: See note following RCW 28A.320.124.

catchline: School resource officer training—Materials—Grant program—Report.