title: RCW 28A.210.405

text:
(1)(a) To support students' readiness to learn, school districts and public schools must have access to the prevention, early identification, early intervention, and crisis intervention assistance, resources, and training necessary for schools to utilize and integrate with a statewide system of coordinated care for children and youth and their families.
(b)(i) The office of the superintendent of public instruction, including the state school safety center established in RCW 28A.300.630, and the educational service districts, including the regional school safety centers established in RCW 28A.310.510, must collaborate and coordinate with state, regional, and local agencies and community partners involved in behavioral health services for children and youth to develop a technical assistance and training framework to provide school districts and public schools with assistance in supporting student behavioral health, including identifying systems' needs, mapping resources, accessing available funding, and connecting to community-based behavioral health services and supports.
(ii) The purpose of the technical assistance and training framework is to improve coordination, reduce duplication, and increase access to prevention, early identification, early intervention, and crisis intervention behavioral health services and supports.
(2) The technical assistance and training framework must, at a minimum:
(a) Align with the behavioral health goals and guiding principles outlined in the strategic plan adopted by the children and youth behavioral health work group in November 2025, as required by RCW 74.09.4951;
(b) Incorporate evidence-based and evidence-informed practices for equipping school districts and public schools with tools, resources, and guidance for prevention, early identification, early intervention, and crisis intervention behavioral health services and supports to students and their families;
(c) Include best practices and procedures for engaging state, regional, and local agency and community partners involved in behavioral health services for children and youth, and for enabling school districts and public schools to access any technical assistance, resources, training, and services made available through those partners;
(d) Establish roles, processes, and delivery methods for the office of the superintendent of public instruction, the educational service districts, and participating agency and community partners to optimize the statewide and regional delivery of technical assistance, resources, and training to school districts and public schools;
(e) Identify and incorporate strategies to braid and coordinate state, federal, local, and private resources to support prevention, early identification, early intervention, and crisis intervention activities that promote student behavioral health;
(f) Support school district and public school application of the Washington integrated student supports protocol, established under RCW 28A.300.139;
(g) Include strategies and tools for engaging families, parent advocacy groups, and community partners in the planning, implementation, and evaluation of school district and public school wellness initiatives, with the goal of promoting a holistic approach to student wellness supports;
(h) Include strategies and procedures to support school districts and public schools in accessing training, technical assistance, and community resources that support student behavioral health through the technical assistance and training framework; and
(i) Include mechanisms for continuous improvement, including procedures for updating technical assistance and training based on emerging best practices, data, and feedback from school districts and public schools.
(3) In developing the technical assistance and training framework, the office of the superintendent of public instruction and the educational service districts must consult and collaborate with, at a minimum: Large and small, and rural and urban school districts; the health care authority; the department of health; the tribal leaders congress on education; an association representing Washington's federally recognized tribes; representatives of associations representing behavioral health professionals working in public schools; representatives of organizations advocating for and supporting parents and families with students in public schools; and state and local agencies, institutions of higher education, and community-based organizations involved in behavioral health services for children and youth.
(4) The office of the superintendent of public instruction and the educational service districts must design the technical assistance and training framework to support braiding and coordinating of current and future state, federal, and private funding streams to support development, implementation, and ongoing delivery of the technical assistance and training framework and related guidance and assistance to school districts and public schools.
(5)(a) The office of the superintendent of public instruction, the educational service districts, school districts, and public schools must continue to comply with all responsibilities to promote student behavioral health required by law, including RCW 28A.310.510, 28A.320.127, and 28A.415.445(1), while the technical assistance and training framework is developed.
(b) After the technical assistance and training framework is developed, the office of the superintendent of public instruction and the educational service districts must use the framework to optimize delivery and coordination of behavioral health technical assistance, resources, training, and supports, including by improving identification of and access to available behavioral health services, supports, and funding streams.
(6) The office of the superintendent of public instruction must provide an update on the development of the technical assistance and training framework to the appropriate committees of the legislature by November 1, 2027, and in compliance with RCW 43.01.036.
(7) This section does not impose additional duties on school districts or public schools beyond those otherwise required by law.
(8) For purposes of this section, "public schools" has the same meaning as in RCW 28A.150.010.
[ 2026 c 129 s 2.]
Notes:
Findings—Intent—2026 c 129: "(1) The legislature finds that:
(a) According to the 2023 healthy youth survey, approximately one-quarter of Washington children and youth ages three through 17 experience mental, emotional, developmental, or behavioral problems;
(b) Prevention, early identification, early intervention, and crisis intervention for these problems improve educational outcomes, reduce involvement with the judicial system, increase long-term well-being, and reduce the public costs associated with chronic and severe behavioral health needs; and
(c) The state's behavioral health system remains fragmented and does not consistently provide children and youth and their families with timely, coordinated, and effective services and supports.
(2) The legislature further finds that:
(a) The children and youth behavioral health work group adopted the "Washington thriving" strategic plan in November 2025, as required by RCW 74.09.4951, to transform the behavioral health system for residents from birth to age 25; and
(b) The strategic plan identifies goals that include a connected, coordinated, collaborative, accountable, and sustainable behavioral health ecosystem and the provision of coordinated, accessible, effective services and supports across a full continuum of comprehensive offerings, including services delivered where children and youth and their families spend time, such as at schools.
(3) The legislature finds that school districts and public education entities already have responsibilities and infrastructure related to student behavioral health, including:
(a) Adoption of student emotional and behavioral distress plans required of school districts under RCW 28A.320.127, including identification of staff training opportunities and partnerships with agencies and community organizations for referral of students to behavioral health services;
(b) Behavioral health coordination and related support required of the regional school safety centers under RCW 28A.310.510, including support for the development and implementation of student emotional and behavioral distress plans, suicide prevention training, and facilitation of partnerships between school districts, public schools, and behavioral health systems; and
(c) Biennial obligations to train school staff in mental health literacy, social-emotional learning, and trauma-informed practices.
(4)(a) The legislature further finds that school districts and public schools use a variety of structured systems to support students' readiness to learn, for example multitiered systems of support and the Washington integrated student supports protocol.
(b) The Washington integrated student supports protocol, established under RCW 28A.300.139 includes student and system needs assessments, integration and coordination of academic and nonacademic supports, community partnerships, and outcome tracking.
(5) Therefore, the legislature intends to strengthen cross-agency coordination between public education entities and behavioral health partners so that public schools can serve as an access point for prevention, early identification, early intervention, and crisis intervention as part of a coordinated continuum of regional and statewide behavioral health services and supports for children and youth and their families." [ 2026 c 129 s 1.]

catchline: Student behavioral health—Technical assistance and training framework.


doc_type: statute

jurisdiction: wa

title: RCW 28A.210.410

text:
(1) This section applies to schools with buildings built, or with all plumbing replaced, before 2016.
(2) With respect to sampling and testing for lead contamination at drinking water outlets, a school shall either:
(a) Cooperate with the department so that the department can conduct sampling and testing as required under RCW 43.70.830; or
(b) Contract for sampling and testing that meets the requirements of RCW 43.70.830 and submit the test results to the department according to a procedure and deadlines determined by the department.
(3)(a) Except as provided in (b) of this subsection, a school shall communicate annually with students' families and staff about lead contamination in drinking water. The school shall consult with the department or a local health agency on the contents of the communication, which must include: The health effects of lead exposure; the website address of the most recent lead test results; and information about the school's plan for remedial action to reduce lead contamination in drinking water. Schools are encouraged to provide the communication as early in the school year as possible.
(b) The annual communication described under (a) of this subsection is not required if initial testing, or once postremediation testing, does not detect an elevated lead level at any drinking water outlet.
(4) As soon as practicable after receiving a lead test result that reveals a lead concentration that exceeds 15 parts per billion at a drinking water outlet, and until a lead contamination mitigation measure, such as use of a filter, is implemented, the school must shut off the water to the outlet.
(5)(a) For a lead test result that reveals an elevated lead level, as defined in subsection (7) of this section, at one or more drinking water outlets, the school's governing body shall adopt a school action plan in compliance with the requirements of this subsection.
(b) The school action plan must:
(i) Be developed in consultation with the department or a local health agency regarding the technical guidance, and with the office of the superintendent of public instruction regarding funding for remediation activities;
(ii) Describe mitigation measures implemented since the lead test result was received;
(iii) Include a schedule of remediation activities, including use of filters, that adhere to the technical guidance. The schedule may be based on the availability of state or federal funding for remediation activities; and
(iv) Include postremediation retesting to confirm that remediation activities have reduced lead concentrations at drinking water outlets to below the elevated lead level.
(c) The school action plan may include sampling and testing of the drinking water entering the school when the results of testing for lead contamination at drinking water outlets within the school indicate that the infrastructure of the public water system is a documented significant contributor to the elevated lead levels.
(d) The school must provide the public with notice and opportunity to comment on the school action plan before it is adopted.
(e) If testing reveals that a significant contributor to lead contamination in school drinking water is the infrastructure operated by a public water system that is not a school water system, the school: (i) Is not financially responsible for remediating elevated lead levels in drinking water that passes through that infrastructure; (ii) must communicate with the public water system regarding its documented significant contribution to lead contamination in school drinking water and request from the public water system a plan for reducing the lead contamination; and (iii) may defer its remediation activities under (b) of this subsection until after the elevated lead level in the public water system's infrastructure is remediated and postremediation retesting does not detect an elevated lead level in the drinking water that passes through that infrastructure.
(f) The school action plan adoption deadlines are as follows:
(i) For lead test results received between July 1, 2014, and July 25, 2021, for which a school did not take remedial action or for which postremediation retesting has not confirmed that the elevated lead level has been reduced to five or fewer parts per billion, the school shall provide notice of elevated lead levels in the communication required under subsection (3) of this section and the school's governing body shall adopt an action plan by March 31, 2022; and
(ii) For lead test results received after July 25, 2021, the school's governing body shall adopt an action plan within six months of receipt.
(g) A school's governing body may adopt an update to an existing school action plan, rather than adopting a new school action plan, in order to address additional lead test results that reveal elevated lead levels at drinking water outlets, coordinate remediation activities at multiple buildings, or adjust the schedule of remediation activities.
(6) A school must post on a public website the most recent results of testing for lead contamination at drinking water outlets, no later than the time that the proposed school action plan is made publicly available, under subsection (5)(d) of this section.
(7) The definitions in this subsection apply throughout this section unless the context clearly requires otherwise.
(a) "Department" means the department of health.
(b) "Drinking water" means any water that students have access to where it is reasonably foreseeable that the water may be used for drinking, cooking, or food preparation.
(c) "Drinking water outlet" or "outlet" means any end point for delivery of drinking water, for example a tap, faucet, or fountain.
(d) "Elevated lead level" means a lead concentration in drinking water that exceeds five parts per billion, unless a lower concentration is specified by the state board of health in rule in accordance with RCW 43.20.265.
(e) "Public water system" has the same meaning as in RCW 70A.120.020.
(f) "School" means a school district and the common schools, as defined in RCW 28A.150.020, within the district; a charter school established under chapter 28A.710 RCW; or the state school for the blind or the state school for the deaf established under RCW 72.40.010.
(g) "Technical guidance" means the technical guidance for reducing lead in drinking water at schools issued by the United States environmental protection agency until the department complies with RCW 43.70.840 when the term means the technical guidance developed by the department.
[ 2021 c 154 s 2.]
Notes:
Findings—Intent—Short title—2021 c 154: See notes following RCW 43.70.830.

license: public-domain-government-work

rule_set: Revised Code of Washington

catchline: Lead contamination at drinking water outlets.

code: rcw

unit: section

court: Washington State Legislature


title: RCW 28A.210.420

text:
(1) By the beginning of the 2022-23 school year, school districts and private schools must make menstrual hygiene products available at no cost in all gender-neutral bathrooms and bathrooms designated for female students located in schools that serve students in any of grades six through twelve. If a school building serving grades six through twelve does not have a gender-neutral bathroom, then the products must also be available in at least one bathroom accessible to male students or in a school health room accessible to all students. For schools that serve students in grades three through five, school districts and private schools must make menstrual hygiene products available in a school health room or other location as designated by the school principal.
(2) Menstrual hygiene products must include sanitary napkins, tampons, or similar items.
(3) School districts and private schools must bear the cost of supplying menstrual hygiene products. School districts and private schools may seek grants or partner with nonprofit or community-based organizations to fulfill this obligation.
(4) This section governs school operation and management under RCW 28A.710.040 and 28A.715.020 and applies to charter schools established under chapter 28A.710 RCW and state-tribal compact schools established under chapter 28A.715 RCW.
[ 2021 c 163 s 1.]

catchline: Menstrual hygiene products.


title: RCW 28A.210.430

text:
(1) Each school district, charter school, and state-tribal education compact school that serves students in any of grades nine through 12 is encouraged to offer instruction in awareness of bone marrow and blood donation to students as provided in this section. Beginning with the 2025-26 school year, instruction in awareness of bone marrow and blood donation may be included in at least one health class necessary for graduation.
(2)(a) Instruction in awareness of bone marrow and blood donation under this section must be an instructional program provided by the national marrow donor program, the American red cross, America's blood centers, Bloodworks Northwest, or other relevant nationally recognized organizations focused on either bone marrow or blood donation, or both.
(b) The office of the superintendent of public instruction must post on its website a link to the instructional programs described in this subsection (2).
(3) Each school district, charter school, and state-tribal education compact school that serves students in any of grades kindergarten through eight may offer instruction in awareness of bone marrow and blood donation to students. The instruction described in subsection (2) of this section may be adapted to be age appropriate.
(4) School districts, charter schools, and state-tribal education compact schools may offer the instruction in awareness of bone marrow and blood donation directly or arrange for the instruction to be provided by available community-based providers. The instruction does not have to be provided by certificated instructional staff.
[ 2025 c 149 s 2; 2023 c 219 s 2.]
Notes:
Intent—2025 c 149: "The legislature recognizes that increasing awareness of blood donation is crucial to addressing the growing need for a reliable and diverse blood supply. Just as bone marrow donation awareness has been shown to save lives, education about blood donation can empower students to become future donors, ensuring a safe and sustainable blood supply for patients in need.
By integrating blood donation awareness into existing instruction, students will gain knowledge about the lifesaving impact of blood donation, eligibility requirements, and opportunities to participate in donation programs. The legislature intends for this instruction to complement existing health education requirements and increase opportunities for students to engage in civic and community health initiatives." [ 2025 c 149 s 1.]
Findings—Intent—2023 c 219: "(1) The legislature recognizes that it has previously found that every three minutes an American child or adult is diagnosed with a potentially fatal blood disease. For many of these individuals, bone marrow transplantation is the only chance for survival. The legislature finds that 70 percent of patients do not have a fully matched donor in their family and rely on a registry to find an unrelated donor. The legislature further finds that 40 to 71 percent of individuals with diverse heritage never find a bone marrow match. The ultimate key to survivability lies in increasing the number of bone marrow donors across all ethnicities, which will increase the potential for a suitable match.
(2) It is the intent of the legislature to continue to increase awareness of bone marrow donation by encouraging school districts, charter schools, and state-tribal compact schools to offer instruction on this topic to high school students in at least one health class necessary for graduation. The legislature also intends for this instruction to be optional for elementary and middle school students." [ 2023 c 219 s 1.]

catchline: Instruction in bone marrow and blood donation awareness.


title: RCW 28A.210.440

text:
(1) Beginning in the 2026-27 school year, each school district shall:
(a) Maintain and make available to school employees and volunteers bleeding control equipment located on each school campus for use in the event of a traumatic injury involving blood loss. The bleeding control equipment must be stored in an easily accessible area of each school campus;
(b) Require that each school has a minimum of two employees per school who have completed the training described in subsection (4) of this section. If a school has more than 1,000 students, it must have one trained employee per 500 students; and
(c) Require each school to inspect and inventory bleeding control equipment annually and after each use to ensure that any of the equipment is not expired or missing, and that any expired or missing equipment is replaced as necessary.
(2) Bleeding control equipment must include:
(a) A tourniquet endorsed by or approved for use in battlefield trauma care by the United States department of defense committee on tactical combat casualty care;
(b) A compression bandage;
(c) A bleeding control bandage;
(d) Latex-free gloves;
(e) Permanent markers;
(f) Scissors; and
(g) Instructional documents developed by the United States department of homeland security, the American college of surgeons, or a similar organization detailing methods to prevent blood loss following a traumatic event.
(3) In addition to the items listed in subsection (2) of this section, a school district may include other medical materials and equipment that:
(a) Are approved by local law enforcement or first responders;
(b) Can adequately treat a traumatic injury; and
(c) Can be stored with the readily available bleeding control equipment.
(4) School districts may satisfy the training requirements by using in-person and online trainings produced by the United States department of homeland security, the American college of surgeons, or similar organizations. The training must include:
(a) The proper application of pressure to stop bleeding;
(b) The application of dressings and bandages;
(c) Other pressure techniques to control bleeding; and
(d) The correct application of tourniquets.
(5) School districts are encouraged to implement the requirements in this section during the 2024-25 and 2025-26 school years.
(6) This section governs school operation and management under RCW 28A.710.040 and 28A.715.020 and applies to charter schools established under chapter 28A.710 RCW and state-tribal education compact schools subject to chapter 28A.715 RCW.
[ 2024 c 365 s 1.]

catchline: Bleeding control equipment and other medical materials—Training.


title: RCW 28A.215.010

text:
The board of directors of any school district shall have the power to establish and maintain preschools and to provide before-and-after school and vacation care in connection with the common schools of said district located at such points as the board shall deem most suitable for the convenience of the public, for the care and instruction of infants and children residing in said district. The board shall establish such courses, activities, rules, and regulations governing preschools and before-and-after school care as it may deem best: PROVIDED, That these courses and activities shall meet the minimum standard for such preschools as established by the United States department of health, education and welfare, or its successor agency, and the superintendent of public instruction. Except as otherwise provided by state or federal law, the board of directors may fix a reasonable charge for the care and instruction of children attending such schools. The board may, if necessary, supplement such funds as are received for the superintendent of public instruction or any agency of the federal government, by an appropriation from the general school fund of the district.
[ 2006 c 263 s 410; 1995 c 335 s 104; 1969 ex.s. c 223 s 28A.34.010. Prior: 1945 c 247 s 1; 1943 c 220 s 1; Rem. Supp. 1945 s 5109-1. Formerly RCW 28A.34.010, 28.34.010.]
Notes:
Findings—Purpose—Part headings not law—2006 c 263: See notes following RCW 28A.150.230.
Part headings, table of contents not law—1995 c 335: See note following RCW 28A.150.360.

catchline: Authority of school boards.


title: RCW 28A.215.020

text:
Expenditures under federal funds and/or state appropriations made to carry out the purposes of RCW 28A.215.010 through 28A.215.050 shall be made by warrants issued by the state treasurer upon order of the superintendent of public instruction. The superintendent of public instruction shall make necessary rules to carry out the purpose of RCW 28A.215.010. The superintendent shall consult with the department of children, youth, and families when establishing relevant rules.
[ 2017 3rd sp.s. c 6 s 218; 2006 c 263 s 411; 1995 c 335 s 308; 1990 c 33 s 210; 1969 ex.s. c 223 s 28A.34.020. Prior: 1943 c 220 s 2; Rem. Supp. 1943 s 5109-2. Formerly RCW 28A.34.020, 28.34.020, 28.34.030.]
Notes:
Effective date—2017 3rd sp.s. c 6 ss 102, 104-115, 201-227, 301-337, 401-419, 501-513, 801-803, and 805-822: See note following RCW 43.216.025.
Conflict with federal requirements—2017 3rd sp.s. c 6: See RCW 43.216.908.
Findings—Purpose—Part headings not law—2006 c 263: See notes following RCW 28A.150.230.
Part headings, table of contents not law—1995 c 335: See note following RCW 28A.150.360.

catchline: Allocations of state or federal funds—Rules.


title: RCW 28A.215.030

text:
In the event the legislature appropriates any moneys to carry out the purposes of RCW 28A.215.010 through 28A.215.050, allocations therefrom may be made to school districts for the purpose of underwriting allocations made or requested from federal funds until such federal funds are available. Any school district may allocate a portion of its funds for the purpose of carrying out the provisions of RCW 28A.215.010 through 28A.215.050 pending the receipt of reimbursement from funds made available by acts of congress.
[ 1995 c 335 s 309; 1990 c 33 s 211; 1969 ex.s. c 223 s 28A.34.040. Prior: 1943 c 220 s 3; Rem. Supp. 1943 s 5109-3. Formerly RCW 28A.34.040, 28.34.040.]
Notes:
Part headings, table of contents not law—1995 c 335: See note following RCW 28A.150.360.

catchline: Allocations pending receipt of federal funds.


title: RCW 28A.215.040

text:
Every board of directors shall have power to establish, equip and maintain preschools and/or provide before-and-after school care for children of working parents, in cooperation with the federal government or any of its agencies, when in their judgment the best interests of their district will be subserved thereby.
[ 1995 c 335 s 105; 1973 1st ex.s. c 154 s 45; 1969 ex.s. c 223 s 28A.34.050. Prior: 1943 c 220 s 5; Rem. Supp. 1943 s 5109-5. Formerly RCW 28A.34.050, 28.34.050.]
Notes:
Part headings, table of contents not law—1995 c 335: See note following RCW 28A.150.360.
Severability—1973 1st ex.s. c 154: See note following RCW 2.12.030.

catchline: Establishment and maintenance discretionary.


title: RCW 28A.215.050

text:
As a supplement to the authority otherwise granted by RCW 28A.215.010 through 28A.215.050 respecting the care or instruction, or both, of children in general, the board of directors of any school district may only utilize funds outside the state basic education appropriation and the state school transportation appropriation to:
(1) Contract with public and private entities to conduct all or any portion of the management and operation of a child care program at a school district site or elsewhere;
(2) Establish charges based upon costs incurred under this section and provide for the reduction or waiver of charges in individual cases based upon the financial ability of the parents or legal guardians of enrolled children to pay the charges, or upon their provision of other valuable consideration to the school district; and
(3) Transport children enrolled in a child care program to the program and to related sites using district-owned school buses and other motor vehicles, or by contracting for such transportation and related services: PROVIDED, That no child three years of age or younger shall be transported under the provisions of this section unless accompanied by a parent or guardian.
[ 1995 c 335 s 310; 1990 c 33 s 212; 1987 c 487 s 1. Formerly RCW 28A.34.150.]
Notes:
Part headings, table of contents not law—1995 c 335: See note following RCW 28A.150.360.

catchline: Additional authority—Contracts with private and public entities—Charges—Transportation services.


title: RCW 28A.215.060

text:
(1) The Washington community learning center program is established. The program shall be administered by the office of the superintendent of public instruction. The purposes of the program include:
(a) Supporting the creation or expansion of community learning centers that provide students with tutoring and educational enrichment when school is not in session;
(b) Providing training and professional development for community learning center program staff;
(c) Increasing public awareness of the availability and benefits of after-school programs; and
(d) Supporting statewide after-school intermediary organizations in their efforts to provide leadership, coordination, technical assistance, professional development, advocacy, and programmatic support to the Washington community learning center programs and after-school programs throughout the state.
(2)(a) Subject to funds appropriated for this purpose, the office of the superintendent of public instruction may provide community learning center grants to any public or private organization that meets the eligibility criteria of the federal twenty-first century community learning centers program.
(b) Priority may be given to grant requests submitted jointly by one or more schools or school districts and one or more community-based organizations or other nonschool partners.
(c) Priority may also be given to grant requests for after-school programs focusing on improving mathematics achievement, particularly for middle and junior high school students.
(d) Priority shall be given to grant requests that:
(i) Focus on improving reading and mathematics proficiency for students who attend schools that have been identified as being in need of improvement under section 1116 of Title I of the federal no child left behind act of 2001; and
(ii) Include a public/private partnership agreement or proposal for how to provide free transportation for those students in need that are involved in the program.
(3) Community learning center grant funds may be used to carry out a broad array of out-of-school activities that support and enhance academic achievement. The activities may include but need not be limited to:
(a) Remedial and academic enrichment;
(b) Mathematics, reading, and science education;
(c) Arts and music education;
(d) Entrepreneurial education;
(e) Community service;
(f) Tutoring and mentoring programs;
(g) Programs enhancing the language skills and academic achievement of limited English proficient students;
(h) Recreational and athletic activities;
(i) Telecommunications and technology education;
(j) Programs that promote parental involvement and family literacy;
(k) Drug and violence prevention, counseling, and character education programs; and
(l) Programs that assist students who have been truant, suspended, or expelled, to improve their academic achievement.
(4) Each community learning center grant may be made for a maximum of five years. Each grant recipient shall report annually to the office of the superintendent of public instruction on what transportation services are being used to assist students in accessing the program and how those services are being funded. Based on this information, the office of the superintendent of public instruction shall compile a list of transportation service options being used and make that list available to all after-school program providers that were eligible for the community learning center program grants.
(5) To the extent that funding is available for this purpose, the office of the superintendent of public instruction may provide grants or other support for the training and professional development of community learning center staff, the activities of intermediary after-school organizations, and efforts to increase public awareness of the availability and benefits of after-school programs.
(6) Schools or school districts that receive a community learning center grant under this section may seek approval from the office of the superintendent of public instruction for flexibility to use a portion of their state transportation funds for the costs of transporting students to and from the community learning center program.
(7) The office of the superintendent of public instruction shall evaluate program outcomes and report to the governor and the education committees of the legislature on the outcomes of the grants and make recommendations related to program modification, sustainability, and possible expansion. An interim report is due November 1, 2008. A final report is due December 1, 2009.
[ 2008 c 169 s 1; 2007 c 400 s 5.]
Notes:
Captions not law—2007 c 400: See note following RCW 28A.150.210.

catchline: Community learning center program—Purpose—Grants—Reports.


title: RCW 28A.215.070

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 13.]
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.215.080

text:
(1) The Washington academic, innovation, and mentoring program is established.
(2) The purpose of the program is to enable eligible neighborhood youth development entities to provide out-of-school time programs for youth ages six to eighteen years of age that include educational services, social-emotional learning, mentoring, and linkages to positive, prosocial leisure, and recreational activities. The programs must be designed for mentoring and academic enrichment.
(3) Eligible entities must meet the following requirements:
(a) Ensure that sixty percent or more of the academic, innovation, and mentoring program participants must qualify for free or reduced-price lunch;
(b) Have an existing partnership with the school district and a commitment to develop a formalized data-sharing agreement;
(c) Be facility based;
(d) Combine, or have a plan to combine, academics and social-emotional learning;
(e) Engage in a continuous program quality improvement process;
(f) Conduct national criminal background checks for all employees and volunteers who work with children; and
(g) Have adopted standards for care including staff training, health and safety standards, and mechanisms for assessing and enforcing the program's compliance with the standards.
(4) Nonprofit entities applying for funding as a statewide network must:
(a) Have an existing infrastructure or network of academic, innovation, and mentoring program grant-eligible entities;
(b) Provide after-school and summer programs with youth development services; and
(c) Provide proven and tested recreational, educational, and character-building programs for children ages six to eighteen years of age.
(5) The office of the superintendent of public instruction must submit a report to the appropriate education and fiscal committees of the legislature by December 31, 2018, and an annual update by December 31 each year thereafter. The report must outline the programs established, target populations, and pretesting and posttesting results.
[ 2017 c 180 s 1.]

catchline: Washington academic, innovation, and mentoring program.


title: RCW 28A.220.010

text:
It is the purpose of chapter 76, Laws of 1977 to provide the students of the state with an improved quality traffic safety education program and to develop in the youth of this state a knowledge of the motor vehicle laws, an acceptance of personal responsibility on the public highways, an understanding of the causes and consequences of traffic accidents, and to provide training in the skills necessary for the safe operation of motor vehicles; to provide financial assistance to the various school districts while permitting them to achieve economies through options in the choice of course content and methods of instructions by adopting in whole or with modifications, a program prepared by the office of the superintendent of public instruction, and keeping to a minimum the amount of estimating, bookkeeping and reporting required of said school districts for financial reimbursement for such traffic safety education programs.
[ 1977 c 76 s 1. Formerly RCW 28A.08.005, 46.81.005.]
Notes:
Severability—1977 c 76: "If any provision of this 1977 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." [ 1977 c 76 s 5.]

catchline: Legislative declaration.


title: RCW 28A.220.020

text:
The definitions in this section apply throughout this chapter unless the context clearly requires otherwise.
(1) "Appropriate course delivery standards" means the classroom and behind-the-wheel student learning experiences considered acceptable to the superintendent of public instruction under RCW 28A.220.030 that must be satisfactorily accomplished by the student in order to successfully complete the driver training education course.
(2) "Approved private school" means a private school approved by the board of education under chapter 28A.195 RCW.
(3) "Director" means the director of the department of licensing.
(4) "Driver training education course" means a course of instruction in traffic safety education (a) offered as part of a traffic safety education program authorized by the superintendent of public instruction and certified by the department of licensing and (b) taught by a qualified teacher of driver training education that consists of classroom and behind-the-wheel instruction using curriculum that meets joint superintendent of public instruction and department of licensing standards and the course requirements established by the superintendent of public instruction under RCW 28A.220.030. Behind-the-wheel instruction is characterized by driving experience. Classroom instruction is characterized by in-person classroom-based student instruction or virtual classroom-based student instruction with a live instructor.
(5) "Qualified teacher of driver training education" means an instructor who:
(a) Is certificated under chapter 28A.410 RCW and has obtained a traffic safety endorsement or a letter of approval to teach traffic safety education from the superintendent of public instruction or is certificated by the superintendent of public instruction to teach a driver training education course; or
(b) Is an instructor provided by a driver training school that has contracted with a school district's or districts' board of directors under RCW 28A.220.030(3) to teach driver education for the school district.
(6) "Superintendent" or "state superintendent" means the superintendent of public instruction.
(7) "Traffic safety education program" means the administration and provision of driver training education courses offered by secondary schools of a school district or vocational-technical schools that are conducted by such schools in a like manner to their other regular courses.
[ 2025 c 299 s 9. Prior: 2017 c 197 s 2; 1990 c 33 s 218; 1979 c 158 s 195; 1977 c 76 s 2; 1969 ex.s. c 218 s 1; 1963 c 39 s 2. Formerly RCW 28A.08.010, 46.81.010.]
Notes:
Findings—Intent—2025 c 299: See note following RCW 46.20.1191.
Findings—Intent—2017 c 197: "The legislature finds that there is a need to establish consistency in the quality of driver training education in this state to reduce the number of young driver accidents that are prematurely killing our youth. The traffic safety commission reports that out of two hundred forty-five fatalities in the first half of 2016, thirty-one involved young drivers aged sixteen to twenty-five. The intent of this act is to require driver training education curriculum to be developed and maintained jointly by the office of the superintendent of public instruction and the department of licensing. The legislature also finds that there is a need to audit driver training education courses; therefore, the intent of this act is also to provide the department of licensing with resources and authority to audit all driver training education courses, in consultation with the superintendent of public instruction for driver training education courses offered by school districts." [ 2017 c 197 s 1.]
Effective date—2017 c 197: "Except for section 13 of this act, this act takes effect August 1, 2018." [ 2017 c 197 s 16.]
Severability—1977 c 76: See note following RCW 28A.220.010.

catchline: Definitions.


title: RCW 28A.220.030

text:
(1) The superintendent of public instruction is authorized to establish a section of traffic safety education, and through such section shall: Define appropriate course delivery standards required to provide an effective driver training education course, establish a level of driving competency required of each student to successfully complete the course, and ensure that an effective statewide program is implemented and sustained; administer, supervise, and develop the traffic safety education program; and assist local school districts and approved private schools in the conduct of their traffic safety education programs. The superintendent shall adopt necessary rules governing the operation and scope of the traffic safety education program; and each school district and approved private school shall submit a report to the superintendent on the condition of its traffic safety education program: PROVIDED, That the superintendent shall monitor the quality of the program and carry out the purposes of this chapter.
(2)(a) The board of directors of any school district maintaining a secondary school which includes any of the grades 10 to 12, inclusive, or any approved private school which includes any of the grades 10 to 12, inclusive, may establish and maintain a traffic safety education program.
(b) Any school district or approved private school that offers a driver training education course must certify to the department of licensing that it is operating a traffic safety education program, that the driver training education course follows the curriculum promulgated by the office of the superintendent of public instruction and the department of licensing, that it meets the course delivery standards promulgated by the office of the superintendent of public instruction, that a record retention policy is in place to meet the requirements of subsection (5) of this section, and that the school district or approved private school has verified that all instructors are authorized by the office of the superintendent of public instruction to teach a driver training education course.
(c) Any portion of a driver training education course offered by a school district may be taught before or after regular school hours or on Saturdays as well as on regular school days or as a summer school course, at the option of the local school district. If a school district elects to offer a driver training education course and has within its boundaries a private accredited secondary school which includes any of the grades 10 to 12, inclusive, at least one driver training education course must be given at times other than regular school hours if there is sufficient demand for it.
(3)(a) A qualified teacher of driver training education must be certificated under chapter 28A.410 RCW and obtain a traffic safety endorsement or a letter of approval to teach traffic safety education from the superintendent of public instruction to teach either the classroom instruction or the behind-the-wheel instruction portion of the driver training education course, or both, under rules adopted by the superintendent. The classroom or behind-the-wheel instruction portion of the driver training education course may also be taught by instructors certificated under rules adopted by the superintendent of public instruction, exclusive of any requirement that the instructor be certificated under chapter 28A.410 RCW.
(b) The superintendent shall establish a required minimum number of hours of continuing traffic safety education for qualified teachers of driver training education.
(4) The board of directors of a school district, or combination of school districts, may contract with any driver training school licensed under chapter 46.82 RCW to teach the behind-the-wheel instruction portion of the driver training education course. Instructors provided by any such contracting driver training school must be properly qualified teachers of driver training education under the joint qualification requirements adopted by the superintendent of public instruction and the director of licensing.
(5) Each school district or approved private school offering a traffic safety education program must maintain: (a) Documentation of each instructor's name and address and that establishes the instructor as a qualified teacher of driver training education as defined in RCW 28A.220.020; and (b) student records that include the student's name, address, and telephone number, the date of enrollment and all dates of instruction, the student's driver's instruction permit or driver's license number, the type of training received, the total number of hours of instruction, and the name of the instructor or instructors. These records must be maintained for three years following the completion of the instruction and are subject to inspection upon request of the department of licensing or the office of the superintendent of public instruction. The superintendent may adopt rules regarding the retention of additional documents that are subject to inspection by the department of licensing or the office of the superintendent of public instruction.
(6) A driver training education course may not be offered by a school district or an approved private school to a student who is under the age of fifteen, and behind-the-wheel instruction may not be given by an instructor to a student in a motor vehicle unless the student possesses either a current and valid driver's instruction permit issued under RCW 46.20.055 or a current and valid driver's license.
(7) School districts that offer a driver training education course under this chapter may administer the portions of the driver licensing examination that test the applicant's knowledge of traffic laws and ability to safely operate a motor vehicle as authorized under RCW 46.20.120(7). The superintendent shall work with the department of licensing, in consultation with school districts that offer a traffic safety education program, to develop standards and requirements for administering each portion of the driver licensing examination that are comparable to the standards and requirements for driver training schools under RCW 46.82.450.
(8) Before a school district may provide a portion of the driver licensing examination, the school district must, after consultation with the superintendent, enter into an agreement with the department of licensing that sets forth an accountability and audit process that takes into account the unique nature of school district facilities and school hours and, at a minimum, contains provisions that:
(a) Allow the department of licensing to conduct random examinations, inspections, and audits without prior notice;
(b) Allow the department of licensing to conduct on-site inspections at least annually;
(c) Allow the department of licensing to test, at least annually, a random sample of the drivers approved by the school district for licensure and to cancel any driver's license that may have been issued to any driver selected for testing who refuses to be tested; and
(d) Reserve to the department of licensing the right to take prompt and appropriate action against a school district that fails to comply with state or federal standards for a driver licensing examination or to comply with any terms of the agreement.
[ 2017 c 197 s 3; 2011 c 370 s 2; 2000 c 115 s 9; 1979 c 158 s 196; 1977 c 76 s 3; 1969 ex.s. c 218 s 2; 1963 c 39 s 3. Formerly RCW 28A.08.020, 46.81.020.]
Notes:
Findings—Intent—Effective date—2017 c 197: See notes following RCW 28A.220.020.
Intent—2011 c 370: "It is the intent of the legislature to utilize the infrastructure and resources of the commercial driver training schools and the school districts' traffic safety education programs by authorizing these entities to provide driver licensing examinations. The legislature intends for the department of licensing to authorize the administration of driver licensing examinations by these entities in order to maintain and reprioritize its staff for the purpose of reducing the wait times at its driver licensing offices.
Further, the legislature recognizes the growing importance of the work performed by department of licensing driver licensing services employees, who play an increasingly vital role in our security by ensuring that applicants are properly issued identification." [ 2011 c 370 s 1.]
Inclusion of stakeholder groups in communications to facilitate transition of driver licensing examination administration—2011 c 370: See note following RCW 46.82.450.
Finding—2000 c 115: See note following RCW 46.20.075.
Effective date—2000 c 115 ss 1-10: See note following RCW 46.20.075.
Severability—1977 c 76: See note following RCW 28A.220.010.

catchline: Traffic safety education section—Administration of traffic safety education program—Certification and endorsement of qualified teachers of driver training—Powers and duties of school officials—Administration of knowledge and driving portions of driver licensing examination.


title: RCW 28A.220.035

text:
The office of the superintendent of public instruction and the department of licensing shall jointly develop and maintain a required curriculum for school districts and approved private schools operating a traffic safety education program. The jointly developed curriculum must be prepared by August 1, 2018. The curriculum and instructional materials must comply with the course content requirements of RCW 46.82.420(2) and 46.82.430. In developing the curriculum, the office of the superintendent of public instruction and the department of licensing shall consult with one or more of Central Washington University's traffic safety education instructors or program content developers.
[ 2017 c 197 s 4.]
Notes:
Findings—Intent—Effective date—2017 c 197: See notes following RCW 28A.220.020.

catchline: Traffic safety education program—Required curriculum—Development by the office of the superintendent of public instruction and the department of licensing.


title: RCW 28A.220.037

text:
(1) The department of licensing shall develop and administer the certification process required under RCW 28A.220.030 for a school district's or approved private school's traffic safety education program in consultation with the superintendent.
(2) The department of licensing shall conduct audits of traffic safety education programs to ensure that the instructors are qualified teachers of driver training education and teaching the required curriculum material, and that accurate records are maintained and accurate information is provided to the department of licensing regarding student performance. Each school district and approved private school may be audited at least once every five years or more frequently. The audit process must take into account the unique nature of school district facilities, operations, and hours. As part of its audit process, the department of licensing may examine all relevant information, including driver training education course curriculum materials and student records, and visit any course in progress that is part of the traffic safety education program. The director shall consult with the superintendent in developing and carrying out these auditing practices.
(3) The department of licensing may suspend a school's or school district's traffic safety education program certification if: The school or school district does not follow the curriculum promulgated by the office of the superintendent of public instruction and the department of licensing, any program instructors are not qualified teachers of driver training education, accurate records have not been maintained under RCW 28A.220.030(5) or accurate information regarding student performance has not been provided to the department of licensing, or the school or school district refuses to cooperate with the department of licensing audit process authorized under this chapter. The director shall consult with the superintendent in developing and carrying out these program certification suspension practices.
[ 2017 c 197 s 5.]
Notes:
Findings—Intent—Effective date—2017 c 197: See notes following RCW 28A.220.020.

catchline: Traffic safety education program—Development and administration of certification process—Program audits—Suspension of program certification—Duties of department of licensing.


title: RCW 28A.220.040

text:
(1) Each school district shall be reimbursed from funds appropriated for traffic safety education.
(a) The state superintendent shall determine the per-pupil reimbursement amount for the *traffic safety education course to be funded by the state. Each school district offering an approved standard *traffic safety education course shall be reimbursed or granted an amount up to the level established by the superintendent of public instruction as may be appropriated.
(b) The state superintendent may provide per-pupil reimbursements to school districts only where all the traffic educators have satisfied the continuing education requirement of **RCW 28A.220.030(4).
(2) The board of directors of any school district or combination of school districts may establish a traffic safety education fee, which fee when imposed shall be required to be paid by any duly enrolled student in any such school district prior to or while enrolled in a *traffic safety education course. Traffic safety education fees collected by a school district shall be deposited with the county treasurer to the credit of such school district, to be used to pay costs of the *traffic safety education course.
[ 2000 c 115 s 10; 1984 c 258 s 331; 1977 c 76 s 4; 1969 ex.s. c 218 s 6; 1967 ex.s. c 147 s 5; 1963 c 39 s 8. Formerly RCW 28A.08.070, 46.81.070.]
Notes:
Reviser's note: *(1) The term "traffic safety education course" was renamed "driver training education course" by 2017 c 197 s 2.
**(2) RCW 28A.220.030 was amended by 2017 c 197 s 3, deleting subsection (4).
Finding—2000 c 115: See note following RCW 46.20.075.
Effective date—2000 c 115 ss 1-10: See note following RCW 46.20.075.
Court Improvement Act of 1984—Effective dates—Severability—Short title—1984 c 258: See notes following RCW 3.30.010.
Intent—1984 c 258: See note following RCW 3.34.130.
Severability—1977 c 76: See note following RCW 28A.220.010.
Traffic safety commission: Chapter 43.59 RCW.

catchline: Fiscal support—Reimbursement to school districts—Enrollment fees—Deposit.


title: RCW 28A.220.070

text:
The superintendent of public instruction, in consultation with the department of licensing, shall adopt rules for implementing *RCW 46.20.075(1)(d).
[ 2000 c 115 s 11.]
Notes:
*Reviser's note: RCW 46.20.075 was amended by 2025 c 299 s 4, changing subsection (1)(d) to subsection (1)(e), effective May 1, 2026.
Finding—2000 c 115: See note following RCW 46.20.075.

catchline: Rules.


title: RCW 28A.220.090

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 14.]
Notes:
Conflict with federal requirements—2011 c 45: See note following RCW 28A.330.250.


title: RCW 28A.220.900

text:
It is the purpose of this act to provide the financial assistance necessary to enable each high school district to offer a course in traffic safety education and by that means to develop in the youth of this state a knowledge of the motor vehicle laws, an acceptance of personal responsibility on the public highways, and an understanding of the causes and consequences of traffic accidents, with an emphasis on the consequences, both physical and legal, of the use of drugs or alcohol in relation to operating a motor vehicle. The course in traffic safety education shall further provide to the youthful drivers of this state training in the skills necessary for the safe operation of motor vehicles.
[ 1991 c 217 s 1; 1969 ex.s. c 218 s 7; 1963 c 39 s 1. Formerly RCW 28A.08.900, 46.81.900.]

catchline: Purpose.


title: RCW 28A.220.901

text:
The department of licensing and the office of the superintendent of public instruction must work together on the transfer and coordination of responsibilities to comply with chapter 197, Laws of 2017.
[ 2017 c 197 s 13.]
Notes:
Findings—Intent—2017 c 197: See note following RCW 28A.220.020.

catchline: Coordination of responsibilities with department of licensing—2017 c 197.


title: RCW 28A.225.005

text:
(1) Each school within a school district shall inform the students and the parents of the students enrolled in the school about: The benefits of regular school attendance; the potential effects of excessive absenteeism, whether excused or unexcused, on academic achievement, and graduation and dropout rates; the school's expectations of the parents and guardians to ensure regular school attendance by the child; the resources available to assist the child and the parents and guardians; the role and responsibilities of the school; and the consequences of truancy, including the compulsory education requirements under this chapter. The school shall provide access to the information before or at the time of enrollment of the child at a new school and at the beginning of each school year. If the school regularly and ordinarily communicates most other information to parents online, providing online access to the information required by this section satisfies the requirements of this section unless a parent or guardian specifically requests information to be provided in written form. Reasonable efforts must be made to enable parents to request and receive the information in a language in which they are fluent. A parent must date and acknowledge review of this information online or in writing before or at the time of enrollment of the child at a new school and at the beginning of each school year.
(2) The office of the superintendent of public instruction shall develop a template that schools may use to satisfy the requirements of subsection (1) of this section and shall post the information on its website.
[ 2016 c 205 s 2; 2009 c 556 s 5; 1992 c 205 s 201.]
Notes:
Part headings not law—Severability—1992 c 205: See notes following RCW 13.40.010.

catchline: Information for students and parents.


title: RCW 28A.225.007

text:
The office of the superintendent of public instruction shall develop and publish best practice guidance to eliminate or reduce student absences and to otherwise implement the requirements of this chapter. The guidance must focus on student and family engagement, be based in restorative justice practices, and emphasize integration of student and family support systems. The guidance must be developed in consultation with the educational opportunity gap oversight and accountability committee and updated periodically.
[ 2021 c 119 s 2.]
Notes:
Effective date—2021 c 119 ss 1-6: "Sections 1 through 6 of this act are necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and take effect immediately [April 26, 2021]." [ 2021 c 119 s 16.]
Findings—Intent—2021 c 119: "(1) The legislature acknowledges that student absences from school can be an indicator that the academic and social-emotional needs of the students are not being met in the public school or classroom or through the school culture or climate. Student absences can also signal to educators that families may need additional information and assistance in supporting student learning within the home.
(2) The legislature finds that as research and public awareness grows about the impact of school climate and culture on the academic and social-emotional experiences of students, the systems of public education must shift away from enforcing punitive, compliance-focused policies and toward enabling constructive, student-centered practices. The legislature further finds that a student-centered system of public education serves the individual needs of students with strong family engagement and through integrated supports provided by the state, public schools, and the greater community.
(3) Therefore, the legislature intends to refocus the attendance policies and practices of the public education system to emphasize individualized student and family supports that are culturally responsive, evidence-informed, and show promising practice for integrating multiple systems of support to effectively improve consistent student attendance at school and family engagement in student learning." [ 2021 c 119 s 1.]

catchline: Student absence elimination and prevention—Guidance from the superintendent of public instruction.


title: RCW 28A.225.010

text:
(1) All parents in this state of any child eight years of age and under eighteen years of age shall cause such child to attend the public school of the district in which the child resides and such child shall have the responsibility to and therefore shall attend for the full time when such school may be in session unless:
(a) The child is attending an approved private school for the same time or is enrolled in an extension program as provided in RCW 28A.195.010(4);
(b) The child is receiving home-based instruction as provided in subsection (4) of this section;
(c) The child is attending an education center as provided in chapter 28A.205 RCW;
(d) The school district superintendent of the district in which the child resides shall have excused such child from attendance because the child is physically or mentally unable to attend school, is attending a residential school operated by the department of social and health services or the department of children, youth, and families, is incarcerated in an adult correctional facility, or has been temporarily excused upon the request of his or her parents for purposes agreed upon by the school authorities and the parent: PROVIDED, That such excused absences shall not be permitted if deemed to cause a serious adverse effect upon the student's educational progress: PROVIDED FURTHER, That students excused for such temporary absences may be claimed as full-time equivalent students to the extent they would otherwise have been so claimed for the purposes of RCW 28A.150.250 and 28A.150.260 and shall not affect school district compliance with the provisions of RCW 28A.150.220;
(e) The child is excused from school subject to approval by the student's parent for a reason of faith or conscience, or an organized activity conducted under the auspices of a religious denomination, church, or religious organization, for up to two days per school year without any penalty. Such absences may not mandate school closures. Students excused for such temporary absences may be claimed as full-time equivalent students to the extent they would otherwise have been so claimed for the purposes of RCW 28A.150.250 and 28A.150.260 and may not affect school district compliance with the provisions of RCW 28A.150.220; or
(f) The child is sixteen years of age or older and:
(i) The child is regularly and lawfully employed and either the parent agrees that the child should not be required to attend school or the child is emancipated in accordance with chapter 13.64 RCW;
(ii) The child has already met graduation requirements in accordance with state board of education rules and regulations; or
(iii) The child has received a certificate of educational competence under rules and regulations established by the state board of education under RCW 28A.305.190.
(2) A parent for the purpose of this chapter means a parent, guardian, or person having legal custody of a child.
(3) An approved private school for the purposes of this chapter and chapter 28A.200 RCW shall be one approved under regulations established by the state board of education pursuant to RCW 28A.305.130.
(4) For the purposes of this chapter and chapter 28A.200 RCW, instruction shall be home-based if it consists of planned and supervised instructional and related educational activities, including a curriculum and instruction in the basic skills of occupational education, science, mathematics, language, social studies, history, health, reading, writing, spelling, and the development of an appreciation of art and music, provided for a number of hours equivalent to the total annual program hours per grade level established for approved private schools under RCW 28A.195.010 and 28A.195.040 and if such activities are:
(a) Provided by a parent who is instructing his or her child only and are supervised by a certificated person. A certificated person for purposes of this chapter and chapter 28A.200 RCW shall be a person certified under chapter 28A.410 RCW. For purposes of this section, "supervised by a certificated person" means: The planning by the certificated person and the parent of objectives consistent with this subsection; a minimum each month of an average of one contact hour per week with the child being supervised by the certificated person; and evaluation of such child's progress by the certificated person. The number of children supervised by the certificated person shall not exceed thirty for purposes of this subsection; or
(b) Provided by a parent who is instructing his or her child only and who has either earned forty-five college-level quarter credit hours or its equivalent in semester hours or has completed a course in home-based instruction at a postsecondary institution or a vocational-technical institute; or
(c) Provided by a parent who is deemed sufficiently qualified to provide home-based instruction by the superintendent of the local school district in which the child resides.
(5) The legislature recognizes that home-based instruction is less structured and more experiential than the instruction normally provided in a classroom setting. Therefore, the provisions of subsection (4) of this section relating to the nature and quantity of instructional and related educational activities shall be liberally construed.
[ 2017 3rd sp.s. c 6 s 630; 2014 c 168 s 3; 1998 c 244 s 14; 1996 c 134 s 1; 1990 c 33 s 219; 1986 c 132 s 1; 1985 c 441 s 1; 1980 c 59 s 1; 1979 ex.s. c 201 s 4; 1973 c 51 s 1; 1972 ex.s. c 10 s 2. Prior: 1971 ex.s. c 215 s 2; 1971 ex.s. c 51 s 1; 1969 ex.s. c 109 s 2; 1969 ex.s. c 223 s 28A.27.010; prior: 1909 p 364 s 1; RRS s 5072; prior: 1907 c 240 s 7; 1907 c 231 s 1; 1905 c 162 s 1; 1903 c 48 s 1; 1901 c 177 s 11; 1899 c 140 s 1; 1897 c 118 s 71. Formerly RCW 28A.27.010, 28.27.010.]
Notes:
Effective date—2017 3rd sp.s. c 6 ss 601-631, 701-728, and 804: See note following RCW 13.04.011.
Conflict with federal requirements—2017 3rd sp.s. c 6: See RCW 43.216.908.
Effective date—1998 c 244: See RCW 28A.193.900.
Severability—1985 c 441: "If any provision of this 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." [ 1985 c 441 s 6.]
Severability—1973 c 51: "If any provision of this 1973 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." [ 1973 c 51 s 5.]
Private schools: RCW 28A.305.130(5), 28A.195.010 through 28A.195.050.
Work permits for minors required: RCW 49.12.123.

catchline: Attendance mandatory—Age—Exceptions.


title: RCW 28A.225.015

text:
(1) If a parent enrolls a child who is six or seven years of age in a public school, the child is required to attend and that parent has the responsibility to ensure the child attends for the full time that school is in session. An exception shall be made to this requirement for children whose parents formally remove them from enrollment if the child is less than eight years old and a petition has not been filed against the parent under subsection (3) of this section. The requirement to attend school under this subsection does not apply to a child enrolled in a public school part-time for the purpose of receiving ancillary services. A child required to attend school under this subsection may be temporarily excused upon the request of his or her parent for purposes agreed upon by the school district and parent.
(2) If a six or seven year old child is required to attend public school under subsection (1) of this section and that child has unexcused absences, the public school in which the child is enrolled shall:
(a) Inform the child's custodial parent, parents, or guardian by a notice in writing or by telephone whenever the child has failed to attend school after one unexcused absence within any month during the current school year;
(b) Request a conference or conferences with the custodial parent, parents, or guardian and child at a time reasonably convenient for all persons included for the purpose of analyzing the causes of the child's absences after three unexcused absences within any month during the current school year. If a regularly scheduled parent-teacher conference day is to take place within thirty days of the third unexcused absence, then the school district may schedule this conference on that day; and
(c) Take steps to eliminate or reduce the child's absences. These steps shall include, where appropriate, adjusting the child's school program or school or course assignment, providing more individualized or remedial instruction, offering assistance in enrolling the child in available alternative schools or programs, or assisting the parent or child to obtain supplementary services that may help eliminate or ameliorate the cause or causes for the absence from school.
(3) If a child is required to attend public school under subsection (1) of this section, after the child's seventh unexcused absence within any month during the current school year and not later than the 15th unexcused absence during the current school year, the school district shall file a petition for civil action as provided in RCW 28A.225.035 against the parent of the child.
(4) This section does not require a six or seven year old child to enroll in a public or private school or to receive home-based instruction. This section only applies to six or seven year old children whose parents enroll them full time in public school and do not formally remove them from enrollment as provided in subsection (1) of this section.
[ 2021 c 119 s 4; 2017 c 291 s 1; 1999 c 319 s 6.]
Notes:
Effective date—2021 c 119 ss 1-6: See note following RCW 28A.225.007.
Findings—Intent—2021 c 119: See note following RCW 28A.225.007.

catchline: Attendance mandatory—Six or seven year olds—Unexcused absences—Petition.


title: RCW 28A.225.018

text:
(1) Except as provided in subsection (2) of this section, in the event that a child in elementary school is required to attend school under RCW 28A.225.010 or 28A.225.015(1) and has five or more excused absences in a single month during the current school year, or ten or more excused absences in the current school year, the school district shall schedule a conference or conferences with the parent and child at a time reasonably convenient for all persons included for the purpose of identifying the barriers to the child's regular attendance, and the supports and resources that may be made available to the family so that the child is able to regularly attend school. If a regularly scheduled parent-teacher conference day is to take place within thirty days of the absences, the school district may schedule this conference on that day. To satisfy the requirements of this section, the conference must include at least one school district employee such as a nurse, counselor, social worker, teacher, or community human services provider, except in those instances regarding the attendance of a child who has an individualized education program or a plan developed under section 504 of the rehabilitation act of 1973, in which case the reconvening of the team that created the program or plan is required.
(2) A conference pursuant to subsection (1) of this section is not required in the event of excused absences for which prior notice has been given to the school or a doctor's note has been provided and an academic plan is put in place so that the child does not fall behind.
[ 2016 c 205 s 3.]

catchline: Conferences to identify barriers to child's school attendance.


title: RCW 28A.225.020

text:
(1) If a child required to attend school under RCW 28A.225.010 fails to attend school without valid justification, the public school in which the child is enrolled shall:
(a) Inform the child's parent by a notice in writing or by telephone whenever the child has failed to attend school after one unexcused absence within any month during the current school year. School officials shall inform the parent of the potential consequences of additional unexcused absences. If the parent is not fluent in English, the school must make reasonable efforts to provide this information in a language in which the parent is fluent;
(b) Schedule a conference or conferences with the parent and child at a time reasonably convenient for all persons included for the purpose of analyzing the causes of the child's absences after three unexcused absences within any month during the current school year. If a regularly scheduled parent-teacher conference day is to take place within thirty days of the third unexcused absence, then the school district may schedule this conference on that day. If the child's parent does not attend the scheduled conference, the conference may be conducted with the student and school official. However the parent shall be notified of the steps to be taken to eliminate or reduce the child's absence; and
(c) At some point after the second and before the seventh unexcused absence, take data-informed steps to eliminate or reduce the child's absences.
(i) In middle school and high school, these steps must include application of the Washington assessment of the risks and needs of students (WARNS) or other assessment by a school district's designee under RCW 28A.225.026.
(ii) For any child with an existing individualized education plan or 504 plan, these steps must include the convening of the child's individualized education plan or 504 plan team, including a behavior specialist or mental health specialist where appropriate, to consider the reasons for the absences. If necessary, and if consent from the parent is given, a functional behavior assessment to explore the function of the absence behavior shall be conducted and a detailed behavior plan completed. Time should be allowed for the behavior plan to be initiated and data tracked to determine progress.
(iii) With respect to any child, without an existing individualized education plan or 504 plan, reasonably believed to have a mental or physical disability or impairment, these steps must include informing the child's parent of the right to obtain an appropriate evaluation at no cost to the parent to determine whether the child has a disability or impairment and needs accommodations, related services, or special education services. This includes children with suspected emotional or behavioral disabilities as defined in WAC 392-172A-01035. If the school obtains consent to conduct an evaluation, time should be allowed for the evaluation to be completed, and if the child is found to be eligible for special education services, accommodations, or related services, a plan developed to address the child's needs.
(iv) These steps must include, where appropriate, providing an available approved best practice or research-based intervention, or both, consistent with the WARNS profile or other assessment, if an assessment was applied, adjusting the child's school program or school or course assignment, providing more individualized or remedial instruction, providing appropriate vocational courses or work experience, referring the child to a community engagement board, requiring the child to attend an alternative school or program, or assisting the parent or child to obtain supplementary services that might eliminate or ameliorate the cause or causes for the absence from school.
(2) For purposes of this chapter, an "unexcused absence" means that a child:
(a)(i) Has failed to attend the majority of hours or periods in an average school day or has failed to comply with a more restrictive school district policy; and
(ii) Has failed to meet the school district's policy for excused absences; or
(b) Has failed to comply with alternative learning experience program attendance requirements as described by the superintendent of public instruction.
(3) If a child transfers from one school district to another during the school year, the receiving school or school district shall include the unexcused absences accumulated at the previous school or from the previous school district for purposes of this section, RCW 28A.225.030, and 28A.225.015. The sending school district shall provide this information to the receiving school, together with a copy of any previous assessment as required under subsection (1)(c) of this section, history of any best practices or researched-based intervention previously provided to the child by the child's sending school district, and a copy of the most recent truancy information including any online or written acknowledgment by the parent and child, as provided for in RCW 28A.225.005. All school districts must use the standard choice transfer form for releasing a student to a nonresident school district for the purposes of accessing an alternative learning experience program.
[ 2021 c 119 s 9; 2017 c 291 s 2; 2016 c 205 s 4; 2009 c 266 s 1; 1999 c 319 s 1; 1996 c 134 s 2; 1995 c 312 s 67; 1992 c 205 s 202; 1986 c 132 s 2; 1979 ex.s. c 201 s 1. Formerly RCW 28A.27.020.]
Notes:
Effective date—2021 c 119 ss 7-15: See note following RCW 28A.225.030.
Findings—Intent—2021 c 119: See note following RCW 28A.225.007.
Short title—1995 c 312: See note following RCW 13.32A.010.
Part headings not law—Severability—1992 c 205: See notes following RCW 13.40.010.

catchline: School's duties upon child's failure to attend school.


title: RCW 28A.225.023

text:
(1) A school district representative or school employee shall review unexpected or excessive absences with students who are the subject of a dependency proceeding and adults involved with the students, to include the students' caseworkers, educational liaisons, attorneys if appointed, parents or legal guardians, and foster parents or the persons providing placement for the students. The purpose of the review is to determine the cause of the absences, taking into account: Unplanned school transitions, periods of running from care, inpatient treatment, incarceration, school adjustment, educational gaps, psychosocial issues, and unavoidable appointments during the school day. A school district representative or a school employee must proactively support the students' school work so the student does not fall behind and to avoid suspension or expulsion based on truancy.
(2) For the purposes of this section, "students who are the subject of a dependency proceeding" has the same meaning as in RCW 28A.150.510.
[ 2022 c 78 s 2; 2013 c 182 s 9.]
Notes:
Findings—2013 c 182: See note following RCW 13.34.030.

catchline: Youth subject to a dependency proceeding—Review of unexpected or excessive absences—Support for youth's school work.


title: RCW 28A.225.025

text:
(1) For purposes of this chapter, "community engagement board" means a board established pursuant to a memorandum of understanding between a juvenile court and a school district and composed of members of the local community in which the child attends school. Community engagement boards must include members who receive training regarding the identification of barriers to school attendance, the use of the Washington assessment of the risks and needs of students (WARNS) or other assessment tools to identify the specific needs of individual children, cultural responsive interactions, trauma-informed approaches to discipline, evidence-based treatments that have been found effective in supporting at-risk youth and their families, and the specific services and treatment available in the particular school, court, community, and elsewhere. Duties of a community engagement board shall include, but not be limited to: Identifying barriers to school attendance, recommending methods for improving attendance such as connecting students and their families with community services, culturally appropriate promising practices, and evidence-based services such as functional family therapy, suggesting to the school district that the child enroll in another school, an alternative education program, an education center, a skill center, a dropout prevention program, or another public or private educational program, or recommending to the juvenile court that a juvenile be offered the opportunity for placement in a HOPE center or crisis residential center, if appropriate.
(2) The legislature finds that utilization of community engagement boards is the preferred means of intervention when preliminary methods to eliminate or reduce unexcused absences as required by RCW 28A.225.020 have not been effective in securing the child's attendance at school. The legislature intends to encourage and support the development and expansion of community engagement boards. Operation of a school truancy board does not excuse a district from the obligation of filing a petition within the requirements of RCW 28A.225.015(3).
[ 2021 c 119 s 10; 2017 c 291 s 3; 2016 c 205 s 5; 2009 c 266 s 2; 1999 c 319 s 5; 1996 c 134 s 9; 1995 c 312 s 66.]
Notes:
Effective date—2021 c 119 ss 7-15: See note following RCW 28A.225.030.
Findings—Intent—2021 c 119: See note following RCW 28A.225.007.
Short title—1995 c 312: See note following RCW 13.32A.010.


title: RCW 28A.225.026

text:
(1) By the beginning of the 2017-18 school year, juvenile courts must establish, through a memorandum of understanding with each school district within their respective counties, a coordinated and collaborative approach to address truancy through the establishment of a community engagement board or, with respect to certain small districts, through other means as provided in subsection (3) of this section.
(2) Except as provided in subsection (3) of this section, each school district must enter into a memorandum of understanding with the juvenile court in the county in which it is located with respect to the operation of a community engagement board. A community engagement board may be operated by a juvenile court, a school district, or a collaboration between both entities, so long as the agreement is memorialized in a memorandum of understanding. For a school district that is located in more than one county, the memorandum of understanding shall be with the juvenile court in the county that acts as the school district's treasurer.
(3) A school district with fewer than three hundred students must enter into a memorandum of understanding with the juvenile court in the county in which it is located with respect to: (a) The operation of a community engagement board; or (b) addressing truancy through other coordinated means of intervention aimed at identifying barriers to school attendance, and connecting students and their families with community services, culturally appropriate promising practices, and evidence-based services such as functional family therapy. School districts with fewer than three hundred students may work cooperatively with other school districts or the school district's educational service district to ensure access to a community engagement board or to provide other coordinated means of intervention.
(4) All school districts must designate, and identify to the local juvenile court and to the office of the superintendent of public instruction, a person or persons to coordinate school district efforts to address excessive absenteeism and truancy, including tasks associated with: Outreach and conferences pursuant to RCW 28A.225.018; entering into a memorandum of understanding with the juvenile court; establishing protocols and procedures with the court; coordinating trainings; sharing evidence-based and culturally appropriate promising practices; identifying a person within every school to serve as a contact with respect to excessive absenteeism and truancy; and assisting in the recruitment of community engagement board members.
(5) As has been demonstrated by school districts and county juvenile courts around the state that have worked together and led the way with community engagement boards, success has resulted from involving the entire community and leveraging existing dollars from a variety of sources, including public and private, local and state, and court, school, and community. In emulating this coordinated and collaborative approach statewide pursuant to local memoranda of understanding, courts and school districts are encouraged to create strong community-wide partnerships and to leverage existing dollars and resources.
[ 2021 c 119 s 11; 2017 c 291 s 4; 2016 c 205 s 6.]
Notes:
Effective date—2021 c 119 ss 7-15: See note following RCW 28A.225.030.
Findings—Intent—2021 c 119: See note following RCW 28A.225.007.

catchline: Community engagement boards—Memoranda of understanding with juvenile courts—Designation of school district coordinators to address absenteeism and truancy—Community-wide partnerships.


title: RCW 28A.225.0261

text:
(1) By requiring an initial stay of truancy petitions for diversion to community engagement boards, the legislature intends to achieve the following outcomes:
(a) Increased access to community engagement boards and other truancy early intervention programs for parents and children throughout the state;
(b) Increased quantity and quality of truancy intervention and prevention efforts in the community;
(c) A reduction in the number of truancy petitions that result in further proceedings by juvenile courts, other than dismissal of the petition, after the initial stay and diversion to a community engagement board;
(d) A reduction in the number of truancy petitions that result in a civil contempt proceeding or detention order; and
(e) Increased school attendance.
(2) No later than January 1, 2021, the Washington state institute for public policy is directed to evaluate the effectiveness of chapter 205, Laws of 2016. An initial report scoping of the methodology to be used to review chapter 205, Laws of 2016 shall be submitted to the fiscal committees of the legislature by January 1, 2018. The initial report must identify any data gaps that could hinder the ability of the institute to conduct its review.
[ 2021 c 119 s 12; 2016 c 205 s 17.]
Notes:
Effective date—2021 c 119 ss 7-15: See note following RCW 28A.225.030.
Findings—Intent—2021 c 119: See note following RCW 28A.225.007.

catchline: Community engagement boards—Effect of diversion from truancy petitions—Evaluation by Washington state institute for public policy—Reports.


title: RCW 28A.225.027

text:
(1) Subject to funds appropriated for this purpose, the office of the superintendent of public instruction shall allocate to community engagement boards grant funds that may be used to supplement existing funds in order to pay for training for board members or the provision of services and treatment to children and their families.
(2) The superintendent of public instruction must select grant recipients based on the criteria in this section. This is a competitive grant process. A prerequisite to applying for either or both grants is a memoranda of understanding, between a school district and a court, to institute a new or maintain an existing community engagement board that meets the requirements of RCW 28A.225.025.
(3) Successful applicants for an award of grant funds to supplement existing funds to pay for the training of community engagement board members must commit to the provision of training to board members regarding the identification of barriers to school attendance, the use of the Washington assessment of the risks and needs of students (WARNS) or other assessment tools to identify the specific needs of individual children, trauma-informed approaches to discipline, research about adverse childhood experiences, evidence-based treatments and culturally appropriate promising practices, as well as the specific academic and community services and treatments available in the school, court, community, and elsewhere. This training may be provided by educational service districts.
(4) Successful applicants for an award of grant funds to supplement existing funds to pay for services and treatments provided to children and their families must commit to the provision of academic services such as tutoring, credit retrieval and school reengagement supports, community services, and evidence-based treatments that have been found to be effective in supporting at-risk youth and their families, such as functional family therapy, or those that have been shown to be culturally appropriate promising practices.
[ 2021 c 119 s 13; 2016 c 205 s 20.]
Notes:
Effective date—2021 c 119 ss 7-15: See note following RCW 28A.225.030.
Findings—Intent—2021 c 119: See note following RCW 28A.225.007.

catchline: Community engagement boards—Grants for training—Grants for services and treatment.


title: RCW 28A.225.030

text:
(1) If a child under the age of seventeen is required to attend school under RCW 28A.225.010 and if the actions taken by a school district under RCW 28A.225.020 are not successful in substantially reducing an enrolled student's absences from public school, after the child's seventh unexcused absence within any month during the current school year and not later than the 15th unexcused absence during the current school year the school district shall file a petition and supporting affidavit for a civil action with the juvenile court alleging a violation of RCW 28A.225.010: (a) By the parent; (b) by the child; or (c) by the parent and the child. The petition must include a list of all interventions that have been attempted as set forth in RCW 28A.225.020, include a copy of any previous truancy assessment completed by the child's current school district, the history of approved best practices intervention or research-based intervention previously provided to the child by the child's current school district, and a copy of the most recent truancy information document provided to the parent, pursuant to RCW 28A.225.005. Except as provided in this subsection, no additional documents need be filed with the petition. Nothing in this subsection requires court jurisdiction to terminate when a child turns seventeen or precludes a school district from filing a petition for a child that is seventeen years of age.
(2) The district shall not later than the seventh unexcused absence in a month:
(a) Enter into an agreement with a student and parent that establishes school attendance requirements;
(b) Refer a student to a community engagement board as defined in RCW 28A.225.025. The community engagement board shall enter into an agreement with the student and parent that establishes school attendance requirements and take other appropriate actions to reduce the child's absences; or
(c) File a petition under subsection (1) of this section.
(3) The petition may be filed by a school district employee who is not an attorney.
(4) If the school district fails to file a petition under this section, the parent of a child with seven or more unexcused absences in any month during the current school year or upon the 15th unexcused absence during the current school year may file a petition with the juvenile court alleging a violation of RCW 28A.225.010.
(5) Petitions filed under this section may be served by certified mail, return receipt requested. If such service is unsuccessful, or the return receipt is not signed by the addressee, personal service is required.
[ 2021 c 119 s 7; (2021 c 119 s 5 expired August 1, 2021); 2017 c 291 s 6; 2016 c 205 s 7; 2012 c 157 s 1; 1999 c 319 s 2; 1996 c 134 s 3; 1995 c 312 s 68; 1992 c 205 s 203; 1990 c 33 s 220; 1986 c 132 s 3; 1979 ex.s. c 201 s 2. Formerly RCW 28A.27.022.]
Notes:
Effective date—2021 c 119 ss 7-15: "Sections 7 through 15 of this act take effect August 1, 2021." [ 2021 c 119 s 18.]
Expiration date—2021 c 119 ss 5 and 6: "Sections 5 and 6 of this act expire August 1, 2021." [ 2021 c 119 s 17.]
Effective date—2021 c 119 ss 1-6: See note following RCW 28A.225.007.
Findings—Intent—2021 c 119: See note following RCW 28A.225.007.
Short title—1995 c 312: See note following RCW 13.32A.010.
Part headings not law—Severability—1992 c 205: See notes following RCW 13.40.010.

catchline: Petition to juvenile court for violations by a parent or child—School district responsibilities.


title: RCW 28A.225.031

text:
The authority of a court to issue an order for testing to determine whether the child has consumed or used alcohol or controlled substances applies to all persons subject to a petition under RCW 28A.225.030 regardless of whether the petition was filed before July 27, 1997.
[ 1997 c 68 s 3.]

catchline: Alcohol or controlled substances testing—Authority to order.