title: RCW 28A.640.020

text:
(1) The superintendent of public instruction shall develop regulations and guidelines to eliminate sex discrimination as it applies to public school employment, counseling and guidance services to students, recreational and athletic activities for students, access to course offerings, and in textbooks and instructional materials used by students.
(a) Specifically with respect to public school employment, all schools shall be required to:
(i) Maintain credential requirements for all personnel without regard to sex;
(ii) Make no differentiation in pay scale on the basis of sex;
(iii) Assign school duties without regard to sex except where such assignment would involve duty in areas or situations, such as but not limited to a shower room, where persons might be disrobed;
(iv) Provide the same opportunities for advancement to males and females; and
(v) Make no difference in conditions of employment including, but not limited to, hiring practices, leaves of absence, hours of employment, and assignment of, or pay for, instructional and noninstructional duties, on the basis of sex.
(b) Specifically with respect to counseling and guidance services for students, they shall be made available to all students equally. All certificated personnel shall be required to stress access to all career and vocational opportunities to students without regard to sex.
(c) Specifically with respect to recreational and athletic activities, they shall be offered to all students without regard to sex. Schools may provide separate teams for each sex. Schools which provide the following shall do so with no disparities based on sex: Equipment and supplies; medical care; services and insurance; transportation and per diem allowances; opportunities to receive coaching and instruction; laundry services; assignment of game officials; opportunities for competition, publicity and awards; scheduling of games and practice times including use of courts, gyms, and pools: PROVIDED, That such scheduling of games and practice times shall be determined by local administrative authorities after consideration of the public and student interest in attending and participating in various recreational and athletic activities. Each school which provides showers, toilets, or training room facilities for athletic purposes shall provide comparable facilities for both sexes. Such facilities may be provided either as separate facilities or shall be scheduled and used separately by each sex.
The superintendent of public instruction shall also be required to develop a student survey to distribute every three years to each local school district in the state to determine student interest for male/female participation in specific sports.
(d) Specifically with respect to course offerings, all classes shall be required to be available to all students without regard to sex: PROVIDED, That separation is permitted within any class during sessions on sex education or gym classes.
(e) Specifically with respect to textbooks and instructional materials, which shall also include, but not be limited to, reference books and audiovisual materials, they shall be required to adhere to the guidelines developed by the superintendent of public instruction to implement the intent of this chapter: PROVIDED, That this subsection shall not be construed to prohibit the introduction of material deemed appropriate by the instructor for educational purposes.
(2)(a) By December 31, 1994, the superintendent of public instruction shall develop criteria for use by school districts in developing sexual harassment policies as required under (b) of this subsection. The criteria shall address the subjects of grievance procedures, remedies to victims of sexual harassment, disciplinary actions against violators of the policy, and other subjects at the discretion of the superintendent of public instruction. Disciplinary actions must conform with collective bargaining agreements and state and federal laws. The superintendent of public instruction also shall supply sample policies to school districts upon request.
(b) By June 30, 1995, every school district shall adopt and implement a written policy concerning sexual harassment. The policy shall apply to all school district employees, volunteers, parents, and students, including, but not limited to, conduct between students.
(c) School district policies on sexual harassment shall be reviewed by the superintendent of public instruction considering the criteria established under (a) of this subsection as part of the monitoring process established in RCW 28A.640.030.
(d) The school district's sexual harassment policy shall be conspicuously posted throughout each school building, and provided to each employee. A copy of the policy shall appear in any publication of the school or school district setting forth the rules, regulations, procedures, and standards of conduct for the school or school district. This requirement as it relates to students, parents, and guardians may be satisfied by using the model student handbook language in RCW 28A.300.286.
(e) Each school shall develop a process for discussing the district's sexual harassment policy. The process shall ensure the discussion addresses the definition of sexual harassment and issues covered in the sexual harassment policy.
(f) "Sexual harassment" as used in this section means unwelcome sexual advances, requests for sexual favors, sexually motivated physical contact, or other verbal or physical conduct or communication of a sexual nature if:
(i) Submission to that conduct or communication is made a term or condition, either explicitly or implicitly, of obtaining an education or employment;
(ii) Submission to or rejection of that conduct or communication by an individual is used as a factor in decisions affecting that individual's education or employment; or
(iii) That conduct or communication has the purpose or effect of substantially interfering with an individual's educational or work performance, or of creating an intimidating, hostile, or offensive educational or work environment.
[ 2023 c 242 s 3; 1994 c 213 s 1; 1975 1st ex.s. c 226 s 2. Formerly RCW 28A.85.020.]
Notes:
Severability—1975 1st ex.s. c 226: See note following RCW 28A.640.010.

catchline: Regulations, guidelines to eliminate discrimination—Scope—Sexual harassment policies.


doc_type: statute

jurisdiction: wa

title: RCW 28A.640.030

text:
The office of the superintendent of public instruction shall be required to monitor the compliance by local school districts with this chapter, shall establish a compliance timetable and regulations for enforcement of this chapter, and shall establish guidelines for affirmative action programs to be adopted by all school districts.
[ 1975 1st ex.s. c 226 s 3. Formerly RCW 28A.85.030.]
Notes:
Severability—1975 1st ex.s. c 226: See note following RCW 28A.640.010.

license: public-domain-government-work

rule_set: Revised Code of Washington

catchline: Administration.

code: rcw

unit: section

court: Washington State Legislature


title: RCW 28A.640.040

text:
Any person aggrieved by a violation of this chapter, or aggrieved by the violation of any regulation or guideline adopted hereunder, shall have a right of action in superior court for civil damages and such equitable relief as the court shall determine.
[ 1975 1st ex.s. c 226 s 4. Formerly RCW 28A.85.040.]
Notes:
Severability—1975 1st ex.s. c 226: See note following RCW 28A.640.010.

catchline: Civil relief for violations.


title: RCW 28A.640.050

text:
The superintendent of public instruction shall have the power to enforce and obtain compliance with the provisions of this chapter and the regulations and guidelines adopted pursuant thereto by appropriate order made pursuant to chapter 34.05 RCW, which order, by way of illustration, may include, the termination of all or part of state apportionment or categorical moneys to the offending school district, the termination of specified programs in which violations may be flagrant within the offending school district, the institution of a mandatory affirmative action program within the offending school district, and the placement of the offending school district on probation with appropriate sanctions until compliance is achieved.
[ 1975 1st ex.s. c 226 s 5. Formerly RCW 28A.85.050.]
Notes:
Severability—1975 1st ex.s. c 226: See note following RCW 28A.640.010.


title: RCW 28A.640.060

text:
In accordance with RCW 28A.320.233, decisions by school district boards of directors, charter school boards under chapter 28A.710 RCW, and state-tribal education compact schools subject to chapter 28A.715 RCW that pertain to textbooks, instructional materials, supplemental instructional materials, and other curriculum for student instruction may be subject to the provisions of this chapter.
[ 2024 c 316 s 6.]

catchline: Decisions of school materials subject to chapter.


title: RCW 28A.640.900

text:
This chapter shall be supplementary to, and shall not supersede, existing law and procedures and future amendments thereto relating to unlawful discrimination based on sex.
[ 1975 1st ex.s. c 226 s 6. Formerly RCW 28A.85.900.]
Notes:
Severability—1975 1st ex.s. c 226: See note following RCW 28A.640.010.

catchline: Chapter supplementary.


title: RCW 28A.642.005

text:
The legislature finds that in 1975 legislation was adopted, codified as chapter 28A.640 RCW, recognizing the deleterious effect of discrimination on the basis of sex, specifically prohibiting such discrimination in Washington public schools, and requiring the office of the superintendent of public instruction to monitor and enforce compliance. The legislature further finds that, while numerous state and federal laws prohibit discrimination on other bases in addition to sex, the common school provisions in Title 28A RCW do not include specific acknowledgment of the right to be free from discrimination because of race, creed, color, national origin, honorably discharged veteran or military status, sexual orientation, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability, nor do any common school provisions specifically direct the office of the superintendent of public instruction to monitor and enforce compliance with these laws. The legislature finds that one of the recommendations made to the legislature by the *achievement gap oversight and accountability committee created in chapter 468, Laws of 2009, was that the office of the superintendent of public instruction should be specifically authorized to take affirmative steps to ensure that school districts comply with all civil rights laws, similar to what has already been authorized in chapter 28A.640 RCW with respect to discrimination on the basis of sex.
[ 2010 c 240 s 1.]
Notes:
*Reviser's note: The "achievement gap oversight and accountability committee" was renamed the "educational opportunity gap oversight and accountability committee" by 2011 1st sp.s. c 21 s 33.

catchline: Findings.


title: RCW 28A.642.010

text:
Discrimination in Washington public schools on the basis of race, ethnicity, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression, gender identity, homelessness, immigration or citizenship status, the presence of any sensory, mental, or physical disability, neurodivergence, or the use of a trained dog guide or service animal by a person with a disability is prohibited. The definitions given these terms in chapter 49.60 RCW apply throughout this chapter except as provided in RCW 28A.642.012 and unless the context clearly requires otherwise.
[ 2025 c 369 s 103; 2010 c 240 s 2.]
Notes:
Effective date—2025 c 369: See note following RCW 28A.320.209.

catchline: Discrimination prohibited—Definitions.


title: RCW 28A.642.012

text:
The definitions in this section apply throughout this chapter unless the context clearly requires otherwise.
(1) "Ethnicity" means a connection to a population group that shares a common cultural heritage or ancestry.
(2) "Gender expression" means the external appearance of one's gender identity, usually expressed through behavior, clothing, body characteristics, or voice, and which may or may not conform to socially defined behaviors and characteristics typically associated with being either masculine or feminine.
(3) "Gender identity" means a person's internal sense of being male, female, both, neither, or in-between, independent of how it is expressed or perceived by others.
(4) "Homelessness" means without a fixed, regular, and adequate nighttime residence, including circumstances such as sharing the housing of other persons due to loss of housing, economic hardship, fleeing domestic violence, or a similar reason as set forth in the federal McKinney-Vento homeless assistance act, 42 U.S.C. Sec. 11301 et seq.
(5) "Immigration or citizenship status" has the same meaning as defined in RCW 43.17.420.
(6) "Neurodivergence" means neurological differences including, but not limited to, autism spectrum disorder, dyslexia, and attention deficit hyperactivity disorder. Neurodivergent individuals may or may not identify as disabled.
(7) "Sexual orientation" means an individual's enduring pattern of romantic, emotional, or sexual attraction to people of the same gender, a different gender, or multiple genders.
[ 2025 c 369 s 102.]
Notes:
Effective date—2025 c 369: See note following RCW 28A.320.209.

catchline: Definitions.


title: RCW 28A.642.020

text:
(1) The superintendent of public instruction shall develop rules and guidelines to eliminate discrimination prohibited in RCW 28A.642.010 and 28A.320.233 as it applies to public school employment, counseling and guidance services to students, recreational and athletic activities for students, access to course offerings, and in textbooks, instructional materials, and supplemental instructional materials, and student access to those materials.
(2) For the purposes of this section, "supplemental instructional materials" has the same meaning as in RCW 28A.320.235.
[ 2024 c 316 s 5; 2010 c 240 s 3.]

catchline: Rules and guidelines.


title: RCW 28A.642.030

text:
The office of the superintendent of public instruction shall monitor local school districts' compliance with this chapter, and shall establish a compliance timetable, rules, and guidelines for enforcement of this chapter.
[ 2010 c 240 s 4.]


title: RCW 28A.642.040

text:
Any person aggrieved by a violation of this chapter, or aggrieved by the violation of any rule or guideline adopted under this chapter, has a right of action in superior court for civil damages and such equitable relief as the court determines.
[ 2010 c 240 s 5.]

catchline: Individual right of action.


title: RCW 28A.642.050

text:
The superintendent of public instruction has the power to enforce and obtain compliance with the provisions of this chapter and the rules and guidelines adopted under this chapter, by appropriate order made pursuant to chapter 34.05 RCW. The order may include, but is not limited to, termination of all or part of state apportionment or categorical moneys to the offending school district, termination of specified programs in which violations may be flagrant within the offending school district, institution of corrective action, and the placement of the offending school district on probation with appropriate sanctions until compliance is achieved.
[ 2010 c 240 s 6.]

catchline: Authority of superintendent of public instruction—Administrative orders.


title: RCW 28A.642.060

text:
This chapter is supplementary to, and does not supersede, existing law and procedures and future amendments to those laws and procedures relating to unlawful discrimination.
[ 2010 c 240 s 7.]


title: RCW 28A.642.070

text:
Nothing in this chapter prohibits schools established under chapter 28A.715 RCW from:
(1) Implementing a policy of Indian preference in employment; or
(2) Prioritizing the admission of tribal members where capacity of the school's programs or facilities is not as large as demand.
[ 2013 c 242 s 6.]

catchline: Schools established under state-tribal education compacts.


title: RCW 28A.642.080

text:
(1)(a) By January 31, 2020, each school district must adopt or amend if necessary policies and procedures that, at a minimum, incorporate all the elements of the model transgender student policy and procedure described in subsection (3) of this section.
(b) School districts must share the policies and procedures that meet the requirements of (a) of this subsection with parents or guardians, students, volunteers, and school employees in accordance with rules adopted by the office of the superintendent of public instruction. This requirement as it relates to students, parents, and guardians may be satisfied by using the model student handbook language in RCW 28A.300.286.
(c)(i) Each school district must designate one person in the school district as the primary contact regarding the policies and procedures relating to transgender students that meet the requirements of (a) of this subsection. In addition to any other duties required by law and the school district, the primary contact must:
(A) Ensure the implementation of the policies and procedures relating to transgender students that meet the requirements of (a) of this subsection;
(B) Receive copies of all formal and informal complaints relating to transgender students;
(C) Communicate with the school district employees responsible for monitoring school district compliance with this chapter, and the primary contact regarding the school district's policy and procedure prohibiting harassment, intimidation, and bullying under RCW 28A.600.477; and
(D) Serve as the primary contact between the school district, the office of the education ombuds, and the office of the superintendent of public instruction on policies and procedures relating to transgender students that meet the requirements of (a) of this subsection.
(ii) The primary contact from each school district must attend at least one training class as provided in RCW 28A.600.477, once this training is available.
(iii) The primary contact may also serve as the primary contact regarding the school district's policy and procedure prohibiting harassment, intimidation, and bullying under RCW 28A.600.477 and the primary contact regarding school district compliance with nondiscrimination laws under RCW 28A.300.286.
(2) As required by the office of the superintendent of public instruction, each school district must provide to the office of the superintendent of public instruction its policies and procedures relating to transgender students that meet the requirements of subsection (1)(a) of this section.
(3)(a) By September 1, 2019, and periodically thereafter, the Washington state school directors' association must collaborate with the office of the superintendent of public instruction to develop and update a model transgender student policy and procedure.
(b) The elements of the model transgender student policy and procedure must, at a minimum: Incorporate the office of the superintendent of public instruction's rules and guidelines developed under RCW 28A.642.020 to eliminate discrimination in Washington public schools on the basis of gender identity and expression; address the unique challenges and needs faced by transgender students in public schools; and describe the application of the model policy and procedure prohibiting harassment, intimidation, and bullying, required under RCW 28A.600.477, to transgender students.
(c) The office of the superintendent of public instruction and the Washington state school directors' association must maintain the model policy and procedure on each agency's website at no cost to school districts.
(4)(a) By December 31, 2020, the office of the superintendent of public instruction must develop online training material available to all school staff based on the model transgender student policy and procedure described in subsection (3) of this section and the office of the superintendent of public instruction's rules and guidance as provided under this chapter.
(b) The online training material must describe the role of school district primary contacts for monitoring school district compliance with this chapter prohibiting discrimination in public schools, RCW 28A.600.477 related to the policies and procedures prohibiting harassment, intimidation, and bullying, and this section related to policies and procedures relating to transgender students.
(c) The online training material must include best practices for policy and procedure implementation and cultural change that are guided by school district experiences.
(d) The office of the superintendent of public instruction must annually notify school districts of the availability of the online training material.
[ 2023 c 242 s 5; 2019 c 194 s 2.]

catchline: Transgender student policy and procedure.


title: RCW 28A.642.090

text:
(1) Each school district shall designate one person in the school district as the primary contact regarding school district compliance with this chapter. In addition to any other duties required by law and the school district, the primary contact must:
(a) Ensure that complaints of discrimination communicated to the school district are promptly investigated and resolved; and
(b) Communicate with the primary contact regarding the school district's policy and procedure prohibiting harassment, intimidation, and bullying under RCW 28A.600.477, and the primary contact regarding the school district's policies and procedures related to transgender students under RCW 28A.642.080.
(2) The primary contact may also serve as the primary contact regarding the school district's policy and procedure prohibiting harassment, intimidation, and bullying under RCW 28A.600.477 and the primary contact regarding the school district's policy and procedure related to transgender students under RCW 28A.642.080.
[ 2023 c 242 s 2.]

catchline: Primary contact.


title: RCW 28A.642.100

text:
In accordance with RCW 28A.320.233, decisions by school district boards of directors, charter school boards under chapter 28A.710 RCW, and state-tribal education compact schools subject to chapter 28A.715 RCW that pertain to textbooks, instructional materials, supplemental instructional materials, and other curriculum for student instruction may be subject to the provisions of this chapter.
[ 2024 c 316 s 7.]


title: RCW 28A.645.010

text:
(1) Any person, or persons, either severally or collectively, aggrieved by any decision or order of any school official or board, within thirty days after the rendition of such decision or order, or of the failure to act upon the same when properly presented, may appeal the same to the superior court of the county in which the school district or part thereof is situated, by filing with the secretary of the school board if the appeal is from board action or failure to act, otherwise with the proper school official, and filing with the clerk of the superior court, a notice of appeal which shall set forth in a clear and concise manner the errors complained of.
(2)(a) Appeals by teachers, principals, supervisors, superintendents, or other certificated employees from the actions of school boards with respect to discharge or other action adversely affecting their contract status, or failure to renew their contracts for the next ensuing term shall be governed by the appeal provisions of chapters 28A.400 and 28A.405 RCW therefor and in all other cases shall be governed by chapter 28A.645 RCW.
(b) Appeals from nonrenewal or discharge by employees of school districts that are dissolved due to financial insolvency shall be as provided in RCW 28A.315.229.
[ 2012 c 186 s 22; 1990 c 33 s 544; 1971 ex.s. c 282 s 40; 1969 ex.s. c 34 s 17; 1969 ex.s. c 223 s 28A.88.010. Prior: 1961 c 241 s 9; 1909 c 97 p 362 s 1; RRS s 5064. Formerly RCW 28A.88.010, 28.88.010.] [SLC-RO-1.]
Notes:
Effective date—2012 c 186: See note following RCW 28A.315.025.
Rule-making authority—2012 c 186: See RCW 28A.315.902.
Severability—1971 ex.s. c 282: See note following RCW 28A.310.010.
RCW 28A.645.010 not applicable to contract renewal of school superintendent: RCW 28A.400.010.


title: RCW 28A.645.020

text:
Within twenty days of service of the notice of appeal, the school board, at its expense, or the school official, at such official's expense, shall file the complete transcript of the evidence and the papers and exhibits relating to the decision for which a complaint has been filed. Such filings shall be certified to be correct.
[ 1971 ex.s. c 282 s 41. Formerly RCW 28A.88.013.]
Notes:
Severability—1971 ex.s. c 282: See note following RCW 28A.310.010.

catchline: Transcript filed, certified.


title: RCW 28A.645.030

text:
Any appeal to the superior court shall be heard de novo by the superior court. Such appeal shall be heard expeditiously.
[ 1971 ex.s. c 282 s 42. Formerly RCW 28A.88.015.]
Notes:
Severability—1971 ex.s. c 282: See note following RCW 28A.310.010.

catchline: Appeal to be heard de novo and expeditiously.


title: RCW 28A.645.040

text:
In cases of appeal resulting in the change of any school district boundaries the decision shall within five days thereafter be also certified by the proper officer to the county assessor of the county, or to the county assessors of the counties, wherein the territory may lie.
[ 1969 ex.s. c 223 s 28A.88.090. Prior: 1909 c 97 p 364 s 8; RRS s 5071. Formerly RCW 28A.88.090, 28.88.090.]

catchline: Certified copy of decision to county assessor when school district boundaries changed.


title: RCW 28A.650.010

text:
Unless the context clearly requires otherwise, the definitions in this section apply throughout this chapter.
(1) "Digital citizenship" includes the norms of appropriate, responsible, and healthy behavior related to current technology use and use of mobile devices, including digital and media literacy, ethics, etiquette, and security. The term also includes the ability to access, analyze, evaluate, develop, produce, and interpret media, as well as internet safety and cyberbullying prevention and response.
(2) "Instructional hours" has the same meaning as defined in RCW 28A.150.205.
(3) "Learning device" means an internet-accessible computer, tablet, or other device, with an appropriate operating system, software applications, and data security, that can be used to access curricula, educational web applications and websites, and learning management systems, and with telecommunications capabilities sufficient for videoconferencing.
(4) "Mobile device" means any personal mobile telephone or other portable electronic communication device with which a user engages in a call or writes or sends a message, or any device in which the user plays a game or watches a video. "Mobile device" does not include school-issued devices.
[ 2026 c 225 s 2; 2021 c 301 s 2; 2017 c 90 s 1; 1993 c 336 s 702.]
Notes:
Findings—Intent—2026 c 225: See note following RCW 28A.320.135.
Finding—Purpose—2021 c 301: See note following RCW 28A.650.060.


title: RCW 28A.650.035

text:
The superintendent of public instruction may receive such gifts, grants, and endowments from public or private sources as may be made from time to time, in trust or otherwise, for the use and benefit of the purposes of educational technology and expend the same or any income therefrom according to the terms of the gifts, grants, or endowments.
[ 2010 1st sp.s. c 9 s 3; 1993 c 336 s 708.]
Notes:
Effective date—2010 1st sp.s. c 9: "This act takes effect July 1, 2010." [ 2010 1st sp.s. c 9 s 11.]

catchline: Gifts, grants, and endowments.


title: RCW 28A.650.040

text:
The superintendent of public instruction shall adopt rules as necessary under chapter 34.05 RCW governing the operation and scope of this chapter.
[ 1993 c 336 s 709.]

catchline: Rules.


title: RCW 28A.650.045

text:
(1)(a) By December 1, 2016, the office of the superintendent of public instruction shall develop best practices and recommendations for instruction in digital citizenship, internet safety, and media literacy, and report to the appropriate committees of the legislature, in accordance with RCW 43.01.036, on strategies to implement the best practices and recommendations statewide. The best practices and recommendations must be developed in consultation with an advisory committee as specified in (b) of this subsection. Best practices and recommendations must include instruction that provides guidance about thoughtful, safe, and strategic uses of online and other media resources, and education on how to apply critical thinking skills when consuming and producing information.
(b) The office of the superintendent of public instruction must convene and consult with an advisory committee when developing best practices and recommendations for instruction in digital citizenship, internet safety, and media literacy. The advisory committee must include: Representatives from the Washington state school directors' association; experts in digital citizenship, internet safety, and media literacy; teacher-librarians as defined in RCW 28A.320.240; and other stakeholders, including parent associations, educators, and administrators. Recommendations produced by the committee may include, but are not limited to:
(i) Revisions to the state learning standards for educational technology, required under RCW 28A.655.075;
(ii) Revisions to the model policy and procedures on electronic resources and internet safety developed by the Washington state school directors' association;
(iii) School district processes necessary to develop customized district policies and procedures on electronic resources and internet safety;
(iv) Best practices, resources, and models for instruction in digital citizenship, internet safety, and media literacy; and
(v) Strategies that will support school districts in local implementation of the best practices and recommendations developed by the office of the superintendent of public instruction under (a) of this subsection.
(2) Beginning in the 2017-18 school year, a school district shall annually review its policy and procedures on electronic resources and internet safety. In reviewing and amending the policy and procedures, a school district must:
(a) Involve a representation of students, parents or guardians, teachers, teacher-librarians, other school employees, administrators, and community representatives with experience or expertise in digital citizenship, media literacy, and internet safety issues;
(b) Consider customizing the model policy and procedures on electronic resources and internet safety developed by the Washington state school directors' association;
(c) Consider existing school district resources; and
(d) Consider best practices, resources, and models for instruction in digital citizenship, internet safety, and media literacy, including methods to involve parents.
(3)(a) By December 1, 2017, the Washington state school directors' association shall review and revise its model policy and procedures on electronic resources and internet safety to better support digital citizenship, media literacy, and internet safety in schools. The model policy and procedures must contain provisions requiring that media literacy resources consist of a balance of sources and perspectives.
(b) By December 1, 2017, the Washington state school directors' association shall develop a checklist of items for school districts to consider when updating their policy and procedures under subsection (2) of this section.
[ 2017 c 90 s 2; 2016 c 59 s 2.]
Notes:
Intent—2016 c 59: "The legislature recognizes that as technology becomes more prevalent, students must learn how to safely, ethically, responsibly, and effectively use technology. The legislature intends to provide a process in which students, parents or guardians, teachers, teacher-librarians, other school employees, administrators, and community representatives will engage in an ongoing discussion on safe technology use, internet use, digital citizenship, and media literacy as part of implementing the state's basic education goal outlined in RCW 28A.150.210(3) and essential academic learning requirements for technology outlined in RCW 28A.655.075." [ 2016 c 59 s 1.]

catchline: Digital citizenship, internet safety, and media literacy—Best practices and recommendations—Annual review—Model policy update and checklist for future updates.


title: RCW 28A.650.050

text:
(1) The office of the superintendent of public instruction shall create a web-based location with links to recommended successful practices and resources to support digital citizenship, media literacy, and internet safety. The web-based location must also include research on student use of mobile devices and recommended best practice strategies for teaching students how to use their mobile devices responsibly, such as research commissioned by the Washington association of school administrators, school information research services.
(2) Thereafter, the office of the superintendent of public instruction shall continue to identify and develop additional open educational resources to support digital citizenship, media literacy, and internet safety in schools for the web-based location.
(3) Media literacy resources must consist of a balance of sources and perspectives.
[ 2026 c 225 s 3; 2017 c 90 s 4.]
Notes:
Findings—Intent—2026 c 225: See note following RCW 28A.320.135.

catchline: Digital citizenship, internet safety, and media literacy—Web-based location with links recommending practices and resources—Specific mobile device research and strategies.


title: RCW 28A.650.060

text:
(1) Each educational service district shall provide technology consultation, procurement, and training, in consultation with teacher-librarians through school library information and technology programs as defined in RCW 28A.320.240, and as described in this section. An educational service district may meet the requirements of this section in cooperation with one or more other educational service districts.
(2) Technology consultation involves providing technical assistance and guidance to local school districts related to technology needs and financing, and may include consultation with other entities.
(3)(a) Technology procurement involves negotiating for local school district purchasing and leasing of learning devices and peripheral devices, learning management systems, cybersecurity protection, device insurance, and other technology-related goods and services.
(b) When selecting goods and services for procurement, the educational service district must consider a variety of student needs, as well as accessibility, age appropriateness, privacy and security, data storage and transfer capacity, and telecommunications capability.
(c) Technology procurement may be performed in consultation and contract with the department of enterprise services under chapter 39.26 RCW.
(4) Technology training involves developing and offering direct services to local school districts related to staff development and capacity building to provide digital navigation services to students and their families. The educational service districts must seek to consult teacher-librarians and other relevant information technology programs to determine where there is a need and focus for this training. These services may be provided on a fee-for-service basis.
(5) Technology consultation, procurement, and training under this section must be provided to local public schools, as defined in RCW 28A.150.010, the Washington center for deaf and hard of hearing youth, and the school for the blind, in addition to local school districts. Technology training under this section may also be offered to child care providers.
(6) The educational service districts must cooperate with the office of the superintendent of public instruction to provide the data required under RCW 28A.650.070(1).
[ 2021 c 301 s 3.]
Notes:
Finding—Purpose—2021 c 301: "(1) The legislature recognizes that the COVID-19 pandemic exposed the importance of internet-accessible learning devices for the ability of students to receive a modern education. When Washington schools closed in March 2020, schools and school districts shifted quickly to offering education in an online environment. Teachers adapted their lessons for videoconferencing platforms and arranged for students to submit homework via email. However, limited opportunities for in-person instruction amplified digital deserts and disparities among students that are likely to continue to grow for the foreseeable future.
(2) The legislature finds that students from low-income families face disproportionate barriers to accessing learning over the internet in their homes, partly because they do not have internet-accessible devices appropriate for learning. The legislature also recognizes that accessing learning over the internet requires more than just an internet-accessible device appropriate for learning. For students and their families to be truly connected, they need the digital literacy, digital skills, and digital support to use internet-accessible devices and to navigate the web in support of student learning. (3) Therefore, the purposes of this act are to: (a) Accelerate student access to learning devices and related goods and services; (b) expand training programs and technical assistance on using technology to support student learning; and (c) build the capacity of schools and districts to support digital navigation services for students and their families." [ 2021 c 301 s 1.]

catchline: Technology consultation, procurement, and training.


title: RCW 28A.650.065

text:
(1) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall develop and administer a technology grant program, as described in this section, to advance the following objectives:
(a) Attain a universal 1:1 student to learning device ratio;
(b) Expand technical support and training of school and district staff in using technology to support student learning; and
(c) Develop district-based and school-based capacity to assist students and their families in accessing and using technology to support student learning.
(2) The following entities, individually or in cooperation, may apply to the office of the superintendent of public instruction for a grant under this section: A public school as defined in RCW 28A.150.010; a school district; an educational service district; the Washington center for deaf and hard of hearing youth; and the state school for the blind.
(3) At a minimum, grant applications must include:
(a) The applicant's technology plan for accomplishing the goals of the grant program, the applicant's student demographics, including the percent of students eligible for free and reduced-price meals, and any specialized technology needs of the applicant's students, such as students with disabilities and English learners who may need adaptive or assistive technologies; and
(b) A description of preexisting programs and funding sources used by the applicant to provide learning devices to students, staff, or both.
(4) When ranking and selecting applicants, the office of the superintendent of public instruction must prioritize both of the following:
(a) Applicants without preexisting programs to provide a device for every student and that have 30 percent or more students eligible for free and reduced-price meals; and
(b) Applicants with students who have specialized technology needs.
[ 2021 c 301 s 4.]
Notes:
Finding—Purpose—2021 c 301: See note following RCW 28A.650.060.

catchline: Technology grant program.


title: RCW 28A.650.070

text:
(1) The office of the superintendent of public instruction shall collect and analyze the following data:
(a) Demographic, distribution, and other data related to technology initiatives; and
(b) Biennial survey data on school and school district progress to accomplish the objectives listed in RCW 28A.650.065(1).
(2) By November 1, 2022, and by November 1st every even year thereafter, the office of the superintendent of public instruction shall provide a report to the appropriate policy and fiscal committees of the legislature, in accordance with RCW 43.01.036, with:
(a) A summary of the technology initiatives data collected under subsection (1) of this section;
(b) The status of the state's progress in accomplishing the following: (i) Accelerate student access to learning devices and related goods and services; (ii) expand training programs and technical assistance on using technology to support student learning; and (iii) build the capacity of schools and districts to support digital navigation services for students and their families;
(c) Recommendations for improving the administration and oversight of the technology initiatives; and
(d) An update on innovative and collaborative activities occurring in communities across the state to support widespread public technology literacy and fluency, as well as student universal access to learning devices.
(3) By November 1, 2022, the office of the superintendent of public instruction shall survey districts, collect data, and provide a report to the appropriate policy and fiscal committees of the legislature that contains, at a minimum, the following:
(a) A list of districts that have a separate technology levy;
(b) The total amount of funding generated by the technology levies; and
(c) A detailed breakdown on how the funds generated by the technology levies are being used, including, but not limited to, the number of technology devices being purchased with those funds, personnel costs related to servicing and maintaining those devices covered by those funds, and any training or professional development for use of technology provided with those funds.
(4) For the purposes of this section, "technology initiatives" means the technology grants awarded by the office of the superintendent of public instruction under RCW 28A.650.065, and the provision of technology consultation, procurement, and training by educational service districts under RCW 28A.650.060.
[ 2021 c 301 s 5.]
Notes:
Finding—Purpose—2021 c 301: See note following RCW 28A.650.060.


title: RCW 28A.655.005

text:
The legislature finds that the purpose of Washington's accountability system is to improve student learning and student achievement of the essential academic learning requirement standards so that each individual student will be given the opportunity to become a responsible citizen and successfully live, learn, and work in the twenty-first century. To achieve this purpose, the accountability system should be based on student achievement and continuous improvement at all levels of Washington's education system and on a fundamental principle that all public school students have access to curriculum and instruction that is aligned to the standards.
The legislature further finds that the accountability system should rely on local responsibility and leadership. Districts and schools should be expected to improve and be evaluated based on their improvement over time. Districts should recognize exceptional progress and work closely with schools needing assistance.
The legislature further finds that the accountability system must be simple to use and understand. Consequences must be predictable and fair. Differences among students, schools, and districts should be recognized and respected as the system is implemented. There should be a balance of each student's right to privacy and the public's right to know the overall levels of learning and achievement at the school, district, and state levels. In addition, the accountability system should be continuously reviewed and improved as more is learned about how schools operate to meet the learning needs of Washington's students.
[ 1999 c 388 s 1.]

catchline: Findings.


title: RCW 28A.655.006

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 50.]
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.655.010

text:
Unless the context clearly requires otherwise, the definitions in this section apply throughout RCW * 28A.630.885 and 28A.300.130.
(1) "Commission" means the commission on student learning created in *RCW 28A.630.885.
(2) "Student learning goals" mean[s] the goals established in RCW 28A.150.210.
(3) "Essential academic learning requirements" means more specific academic and technical skills and knowledge, based on the student learning goals, as determined under *RCW 28A.630.885(3)(a). Essential academic learning requirements shall not limit the instructional strategies used by schools or school districts or require the use of specific curriculum.
(4) "Performance standards" or "standards" means the criteria used to determine if a student has successfully learned the specific knowledge or skill being assessed as determined under *RCW 28A.630.885(3)(b). The standards should be set at internationally competitive levels.
(5) "Assessment system" or "student assessment system" means a series of assessments used to determine if students have successfully learned the essential academic learning requirements. The assessment system shall be developed under *RCW 28A.630.885(3)(b).
(6) "Performance-based education system" means an education system in which a significantly greater emphasis is placed on how well students are learning, and significantly less emphasis is placed on state-level laws and rules that dictate how instruction is to be provided. The performance-based education system does not require that schools use an outcome-based instructional model. Decisions regarding how instruction is provided are to be made, to the greatest extent possible, by schools and school districts, not by the state.
[ 1993 c 336 s 201. Formerly RCW 28A.630.883.]
Notes:
*Reviser's note: RCW 28A.630.885 was recodified as RCW 28A.655.060 pursuant to 1999 c 388 s 607. RCW 28A.655.060 was subsequently repealed by 2004 c 19 s 206.
Findings—Intent—Part headings not law—1993 c 336: See notes following RCW 28A.150.210.
Findings—1993 c 336: See note following RCW 28A.150.210.

catchline: Washington commission on student learning—Definitions.


title: RCW 28A.655.068

text:
(1) The statewide high school assessment in science shall be a comprehensive assessment that measures the state standards for the application of science and engineering practices, disciplinary core ideas, and crosscutting concepts in the domains of physical sciences, life sciences, earth and space sciences, and engineering design.
(2) The superintendent of public instruction shall develop or adopt a science assessment in accordance with RCW 28A.655.070(10) that is not biased toward persons with different learning styles, racial or ethnic backgrounds, or on the basis of gender.
(3) The superintendent of public instruction may participate with consortia of multiple states as common student learning standards and assessments in science are developed. The superintendent of public instruction, in consultation with the state board of education, may modify the state learning standards and statewide student assessments in science, including the high school assessment, according to the multistate common student learning standards and assessments as long as the education committees of the legislature have opportunities for review before the modifications are adopted, as provided under RCW 28A.655.070.
(4) The statewide high school assessment under this section shall be used to demonstrate that a student meets the state standards in the science content area of the statewide student assessment until a comprehensive science assessment is required under *RCW 28A.655.061.
[ 2019 c 252 s 118; 2017 3rd sp.s. c 31 s 6; 2013 2nd sp.s. c 22 s 4; 2011 1st sp.s. c 22 s 3.]
Notes:
*Reviser's note: RCW 28A.655.061 expired August 31, 2022.
Intent—2019 c 252: See note following RCW 28A.230.710.
Effective date—2017 3rd sp.s. c 31: See note following RCW 28A.305.130.
Findings—Intent—2013 2nd sp.s. c 22: "The legislature finds that the superintendent of public instruction was authorized to align the state essential academic learning requirements for mathematics, reading, writing, and communication with the common set of standards for students in grades kindergarten through twelve, known as the common core state standards, which were initiated by the governors and chief school officers of forty-five states, including Washington. The legislature further finds that Washington has joined one of two multistate consortia using a federal grant to develop new English language arts and mathematics assessments in grades three through eight and grade eleven that are, among other factors, aligned with the common core state standards and intended to demonstrate a student's career and college readiness. The legislature further finds that the assessments are required to be ready for use by the 2014-15 school year.
The legislature intends to reduce the overall costs of the state assessment system by implementing the eleventh grade English language arts and mathematics assessments being developed by a multistate consortium in which Washington is participating, maximize use of the consortium assessments by developing a tenth grade high school English language arts assessment and modifying the algebra I and geometry end-of-course assessment to be used only during the transition to the consortium-developed assessments, and reduce to three the number of assessments that will be required for students to graduate beginning with the class of 2019.
The legislature further intends that the eleventh grade consortium-developed assessments have two different student performance standards: One for the purposes of high school graduation that will be established by the state board of education and one that is intended to demonstrate a student's career and college readiness." [ 2013 2nd sp.s. c 22 s 1.]
Finding—Intent—2011 1st sp.s. c 22: "(1) The legislature continues to support end-of-course assessments as a fair and practical way to measure students' knowledge and skills in high school science, but the legislature also recognizes that there are important scientific concepts, principles, and content that are not able to be captured in a single course or a single assessment. The legislature also does not wish to narrow the high school science curriculum to a singular focus on biology.
(2) However, the legislature finds that the financial resources for developing additional end-of-course assessments for high school science are not available in the 2011-2013 biennium. Nevertheless, the legislature intends to revisit this issue in the future and further intends at an appropriate time to direct the superintendent of public instruction to develop one or more end-of-course assessments in additional science subjects." [ 2011 1st sp.s. c 22 s 1.]

catchline: Statewide high school assessment in science.


title: RCW 28A.655.070

text:
(1) The superintendent of public instruction shall develop state learning standards that identify the knowledge and skills all public school students need to know and be able to do based on the student learning goals in RCW 28A.150.210, develop student assessments, and implement the accountability recommendations and requests regarding assistance, rewards, and recognition of the state board of education.
(2) The superintendent of public instruction shall:
(a) Periodically revise the state learning standards, as needed, based on the student learning goals in RCW 28A.150.210. Goals one and two shall be considered primary. To the maximum extent possible, the superintendent shall integrate goal four and the knowledge and skill areas in the other goals in the state learning standards;
(b) Include a screening for biased content in each development or revision of a state learning standard and ensure that the concepts of diversity, equity, and inclusion, as those terms are defined in RCW 28A.415.443, are incorporated into each new or revised state learning standard. In meeting the requirements of this subsection (2)(b), the superintendent of public instruction shall consult with the applicable commissions established in Title 43 RCW and other persons and organizations with relevant expertise; and
(c) Review and prioritize the state learning standards and identify, with clear and concise descriptions, the grade level content expectations to be assessed on the statewide student assessment and used for state or federal accountability purposes. The review, prioritization, and identification shall result in more focus and targeting with an emphasis on depth over breadth in the number of grade level content expectations assessed at each grade level. Grade level content expectations shall be articulated over the grades as a sequence of expectations and performances that are logical, build with increasing depth after foundational knowledge and skills are acquired, and reflect, where appropriate, the sequential nature of the discipline. The office of the superintendent of public instruction, within seven working days, shall post on its website any grade level content expectations provided to an assessment vendor for use in constructing the statewide student assessment.
(3)(a) In consultation with the state board of education, the superintendent of public instruction shall maintain and continue to develop and revise a statewide academic assessment system in the content areas of reading, writing, mathematics, and science for use in the elementary, middle, and high school years designed to determine if each student has mastered the state learning standards identified in subsection (1) of this section. School districts shall administer the assessments under guidelines adopted by the superintendent of public instruction. The academic assessment system may include a variety of assessment methods, including criterion-referenced and performance-based measures.
(b) Effective with the 2009 administration of the Washington assessment of student learning and continuing with the statewide student assessment, the superintendent shall redesign the assessment in the content areas of reading, mathematics, and science in all grades except high school by shortening test administration and reducing the number of short answer and extended response questions.
(c) By the 2014-15 school year, the superintendent of public instruction, in consultation with the state board of education, shall modify the statewide student assessment system to transition to assessments developed with a multistate consortium, as provided in this subsection:
(i) The assessments developed with a multistate consortium to assess student proficiency in English language arts and mathematics shall be administered beginning in the 2014-15 school year, and beginning with the graduating class of 2020, the assessments must be administered to students in the tenth grade. The reading and writing assessments shall not be administered by the superintendent of public instruction or schools after the 2013-14 school year.
(ii) The high school assessments in English language arts and mathematics in (c)(i) of this subsection shall be used for the purposes of federal and state accountability and for assessing student career and college readiness.
(d) The statewide academic assessment system must also include the Washington access to instruction and measurement assessment for students with significant cognitive challenges.
(4) If the superintendent proposes any modification to the state learning standards or the statewide assessments, then the superintendent shall, upon request, provide opportunities for the education committees of the house of representatives and the senate to review the assessments and proposed modifications to the state learning standards before the modifications are adopted.
(5) The assessment system shall be designed so that the results under the assessment system are used by educators as tools to evaluate instructional practices, and to initiate appropriate educational support for students who have not mastered the state learning standards at the appropriate periods in the student's educational development.
(6) By September 2007, the results for reading and mathematics shall be reported in a format that will allow parents and teachers to determine the academic gain a student has acquired in those content areas from one school year to the next.
(7) To assist parents and teachers in their efforts to provide educational support to individual students, the superintendent of public instruction shall provide as much individual student performance information as possible within the constraints of the assessment system's item bank. The superintendent shall also provide to school districts:
(a) Information on classroom-based and other assessments that may provide additional achievement information for individual students; and
(b) A collection of diagnostic tools that educators may use to evaluate the academic status of individual students. The tools shall be designed to be inexpensive, easily administered, and quickly and easily scored, with results provided in a format that may be easily shared with parents and students.
(8) To the maximum extent possible, the superintendent shall integrate knowledge and skill areas in development of the assessments.
(9) Assessments for goals three and four of RCW 28A.150.210 shall be integrated in the state learning standards and assessments for goals one and two.
(10) The superintendent shall develop assessments that are directly related to the state learning standards, and are not biased toward persons with different learning styles, racial or ethnic backgrounds, or on the basis of gender.
(11) The superintendent shall review available and appropriate options for competency-based assessments that meet the state learning standards. In accordance with the review required by this subsection, the superintendent shall provide a report and recommendations to the education committees of the house of representatives and the senate by November 1, 2019.
(12) The superintendent shall consider methods to address the unique needs of special education students when developing the assessments under this section.
(13) The superintendent shall consider methods to address the unique needs of highly capable students when developing the assessments under this section.
(14) The superintendent shall post on the superintendent's website lists of resources and model assessments in social studies, the arts, and health and fitness.
(15) The superintendent shall integrate financial education skills and content knowledge into the state learning standards pursuant to RCW 28A.300.460(2)(d).
(16)(a) The superintendent shall notify the state board of education in writing before initiating the development or revision of the state learning standards under subsections (1) and (2) of this section. The notification must be provided to the state board of education in advance for review at a regularly scheduled or special board meeting and must include the following information:
(i) The subject matter of the state learning standards;
(ii) The reason or reasons the superintendent is initiating the development or revision; and
(iii) The process and timeline that the superintendent intends to follow for the development or revision.
(b) The state board of education may provide a response to the superintendent's notification for consideration in the development or revision process in (a) of this subsection.
(c) Prior to adoption by the superintendent of any new or revised state learning standards, the superintendent shall submit the proposed new or revised state learning standards to the state board of education in advance in writing for review at a regularly scheduled or special board meeting. The state board of education may provide a response to the superintendent's proposal for consideration prior to final adoption.
(17) The state board of education may propose new or revised state learning standards to the superintendent. The superintendent must respond to the state board of education's proposal in writing.
(18) The superintendent shall produce and post on its website a schedule for the revision of state learning standards under subsection (2) of this section by September 1, 2025. In addition to notifying parents, schools, and the public of the revision schedules and timelines, the website posting must be updated as necessary to inform persons of the status of any pending revisions, and of any plans or actions related to developing new state learning standards under subsection (1) of this section.
[ 2024 c 157 s 4; 2019 c 252 s 119; 2018 c 177 s 401; 2015 c 211 s 3; 2013 2nd sp.s. c 22 s 5; 2008 c 163 s 2; 2007 c 354 s 5; 2005 c 497 s 106; 2004 c 19 s 204; 1999 c 388 s 501.]
Notes:
Intent—2019 c 252: See note following RCW 28A.230.710.
Finding—Intent—2018 c 177: See note following RCW 28A.305.905.
Findings—Intent—2013 2nd sp.s. c 22: See note following RCW 28A.655.068.
Findings—2008 c 163: "The legislature finds that, according to a recent report from a consultant retained by the state board of education, end-of-course assessments have certain advantages over comprehensive assessments such as the current form of the Washington assessment of student learning, and in most other areas end-of-course assessments are comparable to comprehensive assessments in meeting public policy objectives for a statewide assessment system. The legislature further finds that because the state's assessment contract will be renegotiated before the end of 2008, the 2008 legislature has an opportunity to provide policy direction in the design of the state assessment system and the design of the Washington assessment of student learning." [ 2008 c 163 s 1.]
Findings—Intent—2007 c 354: "(1) The legislature maintains a strong commitment to high expectations and high academic achievement for all students. The legislature finds that Washington schools and students are making significant progress in improving achievement in reading and writing. Schools are adapting instruction and providing remediation for students who need additional assistance. Reading and writing are being taught across the curriculum. Therefore, the legislature does not intend to make changes to the Washington assessment of student learning or high school graduation requirements in reading and writing.
(2) However, students are having difficulty improving their academic achievement in mathematics and science, particularly as measured by the high school Washington assessment of student learning. The legislature finds that corrections are needed in the state's high school assessment system that will improve alignment between learning standards, instruction, diagnosis, and assessment of students' knowledge and skills in high school mathematics and science. The legislature further finds there is a sense of urgency to make these corrections and intends to revise high school graduation requirements in mathematics and science only for the minimum period for corrections to be fully implemented." [ 2007 c 354 s 1.]
Intent—Part headings not law—Effective date—2005 c 497: See notes following RCW 28A.305.011.
Part headings and captions not law—Effective date—2004 c 19: See notes following RCW 28A.230.090.

catchline: State learning standards—Duties of the superintendent of public instruction.


title: RCW 28A.655.071

text:
(1) By August 2, 2010, the superintendent of public instruction may revise the *state essential academic learning requirements authorized under RCW 28A.655.070 for mathematics, reading, writing, and communication by provisionally adopting a common set of standards for students in grades kindergarten through twelve. The revised *state essential academic learning requirements may be substantially identical with the standards developed by a multistate consortium in which Washington participated, must be consistent with the requirements of RCW 28A.655.070, and may include additional standards if the additional standards do not exceed fifteen percent of the standards for each content area. However, the superintendent of public instruction shall not take steps to implement the provisionally adopted standards until the education committees of the house of representatives and the senate have an opportunity to review the standards.
(2) By January 1, 2011, the superintendent of public instruction shall submit to the education committees of the house of representatives and the senate:
(a) A detailed comparison of the provisionally adopted standards and the *state essential academic learning requirements as of June 10, 2010, including the comparative level of rigor and specificity of the standards and the implications of any identified differences; and
(b) An estimated timeline and costs to the state and to school districts to implement the provisionally adopted standards, including providing necessary training, realignment of curriculum, adjustment of state assessments, and other actions.
(3) The superintendent may implement the revisions to the *essential academic learning requirements under this section after the 2011 legislative session unless otherwise directed by the legislature.
[ 2010 c 235 s 601.]
Notes:
*Reviser's note: The term "essential academic learning requirements" in RCW 28A.655.070 was changed to "state learning standards" by 2019 c 252 s 119.
Finding—2010 c 235: See note following RCW 28A.405.245.

catchline: Revised essential academic learning requirements—Legislative review—Implementation.


title: RCW 28A.655.075

text:
(1) Within funds specifically appropriated therefor, by December 1, 2008, the superintendent of public instruction shall develop essential academic learning requirements and grade level expectations for educational technology literacy and technology fluency that identify the knowledge and skills that all public school students need to know and be able to do in the areas of technology and technology literacy. The development process shall include a review of current standards that have been developed or are used by other states and national and international technology associations. To the maximum extent possible, the superintendent shall integrate goal four and the knowledge and skill areas in the other goals in the technology essential academic learning requirements.
(a) As used in this section, "technology literacy" means the ability to responsibly, creatively, and effectively use appropriate technology to communicate; access, collect, manage, integrate, and evaluate information; solve problems and create solutions; build and share knowledge; and improve and enhance learning in all subject areas and experiences.
(b) Technology fluency builds upon technology literacy and is demonstrated when students: Apply technology to real-world experiences; adapt to changing technologies; modify current and create new technologies; and personalize technology to meet personal needs, interests, and learning styles.
(2)(a) Within funds specifically appropriated therefor, the superintendent shall obtain or develop education technology assessments that may be administered in the elementary, middle, and high school grades to assess the essential academic learning requirements for technology. The assessments shall be designed to be classroom or project-based so that they can be embedded in classroom instruction and be administered and scored by school staff throughout the regular school year using consistent scoring criteria and procedures. By the 2010-11 school year, these assessments shall be made available to school districts for the districts' voluntary use. If a school district uses the assessments created under this section, then the school district shall notify the superintendent of public instruction of the use. The superintendent shall report annually to the legislature on the number of school districts that use the assessments each school year.
(b) Beginning December 1, 2010, and annually thereafter, the superintendent of public instruction shall provide a report to the relevant legislative committees regarding the use of the assessments.
[ 2007 c 396 s 16; (2009 c 556 s 15 expired July 1, 2011).]
Notes:
Expiration date—2009 c 556 ss 11, 13, and 15: See note following RCW 28A.300.525.
Captions not law—2007 c 396: See note following RCW 28A.305.215.
Finding—Intent—2007 c 396: See note following RCW 28A.188.020.
Essential academic learning requirements and grade level expectations—Revised standards and curricula for mathematics and science—Duties of the state board of education and the superintendent of public instruction: RCW 28A.305.215.

catchline: Essential academic learning requirements and grade level expectations for educational technology literacy and technology fluency—Assessments—Reports.


title: RCW 28A.655.080

text:
(1) To the extent funds are available, beginning in the 2012-13 school year, the Washington kindergarten inventory of developing skills shall be administered at the beginning of the school year to all students enrolled in state-funded full-day kindergarten programs under RCW 28A.150.315 with the exception of students who have been excused from participation by their parents or guardians.
(2)(a) The superintendent of public instruction, in consultation with the department of children, youth, and families, shall convene a work group to provide:
(i) Input and recommendations with respect to implementation of the Washington kindergarten inventory of developing skills;
(ii) Recommendations regarding the optimum way to administer the Washington kindergarten inventory of developing skills to children in half-day kindergarten while ensuring that they receive the maximum instruction as required in *RCW 28A.150.205; and
(iii) Recommendations with respect to achieving the goal of replacing assessments currently required by school districts with the Washington kindergarten inventory of developing skills.
(b) The work group shall include:
(i) One representative from the office of the superintendent of public instruction;
(ii) One representative from the department of children, youth, and families;
(iii) One representative from the nongovernmental private-public partnership defined in RCW 43.216.010;
(iv) Five representatives, including both teachers and principals, from school districts that participated in the pilot project, with every effort made to make sure that there is representation from across the state;
(v) Two parents who are familiar with and participated in the Washington kindergarten inventory of developing skills pilot during the 2010-11 school year; and
(vi) A representative from an independent, nonprofit children and family services organization with a main campus in North Bend, Washington.
(c) The work group may solicit input from people who are recent implementers of the Washington kindergarten inventory of developing skills.
(d) A preliminary report and recommendations shall be submitted to the education committees of the senate and the house of representatives by December 1, 2012. A subsequent report and recommendations shall be submitted to the education committees of the senate and the house of representatives by December 1, 2013, and annually by December 1st thereafter.
(e) The work group shall terminate upon full statewide implementation of all-day kindergarten.
(3) To the extent funds are available, additional support in the form of implementation grants shall be offered to schools on a schedule to be determined by the office of the superintendent of public instruction, in consultation with the department of children, youth, and families.
(4) Until full statewide implementation of all-day kindergarten programs, the superintendent of public instruction, in consultation with the secretary of the department of children, youth, and families, may grant annual, renewable waivers from the requirement of subsection (1) of this section to administer the Washington kindergarten inventory of developing skills. A school district seeking a waiver for one or more of its schools must submit an application to the office of the superintendent of public instruction that includes:
(a) A description of the kindergarten readiness assessment and transition processes that it proposes to administer instead of the Washington kindergarten inventory of developing skills;
(b) An explanation of why the administration of the Washington kindergarten inventory of developing skills would be unduly burdensome; and
(c) An explanation of how administration of the alternative kindergarten readiness assessment will support social-emotional, physical, and cognitive growth and development of individual children; support early learning provider and parent involvement; and inform instruction.
[ 2018 c 58 s 1; 2012 c 51 s 2.]
Notes:
*Reviser's note: The reference to RCW 28A.150.205, which contains the definition of "instructional hours," appears to be erroneous.
Effective date—2018 c 58: "This act takes effect July 1, 2018." [ 2018 c 58 s 82.]

catchline: Washington kindergarten inventory of developing skills—Implementation and administration—Work group—Reports—Grants—Waivers.


title: RCW 28A.655.090

text:
(1) By September 10, 1998, and by September 10th each year thereafter, the superintendent of public instruction shall report to schools, school districts, and the legislature on the results of the statewide student assessment.
(2) The reports shall include the assessment results by school and school district, and include changes over time. For the statewide student assessment, results shall be reported as follows:
(a) The percentage of students meeting the standards;
(b) The percentage of students performing at each level of the assessment;
(c) Disaggregation of results by at least the following subgroups of students: White, Black, Hispanic, American Indian/Alaskan Native, Asian, Pacific Islander/Hawaiian Native, low income, transitional bilingual, migrant, special education, and, beginning with the 2009-10 school year, students covered by section 504 of the federal rehabilitation act of 1973, as amended (29 U.S.C. Sec. 794); and
(d) A learning improvement index that shows changes in student performance within the different levels of student learning reported on the statewide student assessment.
(3) The reports shall contain data regarding the different characteristics of schools, such as poverty levels, percent of English as a second language students, dropout rates, attendance, percent of students in special education, and student mobility so that districts and schools can learn from the improvement efforts of other schools and districts with similar characteristics.
(4) The reports shall contain student scores on mandated tests by comparable Washington schools of similar characteristics.
(5) The reports shall contain information on public school choice options available to students, including vocational education.
(6) The reports shall be posted on the superintendent of public instruction's internet website.
(7) To protect the privacy of students, the results of schools and districts that test fewer than ten students in a grade level shall not be reported. In addition, in order to ensure that results are reported accurately, the superintendent of public instruction shall maintain the confidentiality of statewide data files until the superintendent determines that the data are complete and accurate.
(8) The superintendent of public instruction shall monitor the percentage and number of special education and limited English proficient students exempted from taking the assessments by schools and school districts to ensure the exemptions are in compliance with exemption guidelines.
[ 2019 c 252 s 120; 2008 c 165 s 3; 1999 c 388 s 301; 1998 c 319 s 301. Formerly RCW 28A.630.889.]
Notes:
Intent—2019 c 252: See note following RCW 28A.230.710.
Part headings not law—1998 c 319: See note following RCW 28A.300.320.

catchline: Statewide student assessment—Reporting requirements.


title: RCW 28A.655.095

text:
The office of the superintendent of public instruction shall continue to actively collaborate with teachers and directors of special education programs in the development and implementation of a process to transition from the current portfolio system of assessment of students with significant cognitive challenges to a performance task-based alternative assessment system based on state standards. Before such time as a new assessment becomes available, and within existing resources, the office of the superintendent of public instruction shall coordinate efforts to: Align academic goals in a student's individualized education program with the current statewide assessment system by identifying detailed statewide alternate achievement benchmarks for use by teachers in the current portfolio system; develop a transparent and reliable scoring process; efficiently use technology; and develop a sensible approval process to shorten the time involved in developing and collecting current assessment data for students with significant cognitive disabilities.
[ 2011 c 75 s 2.]
Notes:
Findings—2011 c 75: "The legislature finds that:
(1) One of the difficult issues facing states and school districts throughout the country is the meaningful inclusion of students with significant cognitive challenges in their current state assessment and accountability systems.
(2) Assessment and accountability systems provide valuable information to parents and educators, and all students deserve a system that encourages them to meaningfully access and make progress in the general education curriculum. Nevertheless, assessing the academic knowledge and skills of students with unique and significant cognitive disabilities can be challenging concerning the student's access to and progress in the general education curriculum. Furthermore, the development of meaningful assessment portfolios in the current system can be extremely time-consuming for both teachers and students, provide limited information for parents, and include questionable test and measurement practices." [ 2011 c 75 s 1.]

catchline: Students with cognitive disabilities—Alternative assessment system.


title: RCW 28A.655.100

text:
Each school district board of directors shall:
(1)(a) Annually report to parents and to the community in a public meeting and annually report in writing the following information:
(i) District-wide and school-level performance improvement goals;
(ii) Student performance relative to the goals; and
(iii) District-wide and school-level plans to achieve the goals, including curriculum and instruction, parental or guardian involvement, and resources available to parents and guardians to help students meet the state standards;
(b) Report annually in a news release to the local media the district's progress toward meeting the district-wide and school-level goals; and
(c) Include the school-level goals, student performance relative to the goals, and a summary of school-level plans to achieve the goals in each school's annual school performance report under RCW 28A.655.110.
(2) School districts in which ten or fewer students in the district or in a school in the district are eligible to be assessed in a grade level are not required to report numerical improvement goals and performance relative to the goals, but are required to report to parents and the community their plans to improve student achievement.
[ 1999 c 388 s 302.]


title: RCW 28A.655.110

text:
(1) Beginning with the 1994-95 school year, to provide the local community and electorate with access to information on the educational programs in the schools in the district, each school shall publish annually a school performance report and deliver the report to each parent with children enrolled in the school and make the report available to the community served by the school. The annual performance report shall be in a form that can be easily understood and be used by parents, guardians, and other members of the community who are not professional educators to make informed educational decisions. As data from the assessments in *RCW 28A.655.060 becomes available, the annual performance report should enable parents, educators, and school board members to determine whether students in the district's schools are attaining mastery of the student learning goals under RCW 28A.150.210, and other important facts about the schools' performance in assisting students to learn. The annual report shall make comparisons to a school's performance in preceding years, student performance relative to the goals and the percentage of students performing at each level of the assessment, a comparison of student performance at each level of the assessment to the previous year's performance, and information regarding school-level plans to achieve the goals.
(2) The annual performance report shall include, but not be limited to: (a) A brief statement of the mission of the school and the school district; (b) enrollment statistics including student demographics; (c) expenditures per pupil for the school year; (d) a summary of student scores on all mandated tests; (e) a concise annual budget report; (f) student attendance, graduation, and dropout rates; (g) information regarding the use and condition of the school building or buildings; (h) a brief description of the learning improvement plans for the school; (i) a summary of the feedback from parents and community members obtained under RCW 28A.655.115; and (j) an invitation to all parents and citizens to participate in school activities.
(3) The superintendent of public instruction shall develop by June 30, 1994, and update periodically, a model report form, which shall also be adapted for computers, that schools may use to meet the requirements of subsections (1) and (2) of this section. In order to make school performance reports broadly accessible to the public, the superintendent of public instruction, to the extent feasible, shall make information on each school's report available on or through the superintendent's internet website.
[ 2010 c 235 s 703; 1999 c 388 s 303; 1993 c 336 s 1006. Formerly RCW 28A.320.205.]
Notes:
*Reviser's note: RCW 28A.655.060 was repealed by 2004 c 19 s 206.
Finding—2010 c 235: See note following RCW 28A.405.245.
Findings—Intent—Part headings not law—1993 c 336: See notes following RCW 28A.150.210.
Findings—1993 c 336: See note following RCW 28A.150.210.

catchline: Annual school performance report—Model report form.


title: RCW 28A.655.115

text:
(1) Beginning with the 2010-11 school year, each school shall conduct outreach and seek feedback from a broad and diverse range of parents, other individuals, and organizations in the community regarding their experiences with the school. The school shall summarize the responses in its annual report under RCW 28A.655.110.
(2) The office of the superintendent of public instruction shall create a working group with representatives of organizations representing parents, teachers, and principals as well as diverse communities. The working group shall also include a representative from the *achievement gap oversight and accountability committee. By September 1, 2010, the working group shall develop model feedback tools and strategies that school districts may use to facilitate the feedback process required in subsection (1) of this section. The model tools and strategies are intended to provide assistance to school districts. School districts are encouraged to adapt the models or develop unique tools and strategies that best fit the circumstances in their communities.
[ 2010 c 235 s 702.]
Notes:
*Reviser's note: The "achievement gap oversight and accountability committee" was renamed the "educational opportunity gap oversight and accountability committee" by 2011 1st sp.s. c 21 s 33.
Finding—2010 c 235: See note following RCW 28A.405.245.

catchline: Outreach and feedback—Working group—Model feedback tools and strategies.


title: RCW 28A.655.130

text:
(1) To the extent funds are appropriated, the office of the superintendent of public instruction annually shall allocate accountability implementation funds to school districts. The purposes of the funds are to: Develop and update student learning improvement plans; implement curriculum materials and instructional strategies; provide staff professional development to implement the selected curricula and instruction; develop and implement assessment strategies and training in assessment scoring; and fund other activities intended to improve student learning for all students, including students with diverse needs. Activities funded by the allocations must be consistent with the school or district improvement plan, designed to improve the ability of teachers and other instructional certificated and classified staff to assist students in meeting the essential academic learning requirements, and designed to achieve state and local accountability goals. Activities funded by the allocations shall be designed to protect the teachers' instructional time with students and minimize the use of substitute teachers.
(2) Schools receiving funds shall develop, update as needed, and keep on file a school student learning improvement plan to achieve the student learning goals and essential academic learning requirements and to implement the assessment system as it is developed. The plan shall delineate how the accountability implementation funds will be used to accomplish the requirements of this section. The plan shall be made available to the public and to others upon request.
(3) The amount of allocations shall be determined in the omnibus appropriations act.
(4) The state schools for the deaf and blind are eligible to receive allocations under this section.
(5) The superintendent of public instruction may adopt timelines and rules as necessary under chapter 34.05 RCW to administer the program, and require that schools and districts submit reports regarding the use of the funds.
[ 1999 c 388 s 402.]

catchline: Accountability implementation funds.


title: RCW 28A.655.140

text:
(1) In order to increase the availability and quality of technical assistance statewide, the superintendent of public instruction, subject to available funding, may employ school improvement coordinators and school improvement specialists to provide assistance to schools and districts. The improvement specialists shall serve on a rotating basis and shall not be permanent employees.
(2) The types of assistance provided by the improvement coordinators and specialists may include, but need not be limited to:
(a) Assistance to schools to use student performance data and develop improvement plans based on those data;
(b) Consultation with schools and districts concerning their performance on the Washington assessment of student learning and other assessments;
(c) Consultation concerning curricula that aligns with the essential academic learning requirements and the Washington assessment of student learning and that meets the needs of diverse learners;
(d) Assistance in the identification and implementation of research-based instructional practices;
(e) Staff training that emphasizes effective instructional strategies and classroom-based assessment;
(f) Assistance in developing and implementing family and community involvement programs; and
(g) Other assistance to schools and school districts intended to improve student learning.
[ 1999 c 388 s 403.]

catchline: Technical assistance.


title: RCW 28A.655.150

text:
The superintendent of public instruction, in consultation with school district personnel, shall consolidate and streamline the planning, application, and reporting requirements for major state and federal categorical and grant programs. The superintendent also shall take actions to increase the use of online electronic applications and reporting.
[ 1999 c 388 s 602.]

catchline: Consolidation of requirements for categorical grant programs—Use of electronic applications and reporting.


title: RCW 28A.655.180

text:
(1) The state board of education may grant waivers to districts from the provisions of statutes or rules relating to: The length of the school year; student-to-teacher ratios; and other administrative rules that in the opinion of the state board of education may need to be waived in order for a district to implement a plan for restructuring its educational program or the educational program of individual schools within the district.
(2) The state board of education may adopt rules establishing the waiver application process under this section.
[ 2018 c 177 s 507; (2018 c 177 s 506 expired June 30, 2019); (2012 c 53 s 9 expired June 30, 2019); (2011 c 260 s 9 expired June 30, 2019); 2009 c 543 s 3; (1997 c 431 s 23 expired June 30, 1999); 1995 c 208 s 1. Formerly RCW 28A.630.945.]
Notes:
Expiration date—2018 c 177 s 506: "Section 506 of this act expires June 30, 2019." [ 2018 c 177 s 704.]
Effective dates—2018 c 177 ss 201, 202, 501-504, 507, and 701: See note following RCW 28A.150.222.
Finding—Intent—2018 c 177: See note following RCW 28A.305.905.
Finding—Intent—2009 c 543: "The legislature continues to support school districts seeking innovations to further the educational experiences of students and staff while also realizing increased efficiencies in day-to-day operations. School districts have suggested that efficiencies in heating, lighting, or maintenance expenses could be possible if districts were given the ability to create a more flexible calendar. Furthermore, the legislature finds that a flexible calendar could be beneficial to student learning by allowing for the use of the unscheduled days for professional development activities, planning, tutoring, special programs, parent conferences, and athletic events. A flexible calendar also has the potential to ease the burden of long commutes on students in rural areas and to lower absenteeism.
School districts in several western states have operated on a four-day school week and report increased efficiencies, family support, and reduced absenteeism, with no negative impact on student learning. Small rural school districts in particular could benefit due to their high per-pupil costs for transportation and utilities. Therefore, the legislature intends to provide increased flexibility to a limited number of school districts to explore the potential value of operating on a flexible calendar, so long as adequate safeguards are put in place to prevent any negative impact on student learning." [ 2009 c 543 s 1.]

catchline: Waivers for educational restructuring programs.


title: RCW 28A.655.185

text:
(1) It is the intent of the legislature, through the creation of the apple award, to honor and reward students in Washington's public elementary schools who have shown significant improvement in their school's results on the statewide student assessment.
(2) The apple award program is created to honor and reward public elementary schools that have the greatest combined average increase in the percentage of students meeting the fourth grade reading, mathematics, and writing standards on the statewide student assessment each school year. Beginning in the 2014-15 school year, the award shall be based on the percentage of students meeting the fourth grade English language arts and mathematics standards. The program shall be administered by the superintendent of public instruction.
(3) Within the amounts appropriated for this purpose, each school that receives an apple award shall be provided with a twenty-five thousand dollar grant to be used for capital construction purposes that have been selected by students in the school and approved by the district's school directors. The funds may be used exclusively for capital construction projects on school property or on other public property in the community, city, or county in which the school is located.
[ 2013 2nd sp.s. c 22 s 9; 2005 c 495 s 1.]
Notes:
Findings—Intent—2013 2nd sp.s. c 22: See note following RCW 28A.655.068.

catchline: Intent—Apple award program.


title: RCW 28A.655.200

text:
(1) The legislature intends to permit school districts to offer norm-referenced assessments, make diagnostic tools available to school districts, and provide funding for diagnostic assessments to enhance student learning at all grade levels and provide early intervention before the high school statewide student assessment.
(2) In addition to the diagnostic assessments provided under this section, school districts may, at their own expense, administer norm-referenced assessments to students.
(3) Subject to the availability of amounts appropriated for this purpose, the office of the superintendent of public instruction shall post on its website for voluntary use by school districts, a guide of diagnostic assessments. The assessments in the guide, to the extent possible, shall include the characteristics listed in subsection (4) of this section.
(4) Subject to the availability of amounts appropriated for this purpose, beginning September 1, 2007, the office of the superintendent of public instruction shall make diagnostic assessments in reading, writing, mathematics, and science in elementary, middle, and high school grades available to school districts. Subject to funds appropriated for this purpose, the office of the superintendent of public instruction shall also provide funding to school districts for administration of diagnostic assessments to help improve student learning, identify academic weaknesses, enhance student planning and guidance, and develop targeted instructional strategies to assist students before the high school statewide student assessment. To the greatest extent possible, the assessments shall be:
(a) Aligned to the state's grade level expectations;
(b) Individualized to each student's performance level;
(c) Administered efficiently to provide results either immediately or within two weeks;
(d) Capable of measuring individual student growth over time and allowing student progress to be compared to other students across the country;
(e) Readily available to parents; and
(f) Cost-effective.
(5) The office of the superintendent of public instruction shall offer training at statewide and regional staff development activities in:
(a) The interpretation of diagnostic assessments; and
(b) Application of instructional strategies that will increase student learning based on diagnostic assessment data.
[ 2019 c 252 s 121; 2009 c 539 s 1; 2007 c 354 s 8; 2006 c 117 s 4; 2005 c 217 s 2.]
Notes:
Intent—2019 c 252: See note following RCW 28A.230.710.
Effective date—2009 c 539: "This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect July 1, 2009." [ 2009 c 539 s 7.]
Findings—Intent—2007 c 354: See note following RCW 28A.655.070.
Intent—2006 c 117: See note following RCW 28A.600.045.