title: RCW 28A.230.070

text:
(1) The life-threatening dangers of acquired immunodeficiency syndrome (AIDS) and its prevention shall be taught in the public schools of this state. AIDS prevention education shall be limited to the discussion of the life-threatening dangers of the disease, its spread, and prevention. Students shall receive such education at least once each school year beginning no later than the fifth grade.
(2) Each district board of directors shall adopt an AIDS prevention education program which is developed in consultation with teachers, administrators, parents, and other community members including, but not limited to, persons from medical, public health, and mental health organizations and agencies so long as the curricula and materials developed for use in the AIDS education program either (a) are the model curricula and resources under subsection (3) of this section, or (b) are developed by the school district and approved for medical accuracy by the office on AIDS established in *RCW 70.24.250. If a district elects to use curricula developed by the school district, the district shall submit to the office on AIDS a copy of its curricula and an affidavit of medical accuracy stating that the material in the district-developed curricula has been compared to the model curricula for medical accuracy and that in the opinion of the district the district-developed materials are medically accurate. Upon submission of the affidavit and curricula, the district may use these materials until the approval procedure to be conducted by the office of AIDS has been completed.
(3) Model curricula and other resources available from the superintendent of public instruction may be reviewed by the school district board of directors, in addition to materials designed locally, in developing the district's AIDS education program. The model curricula shall be reviewed for medical accuracy by the office on AIDS established in *RCW 70.24.250 within the department of social and health services.
(4) Each school district shall, at least one month before teaching AIDS prevention education in any classroom, conduct at least one presentation during weekend and evening hours for the parents and guardians of students concerning the curricula and materials that will be used for such education. The parents and guardians shall be notified by the school district of the presentation and that the curricula and materials are available for inspection. No student may be required to participate in AIDS prevention education if the student's parent or guardian, having attended one of the district presentations, objects in writing to the participation.
(5) The office of the superintendent of public instruction with the assistance of the office on AIDS shall update AIDS education curriculum material as newly discovered medical facts make it necessary.
(6) The curriculum for AIDS prevention education shall be designed to teach students which behaviors place a person dangerously at risk of infection with the human immunodeficiency virus (HIV) and methods to avoid such risk including, at least:
(a) The dangers of drug abuse, especially that involving the use of hypodermic needles; and
(b) The dangers of sexual intercourse, with or without condoms.
(7) The program of AIDS prevention education shall stress the life-threatening dangers of contracting AIDS and shall stress that abstinence from sexual activity is the only certain means for the prevention of the spread or contraction of the AIDS virus through sexual contact. It shall also teach that condoms and other artificial means of birth control are not a certain means of preventing the spread of the AIDS virus and reliance on condoms puts a person at risk for exposure to the disease.
[ 1994 c 245 s 7; 1988 c 206 s 402. Formerly RCW 28A.05.055.]
Notes:
*Reviser's note: RCW 70.24.250 was repealed by 2020 c 76 s 22.
Effective date—1988 c 206 ss 402 and 403: "Sections 402 and 403 of this act shall take effect July 1, 1988." [ 1988 c 206 s 404.]

catchline: AIDS education in public schools—Limitations—Program adoption—Model curricula—Student's exclusion from participation.


doc_type: statute

jurisdiction: wa

title: RCW 28A.230.080

text:
(1) Every school district board of directors shall develop a written policy regarding the district's role and responsibility relating to the prevention of child abuse and neglect.
(2) Every school district shall, within the resources available to it: (a) Participate in the primary prevention program established under RCW 28A.300.160; (b) develop and implement its own child abuse and neglect education and prevention program; or (c) continue with an existing local child abuse and neglect education and prevention program.
[ 1990 c 33 s 238; 1987 c 489 s 6. Formerly RCW 28A.58.255.]
Notes:
Intent—1987 c 489: See note following RCW 28A.300.150.

license: public-domain-government-work

rule_set: Revised Code of Washington

catchline: Prevention of child abuse and neglect—Written policy—Participation in and establishment of programs.

code: rcw

unit: section

court: Washington State Legislature


title: RCW 28A.230.085

text:
Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall make the curriculum included under RCW 28A.300.160(1)(b) available on its website.
[ 2018 c 64 s 4.]
Notes:
Findings—Intent—2018 c 64: See note following RCW 28A.300.160.

catchline: Curriculum for prevention of sexual abuse on superintendent's website.


title: RCW 28A.230.090

text:
(1) In accordance with statutory authority of the state board of education provided in RCW 28A.305.130(4), the state board of education shall establish high school graduation requirements or equivalencies for students, except as provided in RCW 28A.230.122 and 28A.230.710 and except those equivalencies established by local high schools or school districts under RCW 28A.230.097.
(2)(a) The state board of education shall adopt rules to implement the career and college ready graduation requirement proposal adopted under board resolution on November 10, 2010, and revised on January 9, 2014, to take effect beginning with the graduating class of 2019 or as otherwise provided in this subsection (2). The rules must include authorization for a school district to waive up to two credits for individual students based on a student's circumstances, provided that none of the waived credits are identified as mandatory core credits by the state board of education. School districts must adhere to written policies authorizing the waivers that must be adopted by each board of directors of a school district that grants diplomas. The rules must also provide that the content of the third credit of mathematics and the content of the third credit of science may be chosen by the student based on the student's interests and high school and beyond plan with agreement of the student's parent or guardian or agreement of the school counselor or principal, or as provided in RCW 28A.230.300(4).
(b) School districts may apply to the state board of education for a waiver to implement the career and college ready graduation requirement proposal beginning with the graduating class of 2020 or 2021 instead of the graduating class of 2019. In the application, a school district must describe why the waiver is being requested, the specific impediments preventing timely implementation, and efforts that will be taken to achieve implementation with the graduating class proposed under the waiver. The state board of education shall grant a waiver under this subsection (2)(b) to an applying school district at the next subsequent meeting of the board after receiving an application.
Graduation requirements established by the state board of education may not obligate students to complete a culminating project as a graduation prerequisite.
(3) In accordance with the duties required by subsection (1) of this section, the state board of education shall also:
(a) Periodically reevaluate the graduation requirements and shall report such findings to the legislature in a timely manner as determined by the state board of education;
(b) Reevaluate the graduation requirements for students enrolled in vocationally intensive and rigorous career and technical education programs, particularly those programs that lead to a certificate or credential that is state or nationally recognized. The purpose of the evaluation is to ensure that students enrolled in these programs have sufficient opportunity to complete the program and earn the program's certificate or credential, and complete other state and local graduation requirements; and
(c) Forward any proposed changes to graduation requirements to the education committees of the legislature for review. The legislature shall have the opportunity to act during a regular legislative session before proposed changes may be adopted by rule of the state board of education. Changes that have a fiscal impact on school districts, as identified by a fiscal analysis prepared by the office of the superintendent of public instruction, may take effect only if authorized and funded through the omnibus appropriations act or other enacted legislation.
[ 2024 c 66 s 2; 2023 c 271 s 2; 2021 c 307 s 2; 2020 c 307 s 6; (2020 c 7 s 11 expired July 31, 2020); 2019 c 252 s 103; 2018 c 229 s 1; 2017 3rd sp.s. c 31 s 4; 2016 c 162 s 2; 2014 c 217 s 202; 2011 c 203 s 2. Prior: 2009 c 548 s 111; 2009 c 223 s 2; 2006 c 114 s 3; 2005 c 205 s 3; 2004 c 19 s 103; 1997 c 222 s 2; 1993 c 371 s 3; prior: 1992 c 141 s 402; 1992 c 60 s 1; 1990 1st ex.s. c 9 s 301; 1988 c 172 s 1; 1985 c 384 s 2; 1984 c 278 s 6. Formerly RCW 28A.05.060.]
Notes:
Intent—2023 c 271: See note following RCW 28A.230.215.
Intent—Conflict with federal requirements—2020 c 307: See notes following RCW 28B.77.290.
Expiration date—2020 c 7 s 11: "Section 11 of this act expires July 31, 2020." [ 2020 c 7 s 12.]
Conflict with federal requirements—Effective date—2020 c 7: See notes following RCW 50.16.100.
Intent—2019 c 252: See note following RCW 28A.230.710.
Effective date—2017 3rd sp.s. c 31: See note following RCW 28A.305.130.
Finding—Intent—2014 c 217: See note following RCW 28A.150.220.
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.
Finding—2009 c 223: "The legislature finds that although the United States has long exemplified democratic practice to the rest of the world, we ought not to neglect it at home. Two-thirds of our nation's twelfth graders scored below proficient on the last national civics assessment, and fewer than ten percent could list two ways that a democracy benefits from citizen participation. A healthy democracy depends on the participation of citizens. But participation is learned behavior, and in recent years civic learning has been pushed aside. Preparation for citizenship is as important as preparation for college and a career, and should take its place as a requirement for receiving a high school diploma." [ 2009 c 223 s 1.]
Finding—Intent—2006 c 114: See note following RCW 28A.230.097.
Intent—Findings—2005 c 205: See note following RCW 28A.320.170.
Part headings and captions not law—2004 c 19: "Part headings and captions used in this act are not any part of the law." [ 2004 c 19 s 301.]
Effective date—2004 c 19: "This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately [March 18, 2004]." [ 2004 c 19 s 303.]
Intent—1997 c 222: "In 1994, the legislature directed the higher education board and the state board of education to convene a task force to examine and provide recommendations on establishing credit equivalencies. In November 1994, the task force recommended unanimously that the state board of education maintain the definition of five quarter or three semester college credits as equivalent to one high school credit. Therefore, the legislature intends to adopt the recommendations of the task force." [ 1997 c 222 s 1.]
Findings—Part headings—Severability—1992 c 141: See notes following RCW 28A.410.040.
Finding—Severability—1990 1st ex.s. c 9: See notes following RCW 28A.225.220.
Severability—1984 c 278: See note following RCW 28A.185.010.

catchline: High school graduation requirements or equivalencies—Career and college ready graduation requirements and waivers—Reevaluation of graduation requirements.


title: RCW 28A.230.091

text:
Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall work with school districts, including teachers, principals, and school counselors, educational service districts, the Washington state school directors' association, institutions of higher education that are authorized to participate in state financial aid programs under chapter 28B.92 RCW, students, and parents and guardians to identify best practices for high school and beyond plans that districts and schools may employ when complying with high school and beyond plan requirements adopted in accordance with RCW 28A.230.212 and 28A.230.215. The identified best practices, which must consider differences in enrollment and other factors that distinguish districts from one another, must be posted on the website of the office of the superintendent of public instruction by September 1, 2019, and may be revised periodically as necessary.
[ 2023 c 271 s 6; 2018 c 229 s 2.]
Notes:
Intent—2023 c 271: See note following RCW 28A.230.215.

catchline: High school and beyond plans—Best practices.


title: RCW 28A.230.094

text:
(1)(a) Beginning with or before the 2020-21 school year, each school district that operates a high school must provide a mandatory one-half credit stand-alone course in civics for each high school student. Except as provided by (c) of this subsection, civics content and instruction embedded in other social studies courses do not satisfy the requirements of this subsection.
(b) Credit awarded to students who complete the civics course must be applied to course credit requirements in social studies that are required for high school graduation.
(c) Civics content and instruction required by this section may be embedded in social studies courses that offer students the opportunity to earn both high school and postsecondary credit.
(2) The content of the civics course must include, but is not limited to:
(a) Federal, state, tribal, and local government organization and procedures;
(b) Rights and responsibilities of citizens addressed in the Washington state and United States Constitutions, including the statement of student rights and materials delineated in RCW 28A.230.005;
(c) Current issues addressed at each level of government;
(d) Electoral issues, including elections, ballot measures, initiatives, and referenda;
(e) The study and completion of the civics component of the federally administered naturalization test required of persons seeking to become naturalized United States citizens; and
(f) The importance in a free society of living the basic values and character traits specified in RCW 28A.150.211.
(3) By September 1, 2020, the office of the superintendent of public instruction, in collaboration with the Washington state association of county auditors and a 501(c)(3) nonprofit organization engaged in voter outreach and increasing voter participation, shall identify and make available civics materials and resources for use in courses under this section. The materials and resources must be posted on the office of the superintendent of public instruction's website.
[ 2025 c 369 s 203; 2020 c 208 s 9; 2018 c 127 s 2.]
Notes:
Finding—Intent—Short title—2025 c 369 ss 201-203: See notes following RCW 28A.230.005.
Effective date—2025 c 369: See note following RCW 28A.320.209.
Short title—Findings—2020 c 208: See notes following RCW 29A.08.210.
Finding—Intent—2018 c 127: "The legislature finds that effective civics education teaches students how to be active, informed, and engaged citizens. The legislature recognizes that RCW 28A.150.210 identifies civics as one component of a basic education and that one-half credit in civics is required for high school graduation. The required civics content, however, may be embedded in another social studies course.
Civics requirements are meant to ensure that every student receives a high quality civics education from kindergarten through twelfth grade. The legislature also recognizes, however, that two factors limit the effectiveness of civics education.
First, when the one-half civics credit is embedded in other courses rather than taught in a stand-alone civics course, the required content is easily diluted or ignored altogether. Pressure to emphasize other areas of the curriculum can relegate civics education to a lesser role.
Second, professional development opportunities for teachers in civics education are rare. In many districts, due to limited budgets and competing demands for funding, opportunities for teachers to deepen instructional and curricular practices in civics do not exist.
The legislature, therefore, intends to: Require school districts to provide a mandatory stand-alone civics course for all high school students; and support the development of an in-depth and interactive teacher professional development program to improve the ability of teachers throughout the state to provide students with an effective civics education from kindergarten through twelfth grade. This expanded civics education program seeks to ensure that students have basic knowledge about national, state, tribal, and local governments, and that they develop the skills and dispositions needed to become informed and engaged citizens." [ 2018 c 127 s 1.]

catchline: High school civics course.


title: RCW 28A.230.095

text:
(1) By the end of the 2008-09 school year, school districts shall have in place in elementary schools, middle schools, and high schools assessments or other strategies chosen by the district to assure that students have an opportunity to learn the essential academic learning requirements in social studies, the arts, and health and fitness. Social studies includes history, geography, civics, economics, and social studies skills. Health and fitness includes, but is not limited to, mental health and suicide prevention education. Beginning with the 2008-09 school year, school districts shall annually submit an implementation verification report to the office of the superintendent of public instruction. The office of the superintendent of public instruction may not require school districts to use a classroom-based assessment in social studies, the arts, and health and fitness to meet the requirements of this section and shall clearly communicate to districts their option to use other strategies chosen by the district.
(2) Beginning with the 2008-09 school year, school districts shall require students in the seventh or eighth grade, and the eleventh or twelfth grade to each complete at least one classroom-based assessment in civics. Beginning with the 2010-11 school year, school districts shall require students in the fourth or fifth grade to complete at least one classroom-based assessment in civics. The civics assessment may be selected from a list of classroom-based assessments approved by the office of the superintendent of public instruction. Beginning with the 2008-09 school year, school districts shall annually submit implementation verification reports to the office of the superintendent of public instruction documenting the use of the classroom-based assessments in civics.
(3) Verification reports shall require school districts to report only the information necessary to comply with this section.
[ 2011 c 185 s 5; 2009 c 556 s 8; 2006 c 113 s 2; 2004 c 19 s 203.]
Notes:
Effective date—2011 c 185 s 5: "Section 5 of this act takes effect July 1, 2012." [ 2011 c 185 s 6.]
Finding—2011 c 185: See note following RCW 28A.300.288.
Findings—2006 c 113: "The legislature finds that instruction in social studies, arts, health, and fitness is important to ensure a well-rounded and complete education. In particular, the civic mission of schools is strengthened and enhanced by comprehensive civics education and assessments. The legislature finds that effective and accountable democratic government depends upon an informed and engaged citizenry, and therefore, students should learn their rights and responsibilities as citizens, where those rights and responsibilities come from, and how to exercise them." [ 2006 c 113 s 1.]
Part headings and captions not law—Effective date—2004 c 19: See notes following RCW 28A.230.090.

catchline: Essential academic learning requirements and assessments—Verification reports.


title: RCW 28A.230.097

text:
(1) Each high school or school district board of directors shall adopt course equivalencies for career and technical high school courses offered to students in high schools and skill centers. A career and technical course equivalency may be for whole or partial credit. Each school district board of directors shall develop a course equivalency approval procedure. Boards of directors must approve AP computer science courses as equivalent to high school mathematics or science, and must denote on a student's transcript that AP computer science qualifies as a math-based quantitative course for students who take the course in their senior year.
(2) School district boards of directors must, at a minimum, grant academic course equivalency for at least one statewide equivalency high school career and technical course from the list of courses approved by the superintendent of public instruction under RCW 28A.700.070.
(3)(a) If the list of courses is revised after the 2015-16 school year, the school district board of directors must grant academic course equivalency based on the revised list beginning with the school year immediately following the revision.
(b) Each high school or school district board of directors may additionally adopt local course equivalencies for career and technical education courses that are not on the list of courses approved by the superintendent of public instruction under RCW 28A.700.070 as local equivalency courses in support of RCW 28A.700.070.
(c) Approved local or state equivalency courses at any core, branch, or satellite skill center must be offered for academic credit to all students participating in courses at those sites.
(4) On and after September 1, 2021, any statewide equivalency course offered by a school district or accessed at a skill center must be offered for academic credit.
(5) Career and technical courses determined to be equivalent to academic core courses, in full or in part, by the high school or school district shall be accepted as meeting core requirements, including graduation requirements, if the courses are recorded on the student's transcript using the equivalent academic high school department designation and title. Full or partial credit shall be recorded as appropriate. The high school or school district shall also issue and keep record of course completion certificates that demonstrate that the career and technical courses were successfully completed as needed for industry certification, college credit, or preapprenticeship, as applicable. The certificate shall be part of the student's high school and beyond plan. The office of the superintendent of public instruction shall develop and make available electronic samples of certificates of course completion.
(6) Prior to course scheduling or course registration for the next school term, each public school that serves students in any of grades nine through 12 must provide all students and their parents or legal guardians with information about the opportunities for meeting credit-based graduation requirements through equivalency courses, including those available within the school district or at a skill center.
[ 2023 c 407 s 2; 2019 c 221 s 2. Prior: 2018 c 177 s 301; 2018 c 73 s 1; prior: 2014 c 217 s 204; 2014 c 217 s 102; 2013 c 241 s 2; 2008 c 170 s 202; 2006 c 114 s 2.]
Notes:
Finding—Intent—2018 c 177: See note following RCW 28A.305.905.
Finding—Intent—2014 c 217: See note following RCW 28A.150.220.
Findings—Intent—2013 c 241: "(1) The legislature finds that:
(a) Through such initiatives as grants for high-demand career and technical education programs and participation in the Microsoft IT academy, the state has previously supported K-12 computer science education;
(b) However, even though there were nearly sixty-five thousand student enrollments in high school computer science courses in the 2011-12 school year, more than half of those enrollments were in beginning or exploratory courses. Fewer than twelve hundred students enrolled in AP computer science courses;
(c) National studies of K-12 computer science education indicate that, in part because computer science is not treated as an academic subject, students may not perceive advanced computer science as relevant to their future academic or career success;
(d) Public institutions of higher education have expanded capacity to grant certificates and degrees in computer science and related fields in response to high employer demand and high student demand. Additional expansion and improvement will be dependent on new resources, updated equipment, and the availability of expert faculty;
(e) Information technology job vacancies exist at all levels of training and education and across all industries that are critical to Washington's economy; and
(f) Strategies are needed to support additional opportunities for Washington students to have careers in the innovative, technology-based or technology-enhanced industries located in our state.
(2) Therefore the legislature intends to take additional steps to improve and expand access to computer science education, particularly in advanced courses that could prepare students for careers in the field." [ 2013 c 241 s 1.]
Findings—Intent—2008 c 170: See RCW 28A.700.005.
Finding—Intent—2006 c 114: "(1) The legislature finds that Washington's performance-based education system should seek to provide fundamental academic knowledge and skills for all students, and to provide the opportunity for students to acquire knowledge and skills likely to contribute to their own economic well-being and that of their families and communities.
(2) The legislature recognizes that career and technical options are available for students.
(3) High schools or school districts should take advantage of their opportunity to offer course credits, including credits toward graduation requirements, for knowledge and skills in fundamental academic content areas that students gain in career and technical education courses.
(4) Therefore the legislature intends to create a rigorous and high quality career and technical high school alternative assessment that assures students meet state standards, and also reflects nationally recognized standards for the knowledge and skills needed to pursue employment and careers in technical fields." [ 2006 c 114 s 1.]

catchline: Career and technical high school course equivalencies.


title: RCW 28A.230.100

text:
(1) The superintendent of public instruction, in consultation with the student achievement council, the state board for community and technical colleges, and the workforce training and education coordinating board, shall adopt rules pursuant to chapter 34.05 RCW, to implement the course requirements set forth in RCW 28A.230.090. The rules shall include, as the superintendent deems necessary, granting equivalencies for and temporary exemptions from the course requirements in RCW 28A.230.090 and special alterations of the course requirements in RCW 28A.230.090. In developing such rules the superintendent shall recognize the relevance of vocational and applied courses and allow such courses to fulfill in whole or in part the courses required for graduation in RCW 28A.230.090, as determined by the high school or school district in accordance with RCW 28A.230.097.
(2) The rules created under subsection (1) of this section must include provisions for:
(a) Competency testing in lieu of such courses required for graduation in RCW 28A.230.090;
(b) Competency testing in lieu of electives, including computer science electives created under RCW 28A.230.300, provided applicable state learning standards and equivalency requirements are met; and
(c) Demonstration of specific skill proficiency or understanding of concepts through work or experience.
[ 2019 c 180 s 3; 2012 c 229 s 504. Prior: 2006 c 263 s 402; 2006 c 114 s 4; 1991 c 116 s 8; 1990 c 33 s 239; 1985 c 384 s 1. Formerly RCW 28A.05.062.]
Notes:
Findings—2019 c 180: See note following RCW 28A.230.300.
Effective date—2012 c 229 ss 101, 117, 401, 402, 501 through 594, 601 through 609, 701 through 708, 801 through 821, 902, and 904: See note following RCW 28B.77.005.
Findings—Purpose—Part headings not law—2006 c 263: See notes following RCW 28A.150.230.
Finding—Intent—2006 c 114: See note following RCW 28A.230.097.

catchline: Rules implementing course requirements—Temporary exemptions and special alterations from requirements—Competency testing.


title: RCW 28A.230.120

text:
(1) School districts shall issue diplomas to students signifying graduation from high school upon the students' satisfactory completion of all local and state graduation requirements. Districts shall grant students the option of receiving a final transcript in addition to the regular diploma.
(2) School districts or schools of attendance shall establish policies and procedures to notify senior students of the transcript option and shall direct students to indicate their decisions in a timely manner. School districts shall make appropriate provisions to assure that students who choose to receive a copy of their final transcript shall receive such transcript after graduation.
(3)(a) A school district may issue a high school diploma to a person who:
(i) Is a veteran of the armed forces of the United States with a qualifying discharge as defined in RCW 73.04.005; and
(ii) Left high school before graduation to serve in World War II, the Korean conflict, or the Vietnam era as defined in RCW 41.04.005.
(b) A school district may issue a diploma to or on behalf of a person otherwise eligible under (a) of this subsection notwithstanding the fact that the person holds a high school equivalency certification or is deceased.
(c) The superintendent of public instruction shall adopt a form for a diploma application to be used by a veteran or a person acting on behalf of a deceased veteran under this subsection (3). The superintendent of public instruction shall specify what constitutes acceptable evidence of eligibility for a diploma.
(4)(a) A school district, at the request of the parent, guardian, or custodian, may issue a posthumous high school diploma for a deceased student if the student:
(i) Was enrolled in a public school of the district at the time of death;
(ii) Was deemed on-track for graduation before the time of death; and
(iii) Died after matriculating into high school.
(b) A high school diploma issued under this subsection (4) must bear the inscription "honoris causa" and may not be issued before the graduation date of the class in which the student was enrolled.
(c) Nothing in this subsection (4):
(i) Obligates school districts to award a diploma for a deceased student at the same ceremony or event as other graduating students; or
(ii) Limits the retroactive issuance of a high school diploma.
(d) Diplomas issued under this subsection (4) may not be applied toward student graduation counts or for any other purpose of federal and state accountability data collection.
[ 2024 c 146 s 10; 2022 c 224 s 2; 2008 c 185 s 1; 2003 c 234 s 1; 2002 c 35 s 1; 1984 c 178 s 2. Formerly RCW 28A.58.108.]
Notes:
Intent—2024 c 146: See note following RCW 73.04.005.
Findings—Intent—2022 c 224: "(1) The legislature affirms its statutory assertion that the purpose of a high school diploma is to declare that a student is ready for success in postsecondary education, gainful employment, and citizenship, and is equipped with the skills to be a lifelong learner.
(2) The legislature finds that, on rare occasions and due to unforeseen circumstances, school districts may wish to provide recognition of a student's status of being on-track to graduate, which is interrupted by an untimely passing that prevents the completion of the secondary education program. In these limited instances, school districts should have discretion to issue a posthumous high school diploma with an "honoris causa" inscription.
(3) The legislature recognizes that the authority to issue a high school diploma properly rests with the local school district and its determination of whether a student has met the applicable state and local graduation requirements. The legislature finds, however, that establishing uniform requirements governing the issuance of posthumous diplomas by school districts will promote the proper and effective administration of the public education system.
(4) The legislature, therefore, intends to authorize school districts to issue posthumous high school diplomas for qualifying students and in accordance with delineated requirements that promote local discretion, consistent administration, and the acknowledgment of academic achievements that were prematurely interrupted by the student's untimely passing." [ 2022 c 224 s 1.]
Short title—2022 c 224: "This act may be known and cited as Evitan's law." [ 2022 c 224 s 3.]
Effective date—2003 c 234: "This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately [May 12, 2003]." [ 2003 c 234 s 2.]
High school transcripts: RCW 28A.230.125.

catchline: High school diplomas—Issuance—Option to receive final transcripts—Notice.


title: RCW 28A.230.122

text:
(1) A student who fulfills the requirements specified in subsection (3) of this section toward completion of an international baccalaureate diploma programme is considered to have met the requirements of the graduation pathway option established in *RCW 28A.655.250(1)(b)(iv) and to have satisfied state minimum requirements for graduation from a public high school, except that the provisions of RCW 28A.230.170 regarding study of the United States Constitution and the Washington state Constitution apply to students under this section.
(2) School districts may require students under this section to complete local graduation requirements that are in addition to state minimum requirements before issuing a high school diploma under RCW 28A.230.120. However, school districts are encouraged to waive local requirements as necessary to encourage students to pursue an international baccalaureate diploma.
(3) To receive a high school diploma under this section, a student must complete and pass all required international baccalaureate diploma programme courses as scored at the local level; pass all internal assessments as scored at the local level; successfully complete all required projects and products as scored at the local level; and complete the final examinations administered by the international baccalaureate organization in each of the required subjects under the diploma programme.
[ 2019 c 252 s 110; 2011 c 203 s 1.]
Notes:
*Reviser's note: RCW 28A.655.250 was amended by 2023 c 349 s 2, changing subsection (1)(b)(iv) to subsection (3)(d). RCW 28A.655.250 was amended and recodified as RCW 28A.230.710 pursuant to 2024 c 66, changing subsection (3)(d) to subsection (2)(d).
Intent—2019 c 252: See note following RCW 28A.230.710.

catchline: International baccalaureate diplomas.


title: RCW 28A.230.125

text:
(1)(a) Before the 2026-27 school year, the superintendent of public instruction, in consultation with the four-year institutions as defined in RCW 28B.76.020, the state board for community and technical colleges, the state board of education, and the workforce training and education coordinating board, shall develop and update for use by all public school districts a standardized high school transcript. The superintendent shall establish clear definitions for the terms "credits" and "hours" so that school programs operating on the quarter, semester, or trimester system can be compared.
(b) The standardized high school transcript must include a notation of whether the student has earned the Washington state seal of biliteracy established under RCW 28A.300.575.
(2) Before the 2026-27 school year, the state board of education, in consultation with the four-year institutions as defined in RCW 28B.76.020, the state board for community and technical colleges, the office of the superintendent of public instruction, the Washington student achievement council, and the workforce training and education coordinating board, shall develop or identify and recommend to the office of the superintendent of public instruction a format for a competency-based education high school transcript that can be used by all public school districts as part of, or as an alternative to, the standardized high school transcript developed under subsection (1) of this section.
(3) The office of the superintendent of public instruction must inform public school districts of updates to the transcripts developed under this section.
(4) For the purposes of this section, "competency-based education" has the same meaning as in RCW 28A.255.010.
[ 2025 c 278 s 5; 2024 c 202 s 5; 2019 c 252 s 111; 2014 c 102 s 3; 2011 1st sp.s. c 11 s 130; 2009 c 556 s 9. Prior: 2006 c 263 s 401; 2006 c 115 s 6; 2004 c 19 s 108; 1984 c 178 s 1. Formerly RCW 28A.305.220, 28A.04.155.]
Notes:
Findings—Intent—2024 c 202: See note following RCW 28A.300.577.
Intent—2019 c 252: See note following RCW 28A.230.710.
Findings—Intent—2014 c 102: See note following RCW 28A.300.575.
Effective date—2011 1st sp.s. c 11 ss 101-103, 106-202, 204-244, and 301: See note following RCW 28B.76.020.
Intent—2011 1st sp.s. c 11: See note following RCW 28B.76.020.
Findings—Purpose—Part headings not law—2006 c 263: See notes following RCW 28A.150.230.
Part headings and captions not law—Effective date—2004 c 19: See notes following RCW 28A.230.090.
High school diplomas—Receiving final transcript optional: RCW 28A.230.120.

catchline: Standardized high school transcripts.


title: RCW 28A.230.130

text:
(1) All public high schools of the state shall provide a program, directly or in cooperation with a community college or another school district, for students whose educational plans include application for entrance to a baccalaureate-granting institution after being granted a high school diploma. The program shall help these students to meet at least the minimum entrance requirements under RCW 28B.10.050.
(2) All public high schools of the state shall provide a program, directly or in cooperation with a community or technical college, a skills [skill] center, an apprenticeship committee, or another school district, for students who plan to pursue career or work opportunities other than entrance to a baccalaureate-granting institution after being granted a high school diploma. These programs may:
(a) Help students demonstrate the application of essential academic learning requirements to the world of work, occupation-specific skills, knowledge of more than one career in a chosen pathway, and employability and leadership skills; and
(b) Help students demonstrate the knowledge and skill needed to prepare for industry certification, and/or have the opportunity to articulate to postsecondary education and training programs.
(3) Within existing resources, all public high schools in the state shall:
(a) Work towards the goal of offering a sufficient number of high school courses that give students the opportunity to earn the equivalent of a year's worth of postsecondary credit towards a certificate, apprenticeship program, technical degree, or associate or baccalaureate degree. These high school courses are those advanced courses that have accompanying proficiency exams or demonstrated competencies that are used to demonstrate postsecondary knowledge and skills; and
(b) Inform students and their families, emphasizing communication to underrepresented groups, about the program offerings and the opportunities to take courses that qualify for postsecondary credit through demonstrated competencies or if the student earns the qualifying score on the proficiency exam. This information shall encourage students to use the twelfth grade as the launch year for an advance start on their career and postsecondary education.
(4) A middle school that receives approval from the office of the superintendent of public instruction to provide a career and technical program in science, technology, engineering, or mathematics directly to students shall receive funding at the same rate as a high school operating a similar program. Additionally, a middle school that provides a hands-on experience in science, technology, engineering, or mathematics with an integrated curriculum of academic content and career and technical education, and includes a career and technical education exploratory component shall also qualify for the career and technical education funding.
[ 2011 c 77 s 2; 2009 c 212 s 2; 2007 c 396 s 14; (2007 c 396 s 13 expired September 1, 2009); 2006 c 263 s 407; 2003 c 49 s 2; 1991 c 116 s 9; 1988 c 172 s 2; 1984 c 278 s 16. Formerly RCW 28A.05.070.]
Notes:
Findings—Intent—2011 c 77: "The legislature finds that approximately thirty-five percent of seniors in Washington high schools take less than a full load of classes during their senior year. The legislature further finds that many high schools provide students opportunities to take advanced courses in career and technical or academic fields that give students a head start when they begin their career or enter a technical training program or a college or university. The legislature also finds that since each individual institution of higher education adopts its own rules for awarding credit for advanced high school work, students can encounter unanticipated barriers to advancing their dreams. Students can also be discouraged from putting in that extra effort in high school if they are not certain whether their extra work will be appropriately credited toward a certificate or degree.
The legislature intends to help students progress from high school to a certificate or degree by increasing opportunities and providing a clear pathway. Twelfth grade will truly be the launch year as high schools increase the opportunities for students to take more advanced classes. In addition, this act provides for community and technical colleges and four-year institutions of higher education to publish a list of high school courses and adopt uniform scores for proficiency exams or competency requirements that will be given credit toward certificate or degree requirements." [ 2011 c 77 s 1.]
Short title—2011 c 77: "This act may be known and cited as the launch year act." [ 2011 c 77 s 5.]
Effective date—2009 c 212 s 2: "Section 2 of this act takes effect September 1, 2009." [ 2009 c 212 s 3.]
Finding—2009 c 212: "The legislature finds that significant efforts are under way to improve mathematics and science instruction in Washington's public schools through development and adoption of new learning standards, identification of aligned curriculum, and expanded opportunities for professional development for teachers. A significant emphasis has also been made on improving career and technical education programs focused on high-demand programs. Middle schools have successfully served one thousand four hundred full-time equivalent students in career and technical programs rich in science, technology, engineering, and mathematics through a grant program. The legislature concludes that opportunities for hands-on and applied learning in these programs should be extended to middle school students on an ongoing, statewide basis so that students are prepared to take advantage of more advanced coursework in high school and postsecondary education." [ 2009 c 212 s 1.]
Effective date—2007 c 396 s 14: "Section 14 of this act takes effect September 1, 2009." [ 2007 c 396 s 21.]
Expiration date—2007 c 396 s 13: "Section 13 of this act expires September 1, 2009." [ 2007 c 396 s 20.]
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.
Effective date—2006 c 263 s 407: "Section 407 of this act takes effect September 1, 2009." [ 2006 c 263 s 1002.]
Findings—Purpose—Part headings not law—2006 c 263: See notes following RCW 28A.150.230.
Effective date—1984 c 278: "Sections 16, 18, and 19 of this act shall take effect July 1, 1986." [ 1984 c 278 s 23.]
Severability—1984 c 278: See note following RCW 28A.185.010.

catchline: Program to help students meet minimum entrance requirements at baccalaureate-granting institutions or to pursue career or other opportunities—High school course offerings for postsecondary credit.


title: RCW 28A.230.140

text:
The board of directors of every school district shall cause a United States flag being in good condition to be displayed during school hours upon or near every public school plant, except during inclement weather. They shall cause appropriate flag exercises to be held in each classroom at the beginning of the school day, and in every school at the opening of all school assemblies, at which exercises those pupils so desiring shall recite the following salute to the flag: "I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all". Students not reciting the pledge shall maintain a respectful silence. The salute to the flag or the national anthem shall be rendered immediately preceding interschool events when feasible.
[ 1981 c 130 s 1; 1969 ex.s. c 223 s 28A.02.030. Prior: (i) 1961 c 238 s 1; 1955 c 8 s 1; 1919 c 90 s 4; 1915 c 71 s 1; 1909 c 97 p 286 s 3; 1897 c 118 s 180; RRS s 4777. Formerly RCW 28.02.030. (ii) 1955 c 8 s 2; 1919 c 90 s 5; RRS s 4778. Formerly RCW 28A.02.030, 28.87.180.]
Notes:
Display of national and state flags: RCW 1.20.015.

catchline: United States flag—Procurement, display, exercises—National anthem.


title: RCW 28A.230.150

text:
(1) On January 16th of each year or the preceding Friday when January 16th falls on a nonschool day, there shall be observed within each public school "Temperance and Good Citizenship Day." Annually the state superintendent of public instruction shall duly prepare and publish for circulation among the teachers of the state a program for use on such day embodying topics pertinent thereto and may from year to year designate particular laws for special observance.
(2) Each year on "Temperance and Good Citizenship Day," social studies teachers must, as resources allow, coordinate a voter registration event in each history or social studies class attended by high school seniors. This event is part of the future voter program. Teachers must make voter sign up and registration available to all students.
(3) County auditors may, as resources allow, help coordinate elements of the future voter program, and participate in voter registration events for students on "Temperance and Good Citizenship Day."
(4) On each temperance and good citizenship day all students who will be eighteen years of age or older by the time of the next general election will be given the opportunity to register to vote online in the classroom. Paper registration must also be made available in the classroom. Students who do not possess a state identicard or driver's license must be provided a paper registration form. The event must include adequate time for students to complete the registration process in class.
(5) The superintendent of public instruction, in consultation with the secretary of state, must update and distribute youth voter registration materials annually, by December 1st, for eligible students to register to vote at school. Electronic notification of the availability of the materials must be distributed to high school principals and secondary social studies and history teachers.
(6) The superintendent of public instruction must consult with the secretary of state to provide registration methods that enable the electronic collection of information on the number of students who registered to vote on "Temperance and Good Citizenship Day," with the goal of achieving at least fifty thousand new voter registrations for seventeen and eighteen year olds annually, beginning in January 2020.
(7) Beginning March 1, 2020, and annually thereafter, the superintendent of public instruction must report on yearly progress toward the goal established in *subsection (5) of this section, including the number of seventeen and eighteen year olds registered to vote by county and recommendations for increasing youth voter registration, to the governor and the appropriate standing committees of the legislature in accordance with RCW 43.01.036.
(8) For the purposes of this section:
(a) "Future voter program" refers to the information that may be collected by a number of processes about a future voter. Information that is otherwise disclosable under chapter 29A.08 RCW cannot be disclosed on the future voter until the person reaches age eighteen, except for the purpose of processing and delivering ballots.
(b) "Sign up" means the act of providing information relevant to eventual official voter registration, prior to such time that he or she will be eighteen years of age by the next election.
[ 2018 c 109 s 3; 1969 ex.s. c 223 s 28A.02.090. Prior: (i) 1923 c 76 s 1; RRS s 4901-1. (ii) 1923 c 76 s 2; RRS s 4901-2. Formerly RCW 28A.02.090, 28.02.090, and 28.02.095.]
Notes:
*Reviser's note: The reference to subsection (5) appears to be erroneous. Reference to subsection (6) was apparently intended.
Findings—Intent—Effective date—2018 c 109: See notes following RCW 29A.08.170.

catchline: Temperance and Good Citizenship Day—Aids in programming—Voter registration—Report.


title: RCW 28A.230.158

text:
Annually, during the month of October, each public school shall conduct or promote educational activities that provide instruction, awareness, and understanding of disability history and people with disabilities. The activities may include, but not be limited to, school assemblies or guest speaker presentations.
[ 2008 c 167 s 3.]
Notes:
Short title—2008 c 167: "This act may be known and cited as the disability history month act." [ 2008 c 167 s 1.]
Findings—2008 c 167: "The legislature finds that annually recognizing disability history throughout our entire public educational system, from kindergarten through grade twelve and at our colleges and universities, during the month of October will help to increase awareness and understanding of the contributions that people with disabilities in our state, nation, and the world have made to our society. The legislature further finds that recognizing disability history will increase respect and promote acceptance and inclusion of people with disabilities. The legislature further finds that recognizing disability history will inspire students with disabilities to feel a greater sense of pride, reduce harassment and bullying, and help keep students with disabilities in school." [ 2008 c 167 s 2.]

catchline: Disability history month—Activities.


title: RCW 28A.230.160

text:
During the school week preceding the eleventh day of November of each year, there shall be presented in each common school as defined in RCW 28A.150.020 educational activities suitable to the observance of Veterans Day.
The responsibility for the preparation and presentation of the activities approximating at least sixty minutes total throughout the week shall be with the principal or head teacher of each school building and such program shall embrace topics tending to instill a loyalty and devotion to the institutions and laws of this state and nation.
The superintendent of public instruction and each educational service district superintendent, by advice and suggestion, shall aid in the preparation of these activities if such aid be solicited.
[ 1990 c 33 s 241; 1985 c 60 s 1; 1977 ex.s. c 120 s 2; 1975 1st ex.s. c 275 s 45; 1970 ex.s. c 15 s 12. Prior: 1969 ex.s. c 283 s 24; 1969 ex.s. c 176 s 101; 1969 ex.s. c 223 s 28A.02.070; prior: 1955 c 20 s 3; prior: (i) 1939 c 21 s 1; 1921 c 56 s 1; RRS s 4899. (ii) 1921 c 56 s 2; RRS s 4900. (iii) 1921 c 56 s 3; RRS s 4901. Formerly RCW 28A.02.070, 28.02.070.]
Notes:
Severability—1977 ex.s. c 120: See note following RCW 4.28.080.
Severability—1970 ex.s. c 15: "If any provision of this 1970 amendatory act, or its application to any person or circumstance is held invalid, the remainder of the act, or the application of the provision to other persons or circumstances is not affected." [ 1970 ex.s. c 15 s 32.]
Effective date—1970 ex.s. c 15 s 12: "Notwithstanding any other provision of this 1970 amendatory act, the provisions of section 12 hereof shall not take effect until January 1, 1971 and only if at such time or thereafter chapter 223, Laws of 1969 ex. sess. is effective." [ 1970 ex.s. c 15 s 13.]
Severability—1969 ex.s. c 283: See note following RCW 28A.150.050.
Rights preserved—Severability—1969 ex.s. c 176: See notes following RCW 28A.310.010.

catchline: Educational activities in observance of Veterans Day.


title: RCW 28A.230.170

text:
The study of the Constitution of the United States and the Constitution of the state of Washington shall be a condition prerequisite to graduation from the public and private high schools of this state. The superintendent of public instruction shall provide by rule for the implementation of this section. The superintendent of public instruction may adopt a rule permitting students who meet the criteria in RCW 28A.230.122 to meet the prerequisite through noncredit-based study.
[ 2011 c 203 s 3; 2006 c 263 s 403; 1985 c 341 s 1; 1969 ex.s. c 223 s 28A.02.080. Prior: (i) 1925 ex.s. c 134 s 1; RRS s 4898-1. (ii) 1925 ex.s. c 134 s 2; RRS s 4898-2. Formerly RCW 28A.02.080, 28.02.080, and 28.02.081.]
Notes:
Findings—Purpose—Part headings not law—2006 c 263: See notes following RCW 28A.150.230.

catchline: Study of constitutions compulsory—Rules.


title: RCW 28A.230.178

text:
School districts are encouraged to prepare and conduct a program at least once a year to commemorate the history of civil rights in our nation, including providing an opportunity for students to learn about the personalities and convictions of heroes of the civil rights movement and the importance of the fundamental principle and promise of equality under our nation's Constitution.
[ 2011 c 44 s 2.]
Notes:
Findings—2011 c 44: "The legislature finds that:
(1) The civil rights movement did not begin or end with the dramatic events of the 1950s and 1960s. Since our nation's founding, ordinary citizens have struggled to fulfill America's promise of equality under the law.
(2) Heroes of the civil rights movement include those who are well-known such as Thurgood Marshall, Rosa Parks, Cesar Chavez, and Dr. Martin Luther King, Jr. But the list of heroes also includes those who are perhaps less well-known, but each of whom gave something of themselves on behalf of their fellow citizens and in defense of equality and justice.
(3) The significant milestones and fundamental principles of civil rights should be a part of every student's understanding of our nation's history. School districts should not only try to incorporate the history of civil rights into their regular curriculum at all grade levels, but should also take the opportunity to make this history come alive through the personalities and convictions of civil rights heroes." [ 2011 c 44 s 1.]

catchline: Civil rights education.


title: RCW 28A.230.179

text:
(1) Each school district that operates a high school must offer instruction in cardiopulmonary resuscitation to students as provided in this section. Beginning with the 2013-14 school year, instruction in cardiopulmonary resuscitation must be included in at least one health class necessary for graduation.
(2) Instruction in cardiopulmonary resuscitation under this section must:
(a) Be an instructional program developed by the American heart association or the American red cross or be nationally recognized and based on the most current national evidence-based emergency cardiovascular care guidelines for cardiopulmonary resuscitation;
(b) Include appropriate use of an automated external defibrillator, which may be taught by video; and
(c) Incorporate hands-on practice in addition to cognitive learning.
(3) School districts may offer the instruction in cardiopulmonary resuscitation directly or arrange for the instruction to be provided by available community-based providers. The instruction is not required to be provided by a certificated teacher. Certificated teachers providing the instruction are not required to be certified trainers of cardiopulmonary resuscitation. A student is not required to earn certification in cardiopulmonary resuscitation to successfully complete the instruction for the purposes of this section.
[ 2013 c 181 s 3.]
Notes:
Findings—Intent—2013 c 181: "The legislature finds that more than three hundred sixty thousand people in the United States experience cardiac arrest outside of a hospital every year, and only ten percent survive because the remainder do not receive timely cardiopulmonary resuscitation. When administered immediately, cardiopulmonary resuscitation doubles or triples survival rates from cardiac arrest. Sudden cardiac arrest can happen to anyone at any time. Many victims appear healthy and have no known heart disease or other risk factors. The legislature finds that schools are the hearts of our community, and preparing students to help with a sudden cardiac arrest emergency could save the life of a child, parent, or teacher. Washington state has a long-standing history of training members of the public in cardiopulmonary resuscitation with community-based training programs. The legislature finds that training students will continue the legacy of providing high quality emergency cardiac care to its citizens. Therefore, the legislature intends to create a generation of lifesavers by putting cardiopulmonary resuscitation skills in the hands of all high school graduates and providing schools with a flexible framework to prepare for an emergency." [ 2013 c 181 s 1.]


title: RCW 28A.230.180

text:
If the board of directors of a school district provides access to the campus and the student information directory to persons or groups which make students aware of occupational or educational options, the board shall provide access to official recruiting representatives of the job corps, peace corps, and AmeriCorps, and to official recruiting representatives of the military forces of the state and the United States for the purpose of informing students of educational and career opportunities available in the military, which must be equal to and no less than access provided to other postsecondary occupational or educational representatives. As used in this section, "access" includes, but is not limited to, the number of days provided and the type of presentation space.
[ 2013 c 25 s 1; 1980 c 96 s 1. Formerly RCW 28A.58.535.]

catchline: Access to campus and student information directories by official recruiting representatives—Informing students of educational and career opportunities.


title: RCW 28A.230.195

text:
(1) If students' scores on the test or assessments under RCW 28A.655.070 indicate that students need help in identified areas, the school district shall evaluate its instructional practices and make appropriate adjustments.
(2) Each school district shall notify the parents of each student of their child's performance on the test and assessments conducted under this chapter.
[ 2005 c 217 s 1; 1999 c 373 s 603; 1992 c 141 s 401.]
Notes:
Part headings not law—1999 c 373: See note following RCW 28A.300.310.
Findings—Part headings—Severability—1992 c 141: See notes following RCW 28A.410.040.

catchline: Test or assessment scores—Adjustments to instructional practices—Notification to parents.


title: RCW 28A.230.212

text:
(1) Each student must have a high school and beyond plan to guide the student's high school experience and inform course taking that is aligned with the student's goals for education or training and career after high school.
(2)(a) By grade seven, each student must be administered a career interest and skills inventory which is intended to be used to inform grade eight course taking and development of an initial high school and beyond plan. No later than grade eight, each student must have begun development of a high school and beyond plan that includes a proposed plan for first-year high school courses aligned with graduation requirements and secondary and postsecondary goals.
(b) For each student who has not earned a score of level 3 or 4 on the middle school mathematics assessment identified in RCW 28A.655.070 by grade nine, the high school and beyond plan must be updated to ensure that the student takes a mathematics course in both grades nine and 10. These courses may include career and technical education equivalencies in mathematics adopted pursuant to RCW 28A.230.097.
(3) With staff support, students must update their high school and beyond plan annually, at a minimum, to review academic progress and inform future course taking.
(a) The high school and beyond plan must be updated in grade 10 to reflect high school assessment results under RCW 28A.655.070(3), ensure student access to advanced course options per the district's academic acceleration policy in RCW 28A.320.195, and assess progress toward identified goals, and revised as necessary for changing interests, goals, and needs.
(b) Each school district shall provide students who have not met the standard on state assessments or who are behind in completion of credits or graduation pathway options with the opportunity to access interventions and academic supports, courses, or both, designed to enable students to meet all high school graduation requirements. The parents or legal guardians shall be notified about these opportunities as included in the student's high school and beyond plan, preferably through a student-led conference, including the parents or legal guardians, and at least annually until the student is on track to graduate.
(c) For students with an individualized education program, the high school and beyond plan must be developed and updated in alignment with their school to postschool transition plan. The high school and beyond plan must be (i) developed and updated in a similar manner and with similar school personnel as for all other students and (ii) integrated with the statewide online system for individualized education programs developed under RCW 28A.155.275, to the greatest extent possible, in order to relieve duplication between the two plans.
(4) School districts shall involve parents and legal guardians to the greatest extent feasible in the process of developing and updating the high school and beyond plan.
(a) High school and beyond plans must be provided to students and their parents or legal guardians in a language the students and parents or legal guardians understand and in accordance with the school district's language access policy and procedures as required under chapter 28A.183 RCW, which may require language assistance for students and parents or legal guardians with limited English proficiency.
(b) School districts must annually provide students in grades eight through 12, and their parents or legal guardians, with comprehensive information about the graduation pathway options offered by the district and are strongly encouraged to begin providing this information to students in grade six. School districts must provide this information in a manner that conforms with the school district's language access policy and procedures as required under chapter 28A.183 RCW.
(5) School districts are strongly encouraged to partner with student serving, community-based organizations that support career and college exploration and preparation for postsecondary and career pathways. Partnerships may include high school and beyond plan coordination and planning, data-sharing agreements, and safe and secure access to individual student's high school and beyond plans.
(6) All high school and beyond plans must, at a minimum, include the following elements:
(a) Identification of career goals and interests, aided by a skills and interest assessment;
(b) Identification of secondary and postsecondary education and training goals;
(c) An academic plan for course taking that:
(i) Informs students about course options for satisfying state and local graduation requirements;
(ii) Satisfies state and local graduation requirements;
(iii) Aligns with the student's secondary and postsecondary goals, which can include education, training, and career preparation;
(iv) Identifies available advanced course sequences per the school district's academic acceleration policy, as described in RCW 28A.320.195, that include dual credit courses or other programs and are aligned with the student's postsecondary goals;
(v) Informs students about the potential impacts of their course selections on postsecondary opportunities;
(vi) Identifies available career and technical education equivalency courses that can satisfy core subject area graduation requirements under RCW 28A.230.097;
(vii) If applicable, identifies career and technical education and work-based learning opportunities that can lead to technical college certifications and apprenticeships; and
(viii) If applicable, identifies opportunities for credit recovery and acceleration, including partial and mastery-based credit accrual to eliminate barriers for on-time grade level progression and graduation per RCW 28A.320.192;
(d) A postsecondary financial aid application element that includes:
(i) Identification of whether the student is enrolled in the college bound scholarship program established in chapter 28B.118 RCW;
(ii) Evidence that the student has received information about completing postsecondary financial aid applications that are required for obtaining financial aid for which the student may be eligible;
(iii) Identification of whether the student has completed state or federal financial aid applications; and
(iv) Evidence that the student has received the following:
(A) Information about the college bound scholarship program, the Washington college grant created in RCW 28B.92.200, the Washington opportunity scholarship established in chapter 28B.145 RCW, and other scholarship opportunities. Beginning with the 2027-28 school year, information provided to the student in accordance with this subsection (6)(d)(iv)(A) must be reviewed by the student and the appropriate staff, to the extent practicable, after the student has indicated completing an applicable postsecondary financial aid application. The purpose of the review is to determine whether the student is or may be eligible for the college bound scholarship program, the Washington college grant, the Washington opportunity scholarship, or other scholarship opportunities, and has completed an applicable postsecondary financial aid application;
(B) The documentation necessary for completing state and federal financial aid applications, including information about application timeliness and submission deadlines, and the importance of submitting applications early;
(C) Information specific to students who are or have been the subject of a dependency proceeding pursuant to chapter 13.34 RCW, who are or are at risk of being homeless, and whose family member or legal guardian will be required to provide financial and tax information necessary to complete financial aid applications;
(D) Information about opportunities to participate in advising days and seminars that assist students and, when necessary, their parents or legal guardians, with filling out financial aid applications in accordance with RCW 28A.300.815; and
(E) A sample financial aid letter and a link to the financial aid calculator created in RCW 28B.77.280; and
(e) By the end of grade 12, a current resume or activity log that provides a written compilation of the student's education, any work experience, extracurricular activities, and any community service including how the school district has recognized the community service pursuant to RCW 28A.320.193.
(7) Any decision on whether a student has met the state board of education's requirements for a high school and beyond plan shall remain at the local level, and a school district may establish additional, local requirements for a high school and beyond plan to serve the needs and interests of its students and the purposes of this section.
(8) The state board of education shall adopt rules to implement this section.
[ 2026 c 147 s 2; 2026 c 122 s 2; 2024 c 66 s 7; 2023 c 271 s 3.]
Notes:
Reviser's note: This section was amended by 2026 c 122 s 2 and by 2026 c 147 s 2, each without reference to the other. Both amendments are incorporated in the publication of this section under RCW 1.12.025(2). For rule of construction, see RCW 1.12.025(1).
Intent—2023 c 271: See note following RCW 28A.230.215.

catchline: High school and beyond plans—Substantive requirements.


title: RCW 28A.230.215

text:
(1) The legislature finds that fully realizing the potential of high school and beyond plans as meaningful tools for articulating and revising pathways for graduation will require additional school counselors and family coordinators. The legislature further finds that the development and implementation of an online electronic platform for high school and beyond plans will be an appropriate and supportive action that will assist students, parents and guardians, educators, school counselors, and other staff who support students' career and college preparation as the legislature explores options for funding additional school counselors.
(2) Beginning in the 2020-21 school year, each school district must ensure that an electronic high school and beyond plan platform is available to all students who are required to have a high school and beyond plan.
(3) The office of the superintendent of public instruction shall facilitate the transition to a universal online high school and beyond plan platform that will ensure consistent and equitable access to the needed information and support to guide students' educational experience and ensure preparation for their postsecondary plans.
(a) By January 1, 2024, the office of the superintendent of public instruction must develop a preliminary list of existing vendors who can provide or build a platform that meets the criteria outlined in subsection (4) of this section and that supports the high school and beyond plan elements identified in RCW 28A.230.212 and has the capabilities to support the new elements identified in section 5, chapter 271, Laws of 2023. The office of the superintendent of public instruction must submit the list of existing vendors and estimated costs associated with statewide implementation of the universal platform to the governor and the education policy and fiscal committees of the legislature.
(b) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction must select the vendor that will be responsible for developing the universal platform by June 1, 2024.
(c) By October 1, 2024, the office of the superintendent of public instruction must develop an implementation plan including both an estimated timeline and updated cost estimates, including the technical assistance, technology updates, ongoing maintenance requirements, and adjustments to the technology funding formula, and statewide professional development that may be needed, for completing full statewide implementation of the universal platform in all school districts. In the implementation plan, the office of the superintendent of public instruction may include a cost alternative for educational service districts to host the universal platform for school districts of the second class when such a district does not have sufficient technology resources to implement and maintain the universal platform.
(4)(a) In addition to the requirements outlined in RCW 28A.230.212, the universal platform must have the capability to be routinely updated and modified in order to include the following elements and capabilities to ensure equity in high school and beyond plans implementation and engagement across the state that:
(i) Enable students to create, personalize, and revise their high school and beyond plan;
(ii) Comply with all necessary state and federal requirements for student privacy and allow for students to opt in or opt out of portions of the universal platform related to third-party information sharing;
(iii) Use technology that can quickly be adapted to include future statutory changes, administrative changes, or both, as well as integrate enhancements to improve the features and functionality;
(iv) Facilitate the automatic import of academic course, credit, and grade data at a regular interval from the most commonly used district student information system platforms and manual import from less commonly used systems so that students' progress towards graduation in the high school and beyond plan is accurately reflected at any given time;
(v) Allow for translation into the most common non-English languages across the state in accordance with the model language access policy and procedures as required under chapter 28A.183 RCW;
(vi) Include multiple and varied in-platform assessments with viewable results that can inform career and postsecondary goals including, but not limited to, personality, learning styles, interests, aptitudes, and skills assessments;
(vii) Include a catalog containing meaningful, high quality career exploration opportunities and resources beyond the traditional college, career, and aptitude assessments that are submitted by approved entities (community organizations, institutions of higher education that are authorized to participate in state financial aid programs under chapter 28B.92 RCW, and employers) and vetted by state-selected approvers that allow students to register for or apply to participate in the opportunities (programs, classes, internships, preapprenticeships, online courses, etc.) or access the resources. The universal platform should use completion data from these opportunities to make recommendations to students to include in their high school and beyond plans;
(viii) Provide a dedicated space in which to build a direct connection to potential employers, including industry associations, trade associations, labor unions, service branches of the military, nonprofit organizations, and other state and local community organizations so students can learn from experts in different occupational fields about career opportunities and any necessary education and training requirements;
(ix) Provide a secure space for staff, parents or guardians, and approved community partners who support students' academic progress and career and college preparation, to make notes that can inform staff efforts to connect students to academic and career connected learning opportunities and develop support and credit recovery plans for students, as needed;
(x) Allow for accessibility options for students needing accommodations including, but not limited to, visual aids and voice dictation for students with limited literacy skills;
(xi) Provide indefinite access for students to their high school and beyond plan, regardless of current school affiliation or lack thereof, in both mobile and desktop applications, that includes the capability to download and print their plan in one document, without requiring students to access multiple screens;
(xii) Use in-state labor market, apprenticeship, and postsecondary education performance data, including employment and earning outcomes, certificate and degree completion outcomes, and demographics of enrolled students or employees, to inform students' exploration and consideration of postsecondary options;
(xiii) Has a dedicated space where students can store additional evidence of their learning and postsecondary preparation, such as videos, essays, art, awards and recognitions, screencasts, letters of recommendation, industry certifications, microcredentials or other mastery-based learning recognitions, and work-integrated learning experiences. The universal platform should include the ability for students and staff to provide access to this portfolio in its entirety or in selected parts to relevant third parties, including institutions of higher education that are authorized to participate in state financial aid programs under chapter 28B.92 RCW, branches of the military, potential employers, or preapprenticeship opportunities;
(xiv) Allow access to data reporting features that allow schools, districts, and state agencies to review data stored within the universal platform, and allow data to be broken down by demographic, socioeconomic, and other identified characteristics, for the purposes of analyzing student use of the universal platform, improving student access to the information, guidance, and opportunities that can help them maximize their secondary education experience and postsecondary preparation, and informing state-level support for high school and beyond plan implementation;
(xv) Provide a space for the student to indicate the graduation pathway option or options the student has selected to complete and how the selected option or options align with the student's career and postsecondary education goals;
(xvi) Has the ability for school districts to customize or add features unique to local needs and local graduation requirements, including the capability to auto-align data with the local school districts' graduation requirements or the ability to enter those requirements manually;
(xvii) Import financial aid application data maintained by the Washington student achievement council to provide an easily accessible way for students, parents or guardians, and authorized school staff to view the student's progress and completion status of state and federal financial aid applications; and
(xviii) Provide electronic notifications, at least annually, to students enrolled in the college bound scholarship program established in chapter 28B.118 RCW that remind them of their enrollment in the program and associated eligibility and other program requirements, and to complete postsecondary financial aid applications required for obtaining financial aid for which the student may be eligible. If possible, notifications provided under this subsection (4)(a)(xviii) should also be provided to the student's parents or guardians.
(b) The office of the superintendent of public instruction must also ensure that the universal platform will permit transition plans required by RCW 28A.155.220 to be incorporated into the universal platform in a manner that eliminates the need to create duplicate or substantially similar transition plans in other electronic or nonelectronic formats.
(5)(a) Within two years of completing the universal platform development and alignment with the requirements in this section and RCW 28A.230.212, school districts must provide students with access to the adopted universal platform.
(b) The office of the superintendent of public instruction must develop guidance and provide technical assistance and support for the facilitation of statewide professional development for school districts and partner organizations in using the universal platform.
(6) In carrying out subsections (3)(b) and (4) of this section, the office of the superintendent of public instruction shall seek input from the state board of education, educators, school and district administrators, school counselors, career counseling specialists, families, students, the Washington student achievement council, institutions of higher education that are authorized to participate in state financial aid programs under chapter 28B.92 RCW, and community partners who support students' career and college preparation. The office of the superintendent of public instruction may partner with existing community and regional networks and organizations who support students' career and college preparation in the analysis, selection, and implementation of the universal platform.
(7) As used in this section "universal platform" means the universal online high school and beyond plan platform.
(8) The office of the superintendent of public instruction may adopt and revise rules as necessary to implement this section.
[ 2026 c 122 s 1; 2023 c 271 s 4; 2020 c 307 s 7; 2019 c 252 s 504.]
Notes:
Intent—2023 c 271: "(1) The legislature recognizes that the high school and beyond plan is both a graduation requirement and a critical component in our education system. However, the practices and technologies that school districts employ for facilitating high school and beyond plans vary significantly. These variances can create inequities for students and families, and do not reflect the legislature's vision for the role of the high school and beyond plan in promoting student success in secondary and postsecondary endeavors.
(2) A universal online high school and beyond plan platform that can be readily accessed by students, parents, teachers, and others who support academic progress will alleviate equity issues and create new opportunities for students to develop and curate plans that align with their needs and interests. With the assistance of a flexible, portable, and expandable platform, all students with high school and beyond plans will be able to easily personalize and revise their plans, explore education options of relevance and interest, and receive supports that will help them make informed choices about their education and career objectives.
(3) The legislature, therefore, intends to revise and strengthen high school and beyond plan requirements and to direct the office of the superintendent of public instruction to facilitate the transition to a universal online high school and beyond plan platform to guide students' secondary education experiences and ensure preparation for their postsecondary goals." [ 2023 c 271 s 1.]
Intent—Conflict with federal requirements—2020 c 307: See notes following RCW 28B.77.290.
Intent—2019 c 252: See note following RCW 28A.230.710.

catchline: High school and beyond plans—Universal online platform.


title: RCW 28A.230.250

text:
The superintendent of public instruction shall coordinate both the procedures and the content of the tests and assessments required by the state to maximize the value of the information provided to students as they progress and to teachers and parents about students' talents, interests, and academic needs or deficiencies so that appropriate programs can be provided to enhance the likelihood of students' success both in school and beyond.
[ 1999 c 373 s 602; 1990 c 101 s 4.]
Notes:
Part headings not law—1999 c 373: See note following RCW 28A.300.310.

catchline: Coordination of procedures and content of assessments.


title: RCW 28A.230.265

text:
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 s 16.]
Notes:
Conflict with federal requirements—2011 c 45: See note following RCW 28A.330.250.

catchline: Condensed compliance reports—Second-class districts.


title: RCW 28A.230.295

text:
(1)(a) Beginning with the 2024-25 school year, public schools, for each school day that exceeds five hours in duration, must provide a minimum of 30 minutes of daily recess within the school day for all students in grades kindergarten through five and students in grade six that attend an elementary school.
(b) The office of the superintendent of public instruction may waive the requirement in (a) of this subsection during the 2024-25 school year for public schools demonstrating that they are unable to comply with the requirement.
(c) Public schools may provide additional recess before or after the school day, but that time may not be used to meet the requirements of this subsection (1).
(d) Time spent changing to and from clothes for outdoor play should not be used to meet the requirements of this subsection (1).
(2)(a) Recess must be supervised and student directed and must aim to be safe, inclusive, and high quality as described in the model policy and procedure referenced in RCW 28A.210.368. It may include organized games, but public schools should avoid including, or permitting the student use of, computers, tablets, or phones during recess.
(b) Recess should be held outside whenever possible. If recess is held indoors, public schools should use an appropriate space that promotes physical activity.
(3) The daily recess required under this section may not be used to meet the physical education requirements under RCW 28A.230.040.
(4) For the purposes of this section, "public schools" has the same meaning as in RCW 28A.150.010.
[ 2023 c 272 s 2.]
Notes:
Intent—2023 c 272: "(1) The legislature recognizes that recess is an essential part of the day for elementary school students. Young students learn through play, and recess supports the mental, physical, and emotional health of students and positively impacts their learning and behavior. Given the state's youth mental health and physical inactivity crisis, as well as learning loss due to the COVID-19 pandemic, recess is vital to support student well-being and academic success.
(2) The legislature also acknowledges that the amount of time spent on recess varies throughout the state; therefore, youth do not have equitable access to opportunities for physical activity, self-directed play, and time outdoors. The legislature intends to set a minimum requirement for daily recess to ensure that all students have equal access to recess, but school districts are encouraged to exceed this requirement.
(3) Further, the legislature intends to clarify that recess should not be withheld as a disciplinary or punitive action during the school day, and that recess should not be withheld to compel students to complete academic work. The legislature believes that these clarifications and other policies will help make elementary school recess safe, inclusive, and high quality for all students." [ 2023 c 272 s 1.]

catchline: Daily recess.


title: RCW 28A.230.300

text:
(1) Beginning no later than the 2022-23 school year, each school district that operates a high school must, at a minimum, provide an opportunity to access an elective computer science course that is available to all high school students. School districts are encouraged to consider community-based or public-private partnerships in establishing and administering a course, but any course offered in accordance with this section must be aligned to the state learning standards for computer science or mathematics.
(2) In accordance with the requirements of this section, beginning in the 2019-20 school year, school districts may award academic credit for computer science to students based on student completion of a competency examination that is aligned with the state learning standards for computer science or mathematics and course equivalency requirements adopted by the office of the superintendent of public instruction to implement this section. Each school district board of directors in districts that award credit under this subsection shall develop a written policy for awarding such credit that includes:
(a) A course equivalency approval procedure;
(b) Procedures for awarding competency-based credit for skills learned partially or wholly outside of a course; and
(c) An approval process for computer science courses taken before attending high school under RCW 28A.230.740.
(3) Prior to the use of any competency examination under this section that may be used to award academic credit to students, the office of the superintendent of public instruction must review the examination to ensure its alignment with:
(a) The state learning standards for computer science or mathematics; and
(b) Course equivalency requirements adopted by the office of the superintendent of public instruction to implement this section.
(4)(a) For purposes of meeting graduation requirements under RCW 28A.230.090, a student may substitute a computer science course aligned to state computer science learning standards as an alternative to a third year mathematics or third year science course if:
(i) Prior to the substitution, the school counselor provides the student and the student's parent or guardian with written notification of the consequences of the substitution on postsecondary opportunities;
(ii) The student, the student's parent or guardian, and the student's school counselor or principal agree to the substitution; and
(iii) The substitution is aligned with the student's high school and beyond plan.
(b) A substitution permitted under this subsection (4) may only be used once per student.
[ 2024 c 66 s 8; 2021 c 307 s 1; 2019 c 180 s 2.]
Notes:
Findings—2019 c 180: "The legislature recognizes the benefit of computer science and computational thinking in education, not only with respect to educational development, but also in cultivating the skills needed to compete and excel in our state's career landscape. By providing more opportunities to take courses and earn credit in computer science, Washington can better prepare students to excel both in school and after graduation." [ 2019 c 180 s 1.]

catchline: Computer science.


title: RCW 28A.230.305

text:
(1) Beginning with the 2023-24 school year, school districts with more than 200 enrolled students shall offer regular instruction in at least one visual art or at least one performing art, throughout the school year. Each student must receive instruction in at least one arts discipline throughout their elementary and middle education experience. For grades nine through 12, all students must be given the opportunity to take arts coursework each academic year.
(2) Every student must have access to arts education, as part of basic education under RCW 28A.150.210. Arts instruction must be accessible by all students, in a manner that is commensurate with instruction in other core subject areas.
(3)(a) Except as provided in (b) of this subsection, arts instruction must be provided by either: A certificated teacher with an endorsement in the relevant arts discipline; or a certificated teacher actively pursuing an endorsement in the relevant arts discipline.
(b) A person holding a limited teaching certificate may provide arts instruction while either: (i) The school district recruits and hires a certificated teacher with the qualifications provided in (a) of this subsection; or (ii) the certificated teacher with qualifications provided in (a) of this subsection takes leave as provided in the school district's written leave policy required by RCW 28A.400.300.
(4) Instruction under this section must be solely for the arts discipline in the skills and craft of each specific arts discipline as their own end, rather than as a vehicle to enhance learning in any other nonarts subject area. If schools wish to integrate or infuse the arts into other subject matter, they must do so in addition to the regular, formal arts instruction required by this section.
(5) The arts instructors in each school district, as subject matter experts, shall be consulted to determine which specific visual and performing arts courses to offer at given grade levels, so that instruction is properly aligned to state learning standards in the arts and students' developmental stages and vertically aligned to give arts-focused students the best chance for success in their arts college or career pathway.
[ 2022 c 250 s 3.]
Notes:
Intent—2022 c 250: See note following RCW 28A.230.020.

catchline: Arts instruction.


title: RCW 28A.230.310

text:
(1)(a) Beginning with the 2020-21 school year, all school districts with a high school must provide a financial aid advising day, as defined in RCW 28A.300.815.
(b) Districts must provide both a financial aid advising day and notification of financial aid opportunities at the beginning of each school year to parents and guardians of any student entering the twelfth grade. The notification must include information regarding:
(i) The eligibility requirements of the Washington college grant;
(ii) The requirements of the financial aid advising day;
(iii) The process for opting out of the financial aid advising day; and
(iv) Any community-based resources available to assist parents and guardians in understanding the requirements of and how to complete the free application for federal student aid and the Washington application for state financial aid.
(2) Districts may administer the financial aid advising day, as defined in RCW 28A.300.815, in accordance with information-sharing requirements set in the high school and beyond plan in RCW 28A.230.212 and 28A.230.215.
(3) The Washington state school directors' association, with assistance from the office of the superintendent of public instruction and the Washington student achievement council, shall develop a model policy and procedure that school district board of directors may adopt. The model policy and procedure must describe minimum standards for a financial aid advising day as defined in RCW 28A.300.815.
(4) School districts are encouraged to engage in the Washington student achievement council's financial aid advising training.
(5) The office of the superintendent of public instruction may adopt rules for the implementation of this section.
[ 2023 c 271 s 7; 2020 c 307 s 4.]
Notes:
Intent—2023 c 271: See note following RCW 28A.230.215.
Intent—Conflict with federal requirements—2020 c 307: See notes following RCW 28B.77.290.

catchline: Financial aid advising day.