RCW 28A.300.010
Election
—
Term of office.
A superintendent of public instruction shall be elected by the qualified electors of the state, on the first Tuesday after the first Monday in November of the year in which state officers are elected, and shall hold his or her office for the term of four years, and until his or her successor is elected and qualified.
[
1990 c 33 s 250
;
1969 ex.s. c 223 s 28A.03.010
. Prior: 1909 c 97 p 231 s 1; RRS s 4521; prior:
1897 c 118 s 20
;
1891 c 127 s 1
;
1890 p 348 s 3
; Code 1881 s 3154;
1873 p 419 s 1
;
1861 p 55 s 1
. Formerly RCW 28A.03.010, 28.03.010, 43.11.010
.]
RCW 28A.300.020
Assistant superintendents, deputy superintendent, assistants
—
Terms for exempt personnel.
The superintendent of public instruction may appoint assistant superintendents of public instruction, a deputy superintendent of public instruction, and may employ such other assistants and clerical help as are necessary to carry out the duties of the superintendent and the state board of education. However, the superintendent shall employ without undue delay the executive director of the state board of education and other state board of education office assistants and clerical help, appointed by the state board under RCW 28A.305.130, whose positions are allotted and funded in accordance with moneys appropriated exclusively for the operation of the state board of education. The rate of compensation and termination of any such executive director, state board office assistants, and clerical help shall be subject to the prior consent of the state board of education. The assistant superintendents, deputy superintendent, and such other officers and employees as are exempted from the provisions of chapter
41.06
RCW, shall serve at the pleasure of the superintendent or at the pleasure of the superintendent and the state board of education as provided in this section. Expenditures by the superintendent of public instruction for direct and indirect support of the state board of education are valid operational expenditures by and in behalf of the office of the superintendent of public instruction.
[
2005 c 497 s 403
;
1996 c 25 s 2
;
1969 ex.s. c 223 s 28A.03.020
. Prior:
1967 c 158 s 3
; 1909 c 97 p 234 s 4; RRS s 4524; prior:
1905 c 56 s 1
;
1903 c 104 s 10
;
1897 c 118 s 23
;
1890 p 351 s 5
. Formerly RCW 28A.03.020, 28.03.020, 43.11.020
.]
NOTES:
Intent
—
Part headings not law
—
Effective date
—
2005 c 497:
See notes following RCW 28A.305.011
.
RCW 28A.300.030
Assistance of educational service district boards and superintendents
—
Scope.
The superintendent of public instruction, by rule or regulation, may require the assistance of educational service district boards and/or superintendents in the performance of any duty, authority, or power imposed upon or granted to the superintendent of public instruction by law or by the Constitution of the state of Washington, upon such terms and conditions as the superintendent of public instruction shall establish. Such authority to assist the superintendent of public instruction shall be limited to the service function of information collection and dissemination and the attestment to the accuracy and completeness of submitted information.
[
1975 1st ex.s. c 275 s 46
;
1971 ex.s. c 282 s 29
. Formerly RCW 28A.03.028
.]
NOTES:
Severability
—
1971 ex.s. c 282:
See note following RCW 28A.310.010
.
RCW 28A.300.035
Assistance of certificated or classified employee
—
Reimbursement for substitute.
If the superintendent of public instruction, the Washington professional educator standards board, or the state board of education, in carrying out their powers and duties under Title
28A
RCW, request the service of any certificated or classified employee of a school district upon any committee formed for the purpose of furthering education within the state, or within any school district therein, and such service would result in a need for a school district to employ a substitute for such certificated or classified employee during such service, payment for such a substitute may be made by the superintendent of public instruction from funds appropriated by the legislature for the current use of the common schools and such payments shall be construed as amounts needed for state support to the common schools under RCW 28A.150.380
. If such substitute is paid by the superintendent of public instruction, no deduction shall be made from the salary of the certificated or classified employee. In no event shall a school district deduct from the salary of a certificated or classified employee serving on such committee more than the amount paid the substitute employed by the district.
[
2017 c 17 s 1
;
1994 c 113 s 1
;
1990 c 33 s 147
;
1973 1st ex.s. c 3 s 1
. Formerly RCW 28A.160.220, 28A.41.180
.]
RCW 28A.300.039
Condensed compliance reports
—
Second-class districts.
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 19
.]
NOTES:
Conflict with federal requirements
—
2011 c 45:
See note following RCW 28A.330.250
.
RCW 28A.300.040
Powers and duties.
In addition to any other powers and duties as provided by law, the powers and duties of the superintendent of public instruction shall be:
(1) To have supervision over all matters pertaining to the public schools of the state;
(2) To report to the governor and the legislature such information and data as may be required for the management and improvement of the schools;
(3) To prepare and have printed such forms, registers, courses of study, rules for the government of the common schools, and such other material and books as may be necessary for the discharge of the duties of teachers and officials charged with the administration of the laws relating to the common schools, and to distribute the same to educational service district superintendents;
(4) To travel, without neglecting his or her other official duties as superintendent of public instruction, for the purpose of attending educational meetings or conventions, of visiting schools, and of consulting educational service district superintendents or other school officials;
(5) To prepare and from time to time to revise a manual of the Washington state common school code, copies of which shall be made available online and which shall be sold at approximate actual cost of publication and distribution per volume to public and nonpublic agencies or individuals, said manual to contain Titles
28A
and
28C
RCW, rules related to the common schools, and such other matter as the state superintendent or the state board of education shall determine;
(6) To file all papers, reports and public documents transmitted to the superintendent by the school officials of the several counties or districts of the state, each year separately. Copies of all papers filed in the superintendent's office, and the superintendent's official acts, may, or upon request, shall be certified by the superintendent and attested by the superintendent's official seal, and when so certified shall be evidence of the papers or acts so certified to;
(7) To require annually, on or before the 15th day of August, of the president, manager, or principal of every educational institution in this state, a report as required by the superintendent of public instruction; and it is the duty of every president, manager, or principal, to complete and return such forms within such time as the superintendent of public instruction shall direct;
(8) To keep in the superintendent's office a record of all teachers receiving certificates to teach in the common schools of this state;
(9) To issue certificates as provided by law;
(10) To keep in the superintendent's office at the capital of the state, all books and papers pertaining to the business of the superintendent's office, and to keep and preserve in the superintendent's office a complete record of statistics, as well as a record of the meetings of the state board of education;
(11) With the assistance of the office of the attorney general, to decide all points of law which may be submitted to the superintendent in writing by any educational service district superintendent, or that may be submitted to the superintendent by any other person, upon appeal from the decision of any educational service district superintendent; and the superintendent shall publish his or her rulings and decisions from time to time for the information of school officials and teachers; and the superintendent's decision shall be final unless set aside by a court of competent jurisdiction;
(12) To administer oaths and affirmations in the discharge of the superintendent's official duties;
(13) To deliver to his or her successor, at the expiration of the superintendent's term of office, all records, books, maps, documents and papers of whatever kind belonging to the superintendent's office or which may have been received by the superintendent's for the use of the superintendent's office;
(14) To administer family services and programs to promote the state's policy as provided in RCW 74.14A.025
;
(15) To promote the adoption of school-based curricula and policies that provide quality, daily physical education for all students, and to encourage policies that provide all students with opportunities for physical activity outside of formal physical education classes;
(16) To ensure the effective delivery and administration of basic education services to justice-involved students and to improve their educational outcomes, both as required by RCW 28A.190.150
; and
(17) To perform such other duties as may be required by law.
[
2025 c 70 s 1
;
2023 c 303 s 3
;
2011 1st sp.s. c 43 s 302
;
2009 c 556 s 10
;
2006 c 263 s 104
;
2005 c 360 s 6
;
1999 c 348 s 6
;
1992 c 198 s 6
;
1991 c 116 s 2
;
1990 c 33 s 251
;
1982 c 160 s 2
;
1981 c 249 s 1
;
1977 c 75 s 17
;
1975 1st ex.s. c 275 s 47
;
1971 ex.s. c 100 s 1
;
1969 ex.s. c 176 s 102
;
1969 ex.s. c 223 s 28A.03.030
. Prior:
1967 c 158 s 4
; 1909 c 97 p 231 s 3; RRS s 4523; prior:
1907 c 240 s 1
;
1903 c 104 s 9
;
1901 c 177 s 5
;
1901 c 41 s 1
;
1899 c 142 s 4
;
1897 c 118 s 22
; 1891 c 127 ss 1, 2; 1890 pp 348-351 ss 3, 4; Code 1881 ss 3155-3160; 1873 p 419 ss 2-6; 1861 p 55 ss 2, 3, 4. Formerly RCW 28A.03.030, 28.03.030, 43.11.030
.]
NOTES:
Findings
—
Intent
—
2023 c 303:
See note following RCW 28A.190.150
.
Effective date
—
Purpose
—
2011 1st sp.s. c 43:
See notes following RCW 43.19.003
.
Findings
—
Purpose
—
Part headings not law
—
2006 c 263:
See notes following RCW 28A.150.230
.
Findings
—
Intent
—
2005 c 360:
See note following RCW 36.70A.070
.
Intent
—
1999 c 348:
See note following RCW 28A.205.010
.
Severability
—
1982 c 160:
"If any provision of this amendatory act or its application to any person or circumstance is held invalid, the remainder of the act or the application of the provision to other persons or circumstances is not affected." [
1982 c 160 s 4
.]
Rights preserved
—
Severability
—
1969 ex.s. c 176:
See notes following RCW 28A.310.010
.
Studies
—
1969 ex.s. c 283:
"The superintendent of public instruction is directed to develop, prepare and make available information as follows:
(1) A budgetary study of the fiscal impact which would result from payment to substitute teachers, who are on a continuing basis of twelve or more days within any calendar month, at a rate of pay commensurate with their training and experience and at a per diem salary in proportion to the salary for which that teacher would be eligible as a full time teacher;
(2) A study showing the percentage of high school graduates who go on to an institution of higher education, including community colleges, the distribution of such students, and the percentage thereof which continue in higher education through the various grades or years thereof; and
(3) A study of the fiscal impact of establishing one hundred and eighty days as the base salary period for all contracts with certificated employees." [
1969 ex.s. c 283 s 8
.]
Severability
—
1969 ex.s. c 283:
See note following RCW 28A.150.050
.
RCW 28A.300.0401
School district fiscal notes.
(1) The office of the superintendent of public instruction shall, where it is practicable to do so within available resources, prepare school district fiscal notes on proposed legislation that increases or decreases, or tends to increase or decrease, school district revenues or expenditures in a manner that uniquely affects school districts. Proposed legislation that uniquely affects school districts includes, but is not limited to, legislation that affects school districts' responsibilities as providers of educational services under this title, as employers under chapter
41.59
RCW, or as excess levy taxing authorities under RCW 84.52.053
and
84.52.0531, but excludes proposed legislation that affects school districts only in the same manner that it affects other units of local government.
(2) Where practicable, the school district fiscal note shall show the fiscal impact of the proposed legislation on each school district. Where it is not practicable to do so, the school district fiscal note shall show the effect of the legislation on a range of representative school districts. The fiscal note must set forth any assumptions that were used in selecting the representative districts, along with any other assumptions made about the fiscal impact.
(3) School district fiscal notes prepared under this section are subject to coordination by the office of financial management under RCW 43.88A.020
and are otherwise subject to the requirements and procedures of chapter
43.88A
RCW.
[
2011 c 140 s 3
.]
RCW 28A.300.041
Statewide student assessment system
—
Redesign
—
Reports to the legislature.
(1) The legislature finds that a statewide student assessment system should improve and inform classroom instruction, support accountability, and provide useful information to all levels of the educational system, including students, parents, teachers, schools, school districts, and the state. The legislature intends to redesign the current statewide system, in accordance with the recommendations of the Washington assessment of student learning legislative work group, to:
(a) Include multiple assessment formats, including both formative and summative, as necessary to provide information to help improve instruction and inform accountability;
(b) Enable collection of data that allows both statewide and nationwide comparisons of student learning and achievement; and
(c) Be balanced so that the information used to make significant decisions that affect school accountability or student educational progress includes many data points and does not rely on solely the results of a single assessment.
(2) The legislature further finds that one component of the assessment system should be instructionally supportive formative assessments. The key design elements or characteristics of an instructionally supportive assessment must:
(a) Be aligned to state standards in areas that are being assessed;
(b) Measure student growth and competency at multiple points throughout the year in a manner that allows instructors to monitor student progress and have the necessary trend data with which to improve instruction;
(c) Provide rapid feedback;
(d) Link student growth with instructional elements in order to gauge the effectiveness of educators and curricula;
(e) Provide tests that are appropriate to the skill level of the student;
(f) Support instruction for students of all abilities, including highly capable students and students with learning disabilities;
(g) Be culturally, linguistically, and cognitively relevant, appropriate, and understandable to each student taking the assessment;
(h) Inform parents and draw parents into greater participation of the student's study plan;
(i) Provide a way to analyze the assessment results relative to characteristics of the student such as, but not limited to, English language learners, gender, ethnicity, poverty, age, and disabilities;
(j) Strive to be computer-based and adaptive; and
(k) Engage students in their learning.
(3) The legislature further finds that a second component of the assessment system should be a state-administered summative achievement assessment that can be used as a check on the educational system in order to guide state expectations for the instruction of children and satisfy legislative demands for accountability. The key design elements or characteristics of the state administered achievement assessment must:
(a) Be aligned to state standards in areas that are being assessed;
(b) Maintain and increase academic rigor;
(c) Measure student learning growth over years; and
(d) Strengthen curriculum.
(4) The legislature further finds that a third component of the assessment system should include classroom-based assessments, which may be formative, summative, or both. Depending on their use, classroom-based assessments should have the same design elements and characteristics described in this section for formative and summative assessments.
(5) The legislature further finds that to sustain a strong and viable assessment system, preservice and ongoing training should be provided for teachers and administrators on the effective use of different types of assessments.
(6) The legislature further finds that as the statewide data system is developed, data should be collected for all state-required statewide assessments to be used for accountability and to monitor overall student achievement.
(7) The superintendent of public instruction, in consultation with the state board of education, shall begin design and development of an overall assessment system that meets the principles and characteristics described in this section. In designing formative and summative assessments, the superintendent shall solicit bids for the use of computerized adaptive testing methodologies.
(8) Beginning December 1, 2009, and annually thereafter, the superintendent and state board shall jointly report to the legislature regarding the assessment system, including a cost analysis of any changes and costs to expand availability and use of instructionally supportive formative assessments.
[
2009 c 310 s 1
.]
RCW 28A.300.042
Collection and submittal of student-level data
—
Student data-related reports
—
Disaggregation of data by subgroups
—
Modification of statewide student data systems.
(1) The superintendent of public instruction must collect and school districts must submit all student-level data using the United States department of education 2007 race and ethnicity reporting guidelines, including the subracial and subethnic categories within those guidelines, with the following modifications:
(a) Further disaggregation of the Black category to differentiate students of African origin and students native to the United States with African ancestors;
(b) Further disaggregation of countries of origin for Asian students;
(c) Further disaggregation of the White category to include subethnic categories for Eastern European nationalities that have significant populations in Washington; and
(d) For students who report as multiracial, collection of their racial and ethnic combination of categories.
(2) Beginning with the 2017-18 school year, school districts shall collect student-level data as provided in subsection (1) of this section for all newly enrolled students, including transfer students. When the students enroll in a different school within the district, school districts shall resurvey the newly enrolled students for whom subracial and subethnic categories were not previously collected. School districts may resurvey other students.
(3) All student data-related reports required of the superintendent of public instruction in this title must be disaggregated by at least the following subgroups of students: White, Black, Hispanic, American Indian/Alaskan Native, Asian, Pacific Islander/Hawaiian Native, low income, highly capable, transitional bilingual, migrant, special education, and students covered by section 504 of the federal rehabilitation act of 1973, as amended (29 U.S.C. Sec. 794).
(4) All student data-related reports prepared by the superintendent of public instruction regarding student suspensions and expulsions as required under this title are subject to disaggregation by subgroups including:
(a) Gender;
(b) Foster care;
(c) Homeless, if known;
(d) School district;
(e) School;
(f) Grade level;
(g) Behavior infraction code, including:
(i) Bullying;
(ii) Tobacco;
(iii) Alcohol;
(iv) Illicit drug;
(v) Fighting without major injury;
(vi) Violence without major injury;
(vii) Violence with major injury;
(viii) Possession of a weapon; and
(ix) Other behavior resulting from a short-term or long-term suspension, expulsion, or interim alternative education setting intervention;
(h) Intervention applied, including:
(i) Short-term suspension;
(ii) Long-term suspension;
(iii) Emergency removal;
(iv) Expulsion;
(v) Interim alternative education settings;
(vi) No intervention applied; and
(vii) Other intervention applied that is not described in this subsection (4)(h);
(i) Number of days a student is suspended or expelled, to be counted in half or full days; and
(j) Any other categories added at a future date by the data governance group.
(5) All student data-related reports required of the superintendent of public instruction regarding student suspensions and expulsions as required in RCW 28A.300.046
are subject to cross-tabulation at a minimum by the following:
(a) School and district;
(b) Race, low income, highly capable, special education, transitional bilingual, migrant, foster care, homeless, students covered by section 504 of the federal rehabilitation act of 1973, as amended (29 U.S.C. Sec. 794), and categories to be added in the future;
(c) Behavior infraction code; and
(d) Intervention applied.
(6) The K-12 data governance group shall develop the data protocols and guidance for school districts in the collection of data as required under this section, and the office of the superintendent of public instruction shall modify the statewide student data system as needed. The office of the superintendent of public instruction shall also incorporate training for school staff on best practices for collection of data under this section in other training or professional development related to data provided by the office.
[
2023 c 265 s 6
;
2023 c 242 s 8
;
2016 c 72 s 501
;
2013 2nd sp.s. c 18 s 307
;
2009 c 468 s 4
.]
NOTES:
Reviser's note:
This section was amended by 2023 c 242 s 8 and by 2023 c 265 s 6, each without reference to the other. Both amendments are incorporated in the publication of this section under RCW 1.12.025
(2). For rule of construction, see RCW 1.12.025
(1).
Finding
—
Intent
—
2023 c 265:
See note following RCW 28A.185.020
.
Finding
—
Intent
—
2016 c 72:
See note following RCW 28A.600.015
.
Application
—
Enforcement of laws protecting health and safety
—
2013 2nd sp.s. c 18:
See note following RCW 28A.600.022
.
Findings
—
Intent
—
2009 c 468:
See note following RCW 28A.300.136
.
RCW 28A.300.045
Pupil tests and records
—
Rules.
The superintendent of public instruction shall adopt rules relating to pupil tests and records.
[
2006 c 263 s 704
.]
NOTES:
Findings
—
Purpose
—
Part headings not law
—
2006 c 263:
See notes following RCW 28A.150.230
.
RCW 28A.300.046
"Student absence from school"
—
Rules
—
Collection of attendance and discipline data.
(1)(a) The superintendent of public instruction shall adopt rules establishing a standard definition of student absence from school. By the beginning of the 2022-23 school year, the rules must categorize an absence for a mental health reason as an excused absence due to illness, health condition, or medical appointment.
(b) In developing the rules, the superintendent shall review current practices in Washington school districts, definitions used in other states, and any national standards or definitions used by the national center for education statistics or other national groups. Prior to filing notice of the rules under RCW 34.05.320, the superintendent shall consult with the graduation: a team effort partnership advisory committee established under RCW 28A.175.075
and a student advisory group with membership as described in (c) of this subsection.
(c) The superintendent shall develop and publish guidelines for public schools to implement the definition of student absence from school adopted under this section. The superintendent must consider including guidance for schools to integrate their responses to student excused absences for physical and mental health into their support systems for student well-being. In developing the guidelines, the superintendent shall consult with a student advisory group whose members are directly impacted by student absence rules and policies and who represent the diversity of the public school population, including diversity in gender identity, family income, race and ethnicity, and geography, among other characteristics. The advisory group must also include a member of the legislative youth advisory council appointed by the lieutenant governor.
(d) Using the definition of student absence adopted under this section, the superintendent shall establish an indicator for measuring student attendance in high schools for purposes of the PASS program under RCW 28A.175.130
.
(2)(a) The K-12 data governance group under RCW 28A.300.507
shall establish the parameters and an implementation schedule for statewide collection through the comprehensive education and data research system of: (i) Student attendance data using the definitions of student absence adopted under this section; and (ii) student discipline data with a focus on suspensions and expulsions from school.
(b) Student suspension and expulsion data collected for the purposes of this subsection (2) must be:
(i) Made publicly available and easily accessible on the superintendent of public instruction's website; and
(ii) Disaggregated and cross-tabulated as established under RCW 28A.300.042
.
(c) School districts must collect and submit student attendance data and student discipline data for high school students through the comprehensive education and data research system for purposes of the PASS program under RCW 28A.175.130
beginning in the 2012-13 school year.
[
2022 c 31 s 2
;
2013 2nd sp.s. c 18 s 306
;
2011 c 288 s 10
.]
NOTES:
Finding
—
Intent
—
2022 c 31:
"After hearing from youth across the state of Washington, the legislature recognizes that students' mental health is a component of their physical health and that students' mental health can affect their ability to learn. The legislature finds that school districts are not consistently recognizing student absences for mental health reasons as excused absences. Therefore, the legislature intends to require that student absences for mental health reasons be categorized as excused absences." [
2022 c 31 s 1
.]
Application
—
Enforcement of laws protecting health and safety
—
2013 2nd sp.s. c 18:
See note following RCW 28A.600.022
.
RCW 28A.300.050
Assistance to professional educator standards board for activities involving professional educator excellence.
The superintendent of public instruction shall provide technical assistance to the professional educator standards board in the conduct of the activities described in RCW 28A.410.040
and
28A.410.050
.
[
2006 c 263 s 819
;
1990 c 33 s 252
;
1987 c 525 s 227
. Formerly RCW 28A.03.375
.]
NOTES:
Findings
—
Purpose
—
Part headings not law
—
2006 c 263:
See notes following RCW 28A.150.230
.
Intent
—
Short title
—
1987 c 525 ss 202-233:
See notes following RCW 28A.410.040
.
Severability
—
1987 c 525:
"If any provision of this act or its application to any person or circumstance is held invalid, the remainder of the act or the application of the provision to other persons or circumstances is not affected." [
1987 c 525 s 305
.]
RCW 28A.300.060
Studies and adoption of classifications for school district budgets
—
Publication.
The superintendent of public instruction and the state auditor jointly, and in cooperation with the senate and house committees on education, shall conduct appropriate studies and adopt classifications or revised classifications under RCW 28A.505.100, defining what expenditures shall be charged to each budget class including administration. The studies and classifications shall be published in the form of a manual or revised manual, suitable for use by the governing bodies of school districts, by the superintendent of public instruction, and by the legislature.
[
1991 c 116 s 3
;
1990 c 33 s 253
; 1975-'76 2nd ex.s. c 118 s 23;
1975 1st ex.s. c 5 s 1
. Formerly RCW 28A.03.350
.]
NOTES:
Severability
—
1975-'76 2nd ex.s. c 118:
See note following RCW 28A.505.010
.
RCW 28A.300.065
Classification and numbering system of school districts.
(1) The superintendent of public instruction is responsible for the classification and numbering system of school districts.
(2) Any school district in the state that has a student enrollment in its public schools of two thousand pupils or more, as shown by evidence acceptable to the educational service district superintendent and the superintendent of public instruction, is a school district of the first class. Any other school district is a school district of the second class.
(3) Whenever the educational service district superintendent finds that the classification of a school district should be changed, and upon the approval of the superintendent of public instruction, the educational service district superintendent shall make an order in conformity with his or her findings and alter the records of his or her office accordingly. Thereafter, the board of directors of the district shall organize in the manner provided by law for the organization of the board of a district of the class to which the district then belongs.
(4) Notwithstanding any other provision of chapter 43, Laws of 1975, the educational service district superintendent, with the concurrence of the superintendent of public instruction, may delay approval of a change in classification of any school district for a period not exceeding three years when, in fact, the student enrollment of the district within any such time period does not exceed ten percent, either in a decrease or increase thereof.
[
1999 c 315 s 202
.]
RCW 28A.300.070
Receipt of federal funds for school purposes
—
Superintendent of public instruction to administer.
The state of Washington and/or any school district is hereby authorized to receive federal funds made or hereafter made available by acts of congress for the assistance of school districts in providing physical facilities and/or maintenance and operation of schools, or for any other educational purpose, according to provisions of such acts, and the state superintendent of public instruction shall represent the state in the receipt and administration of such funds.
[
1969 ex.s. c 223 s 28A.02.100
. Prior:
1943 c 220 s 4
; Rem. Supp. 1943 s 5109-4. Formerly RCW 28A.02.100, 28.02.100
.]
RCW 28A.300.071
Posting of complaint resolution and referral access point.
The office of the superintendent of public instruction shall post on its website a prominent link to the complaint resolution and referral access point maintained by the office of the education ombuds, described in RCW 43.06B.070
.
[
2024 c 219 s 2
.]
RCW 28A.300.0711
Willful noncompliance with state law
—
Definitions.
Unless the context clearly requires otherwise, the definitions in this section apply throughout RCW 28A.300.0712
through
28A.300.0714
.
(1) "Broad complaint" means a complaint that impacts an entire student body, an entire subgroup of students within a student body, an entire school, or an entire school district.
(2) "Limited complaint" means a complaint that impacts one or more individual students.
(3) "Negligent" means the failure to exercise ordinary care by a local school district superintendent, a local school district board of directors, or an individual member or members of a board of directors, and the actor knew or reasonably should have known that the failure to exercise ordinary care would result in noncompliance with state law as defined in this section.
(4) "Noncompliance with state law" means action or inaction by a local school district superintendent, a local school district board of directors, or an individual member or members of a board of directors, that results in noncompliance with the following state laws, which are intended to ensure academic rights and protections for students in the educational environment:
(a) State civil rights and nondiscrimination, including the nondiscrimination and sexual equality laws and model policy and procedure requirements related to protecting students' rights as established in chapters
28A.640
and
28A.642
RCW;
(b) "Harassment, intimidation, or bullying" requirements as established in RCW 28A.600.477
;
(c) Curriculum requirements as described in RCW 28A.150.230, 28A.300.475, and
28A.320.170
; the policies and procedures related to the selection or deletion of instructional materials required in RCW 28A.320.230
; and the review and removal of supplemental instructional materials required in RCW 28A.320.235
;
(d) The use of restraint or isolation on a student as described in RCW 28A.600.485
; or
(e) Student discipline as described in chapter
28A.600
RCW.
(5) "Willful" means nonaccidental action or inaction by a local school district superintendent, a local school district board of directors, or an individual member or members of a board of directors, that the actor knew or reasonably should have known would result in noncompliance with state law.
[
2025 c 369 s 302
.]
NOTES:
Rule-making authority
—
2025 c 369 ss 302-305, 312, and 313:
"The office of the superintendent of public instruction may enact rules for implementation of sections 302 through 305, 312, and 313 of this act." [
2025 c 369 s 306
.]
Intent
—
2025 c 369 ss 301-315:
"(1) The legislature acknowledges and supports the importance of local control for school district governance. Local school boards and superintendents are in the best position to effectively and quickly respond to the needs of their communities. However, local control is not absolute and must also be balanced against the need to ensure all students have access to a healthy, safe learning environment that celebrates and protects their diversity and civil rights. There are certain areas of state law that are critically important to ensuring every student has equal access to this type of supportive and responsive learning environment.
(2) The legislature is aware that some school districts are intentionally not complying with certain requirements in state law and that this noncompliance is negatively impacting students. School board members and superintendents are uniquely responsible for ensuring that their school district is in compliance with those state laws and members of the school district should have a mechanism to hold those individuals accountable if state laws are not followed.
(3) The legislature therefore intends to establish a complaint process for students, parents, and community members to address willful noncompliance with certain state laws that are necessary for protecting the health, safety, and civil rights of students in order to ensure every student has access to a positive learning environment." [
2025 c 369 s 301
.]
Effective date
—
2025 c 369:
See note following RCW 28A.320.209
.
RCW 28A.300.0712
Willful noncompliance with state law
—
Complaint process.
(1) By July 1, 2026, the office of the superintendent of public instruction must establish a process to investigate and secure equitable resolutions for two types of complaints alleging willful noncompliance with the state laws listed in RCW 28A.300.0711
(4):
(a) Limited complaints; and
(b) Broad complaints.
(2)(a)(i) Any student who is enrolled in the school district or any parent or legal guardian who has a student enrolled in the school district may file a limited or broad complaint with the office of the superintendent of public instruction alleging willful noncompliance with a state law listed in RCW 28A.300.0711
(4).
(ii) Anyone residing within the boundaries of the school district may file a broad complaint with the office of the superintendent of public instruction alleging willful noncompliance with a state law listed in RCW 28A.300.0711
(4).
(b) Limited and broad complaints may be filed against a local school district superintendent, a local school district board of directors, or an individual member or members of a board of directors.
(c) Before a person may file a complaint with the office of the superintendent of public instruction, the person must exhaust available complaint procedures, if such procedures exist, including procedures established under state law including, but not limited to, RCW 28A.320.124, 28A.320.230, 28A.410.090, 28A.600.477, 28A.640.020, and
28A.642.030, and local policy and procedure. If there are no complaint procedures available, the person who intends to file the complaint must provide notice of the complaint to the local school district superintendent before filing the complaint with the office of the superintendent of public instruction.
(3)(a) The office of the superintendent of public instruction must adopt rules that ensure due process regarding the complaint process, timelines, compliance action plans, and consequences established under this section and RCW 28A.300.0713
and
28A.300.0714
.
(b)(i) The office of the superintendent of public instruction must consult with the state board of education to build a connection between the rules adopted under this subsection and the state board of education's rules on basic education compliance established under RCW 28A.150.220
for complaints regarding willful noncompliance with curriculum requirements as described in RCW 28A.300.0711
(4)(c).
(ii) The office of the superintendent of public instruction must consult with the office of the education ombuds about how to include the complaint process established under this section into the simple and uniform access point for the receipt of complaints created under RCW 43.06B.070
.
(c) The office of the superintendent of public instruction may adopt rules to expedite the investigation of complaints related to an immediate health or safety concern.
(d) The office of the superintendent of public instruction may not take action against a school district or school district superintendent under the provisions established in RCW 28A.300.0714
unless there is evidence that the school district superintendent, school district board of directors, or individual member or members of a board of directors acted in a willful manner or the school district has received a second notice of continued noncompliance.
[
2025 c 369 s 303
.]
NOTES:
Rule-making authority
—
2025 c 369 ss 302-305, 312, and 313:
See note following RCW 28A.300.0711
.
Intent
—
2025 c 369 ss 302-315:
See note following RCW 28A.300.0711
.
Effective date
—
2025 c 369:
See note following RCW 28A.320.209
.
RCW 28A.300.0713
Willful noncompliance with state law
—
Investigation and determination
—
Compliance action plans.
(1)(a) Upon receipt of a complaint filed under RCW 28A.300.0712, the office of the superintendent of public instruction must make an initial determination as to whether the complaint reasonably contains enough facts to allege noncompliance with state law as defined in RCW 28A.300.0711
and whether other available complaint procedures have been exhausted as required by RCW 28A.300.0712
.
(b) If the requirements in (a) of this subsection are met, the office of the superintendent of public instruction shall conduct a full investigation of the allegations in the complaint.
(c) If the requirements in (a) of this subsection are not met, the office of the superintendent of public instruction shall notify the complainant of that finding and is not required to investigate further.
(2)(a) If, after a full investigation as required under subsection (1)(b) of this section, the office of the superintendent of public instruction finds noncompliance with state law, but determines the noncompliance is not willful, the office of the superintendent of public instruction shall provide the school district with a first notice stating its determination of noncompliance and identify corrective actions and a timeline that the school district may take to come into compliance.
(b) If the school district fails to comply with the corrective actions identified in the first notice within the prescribed timeline, the office of the superintendent of public instruction shall provide the school district a second notice stating that continued failure to comply with corrective actions may result in consequences as established in RCW 28A.300.0714
. Upon receipt of a second notice, the school district superintendent and school district board of directors must adopt and submit a compliance action plan to the office of the superintendent of public instruction for approval. The compliance action plan must describe how the school district will implement the corrective actions identified by the office of the superintendent of public instruction. Unless otherwise required by subsection (4) of this section, the compliance action plan must be submitted under a timeline as required by the office of the superintendent of public instruction.
(c) Before submitting the compliance action plan to the office of the superintendent of public instruction for approval, the school district board of directors must hold a public meeting to present the proposed compliance action plan to the community and allow for public comment on the proposed plan. For all such public meetings, individual students may not be identified without their consent, and the public meetings and materials prepared for such meetings must adhere to nondisclosure of personally identifiable information consistent with state and federal student privacy laws.
(3)(a) If, after a full investigation as required under subsection (1)(b) of this section, the office of the superintendent of public instruction finds willful noncompliance with state law, the office of the superintendent of public instruction shall provide the school district with a first notice stating its determination of willful noncompliance and identify corrective actions and a timeline that the school district may take to come into compliance. Upon receipt of the first notice, the school district board of directors shall hold a public meeting to present the finding of willful noncompliance with state law, the identified corrective actions and timeline for those actions, and take public comment on what additional actions the public thinks may be needed to come into compliance with state law.
(b) If the school district fails to comply with the corrective actions identified in the first notice within the prescribed timeline, the office of the superintendent of public instruction shall provide the school district a second notice stating that continued failure to comply with corrective actions may result in consequences as established in RCW 28A.300.0714
. Upon receipt of a second notice, the school district superintendent and school district board of directors must adopt and submit a compliance action plan to the office of the superintendent of public instruction for approval. The compliance action plan must describe how the school district will implement the corrective actions identified by the office of the superintendent of public instruction. Unless otherwise required by subsection (4) of this section, the compliance action plan must be submitted under a timeline as required by the office of the superintendent of public instruction. The compliance action plan must be developed in collaboration with the office of the superintendent of public instruction. In developing the compliance action plan, the school district must provide school district administrators, teachers, and other staff, parents of children attending a school within the school district, unions representing employees within the school district, students from the school district, and other impacted communities as appropriate with an opportunity to provide input on the development of the plan.
(c) Before submitting the compliance action plan to the office of the superintendent of public instruction for approval, the school district board of directors must hold a public meeting to present the proposed compliance action plan to the community and allow for public comment on the proposed plan. For all such public meetings, individual students may not be identified without their consent, and the public meetings and materials prepared for such meetings must adhere to nondisclosure of personally identifiable information consistent with state and federal student privacy laws.
(d) After submission and approval of the compliance action plan, the school district shall conduct additional public meetings with an opportunity for public comment at least once every six months to present school district progress on implementation of the compliance action plan until the superintendent of public instruction finds that the school district has come into compliance with state law.
(4) A compliance action plan developed under this section must, at a minimum, include the following:
(a) A description of the changes in the school district's or school's existing policies, structures, agreements, processes, and practices needed to come into compliance with state law; and
(b) The timeline for coming into compliance with state law.
(5) Compliance action plans must be developed in accordance with chapters
41.56
and
41.59
RCW where applicable.
(6) The office of the superintendent of public instruction may develop and publish additional guidelines for the development of compliance action plans as required by this section for use by school districts.
[
2025 c 369 s 304
.]
NOTES:
Rule-making authority
—
2025 c 369 ss 302-305, 312, and 313:
See note following RCW 28A.300.0711
.
Intent
—
2025 c 369 ss 302-315:
See note following RCW 28A.300.0711
.
Effective date
—
2025 c 369:
See note following RCW 28A.320.209
.
RCW 28A.300.0714
Willful noncompliance with state law
—
Consequences
—
Appeal.
(1) The office of the superintendent of public instruction may impose any of the following consequences on a school district if the district has been sent a second notice under the provisions of RCW 28A.300.0713
:
(a) Require the school district to adopt or readopt policies and procedures to come into compliance with state law;
(b) Find that a local school district superintendent committed an act of unprofessional conduct under RCW 28A.410.085
and may be held accountable for such conduct under rules established under RCW 28A.410.085
; and
(c) As a last resort, withhold and redirect up to 20 percent of state funds allocated to the school district for basic education to support the compliance action plan required in RCW 28A.300.0713
until the office of the superintendent of public instruction finds that the school district has come into compliance with state law. The office of the superintendent of public instruction must consider the school district's overall financial health when determining the amount of funds to withhold and redirect under this subsection. Written notice of the intent to withhold and redirect state funds, with reasons stated for this action, must be made to the school district by the office of the superintendent of public instruction before any portion of the state allocation is withheld and redirected.
(2) Willful or negligent noncompliance with state law constitutes a violation of the oath of office under RCW 29A.56.110, and a member of a board of directors may be subject to recall and discharge under chapter
29A.56
RCW.
(3) RCW 28A.300.0712
and
28A.300.0713
and this section do not restrict any existing authority the office of the superintendent of public instruction has to enforce compliance with state law, including health and safety requirements.
(4) Any party to a complaint may file a notice of appeal with the office of the superintendent of public instruction within 30 days of the final decision. An administrative law judge of the office of administrative hearings will hear and determine the appeal. Appeal proceedings must be conducted pursuant to chapter
34.05
RCW. An appeal of the administrative law judge's determination or order shall be to the superior court. The superior court's decision is subject only to discretionary review under the rules of appellate procedure.
[
2025 c 369 s 305
.]
NOTES:
Rule-making authority
—
2025 c 369 ss 302-305, 312, and 313:
See note following RCW 28A.300.0711
.
Intent
—
2025 c 369 ss 302-315:
See note following RCW 28A.300.0711
.
Effective date
—
2025 c 369:
See note following RCW 28A.320.209
.
RCW 28A.300.072
Transition to kindergarten program.
(1) The intent of the legislature is to continue and rename transitional kindergarten as the transition to kindergarten program and that the program be established in statute with the goal of assisting eligible children in need of additional preparation to be successful kindergarten students in the following school year. The transition to kindergarten program is not part of the state's statutory program of basic education under RCW 28A.150.200
.
(2)(a) The office of the superintendent of public instruction shall administer the transition to kindergarten program and shall adopt rules under chapter
34.05
RCW for the administration of, the allocation of state funding for, and minimum standards and requirements for the transition to kindergarten program in accordance with this section.
(b) School districts, charter schools as allowed by subsection (7) of this section, and state-tribal education compact schools operating a transition to kindergarten program shall adopt policies regarding eligibility, recruitment, and enrollment for this program that, at a minimum, meet the requirements of subsection (3) of this section.
(3) The rules adopted under subsection (2) of this section must include, at a minimum, the following requirements for school districts, charter schools as allowed by subsection (7) of this section, and state-tribal education compact schools operating a transition to kindergarten program:
(a)(i) A limitation on program enrollment to eligible children. Eligible children include only those who:
(A) Have been determined to benefit from additional preparation for kindergarten; and
(B) Are at least four years old by August 31st of the school year they enroll in the transition to kindergarten program;
(ii) A requirement, as practicable, for school districts, charter schools as allowed by subsection (7) of this section, and state-tribal education compact schools to prioritize families with the lowest incomes and children most in need for additional preparation to be successful in kindergarten when enrolling eligible children in a transition to kindergarten program;
(iii) Access to the transition to kindergarten program does not constitute an individual entitlement for any particular child.
(b) Except for children who have been excused from participation by their parents or legal guardians, a requirement that the Washington kindergarten inventory of developing skills as established by RCW 28A.655.080
be administered to all eligible children enrolled in a transition to kindergarten program at the beginning of the child's enrollment in the program and at least one more time during the school year.
(c) A requirement that all eligible children enrolled in a transition to kindergarten program be assigned a statewide student identifier and that the transition to kindergarten program be considered a separate class or course for the purposes of data reporting requirements in RCW 28A.320.175
.
(d) A requirement that a local child care and early learning needs assessment is conducted before beginning or expanding a transition to kindergarten program that considers the existing availability and affordability of early learning providers, such as the early childhood education and assistance programs, head start programs, and licensed child care centers and family home providers in the region. Data available through the regionalized data dashboard maintained by the department of children, youth, and families or any other appropriate sources may be used to inform the needs assessment required by this subsection.
(e)(i) A requirement that school districts, charter schools as allowed by subsection (7) of this section, and state-tribal education compact schools adhere to guidelines, as developed by the office of the superintendent of public instruction, related to:
(A) Best practices for site readiness of facilities that are used for the program;
(B) Developmentally appropriate curricula designed to assist in maintaining high quality programs; and
(C) Professional development opportunities.
(ii) The office of the superintendent of public instruction must develop a process for conducting site visits of any school district, charter school as allowed by subsection (7) of this section, or state-tribal education compact school operating a transition to kindergarten program and provide feedback on elements listed in this subsection (3)(e).
(f) A prohibition on charging tuition or other fees to state-funded eligible children for enrollment in a transition to kindergarten program.
(g) A prohibition on establishing a policy of excluding an eligible child due only to the presence of a disability.
(4)(a) The office of the superintendent of public instruction, in collaboration with the department of children, youth, and families, shall develop statewide coordinated eligibility, recruitment, enrollment, and selection best practices and provide technical assistance to those implementing a transition to kindergarten program to support connections with local early learning providers.
(b) School districts, charter schools as allowed by subsection (7) of this section, and state-tribal education compact schools must consider the best practices developed under this subsection (4) when adopting the policies required under subsection (2)(b) of this section.
(5) Nothing in this section prohibits school districts, charter schools as allowed by subsection (7) of this section, and state-tribal education compact schools from blending or colocating a transition to kindergarten program with other early learning programs.
(6)(a) Funding for the transition to kindergarten program must be based on the following:
(i) The distribution formula established under RCW 28A.150.260
(4)(a), (5), (6), (8), and (10)(a) and (b), calculated using the actual number of annual average full-time equivalent eligible children enrolled in the program. A transition to kindergarten child must be counted as a kindergarten student for purposes of the funding calculations referenced in this subsection, but must be reported separately.
(ii) The distribution formula developed in RCW 28A.160.150
through
28A.160.192, calculated using reported ridership for eligible children enrolled in the program.
(b) Beginning in the 2025-26 school year, the annual average full-time equivalent eligible children enrolled in the program funded in (a) of this subsection may not exceed the state-funded annual average full-time equivalent specified in the omnibus appropriations act. During the 2025-26 and 2026-27 school years, the office of the superintendent of public instruction must prioritize funding for programs funded under (a) of this subsection that operated during the 2024-25 school year.
(c) Funding provided for the transition to kindergarten program is not part of the state's statutory program of basic education under RCW 28A.150.200
and must be expended only for the support of operating a transition to kindergarten program.
(7) Charter schools authorized under RCW 28A.710.080
(2) are immediately permitted to operate a transition to kindergarten program under this section. Beginning with the 2025-26 school year, any charter school authorized under RCW 28A.710.080
(1) or (2) is permitted to operate a transition to kindergarten program under this section.
[
2025 c 342 s 1
;
2023 c 420 s 1
.]
RCW 28A.300.080
Vocational agriculture education
—
Intent.
The legislature recognizes that agriculture is the most basic and singularly important industry in the state, that agriculture is of central importance to the welfare and economic stability of the state, and that the maintenance of this vital industry requires a continued source of trained and qualified individuals who qualify for employment in agriculture and agribusiness. The legislature declares that it is within the best interests of the people and state of Washington that a comprehensive vocational education program in agriculture be maintained in the state's secondary school system.
[
1983 1st ex.s. c 34 s 1
. Formerly RCW 28A.03.415
.]
RCW 28A.300.090
Vocational agriculture education
—
Service area established
—
Duties.
(1) A vocational agriculture education service area within the office of the superintendent of public instruction shall be established. Adequate staffing of individuals trained or experienced in the field of vocational agriculture shall be provided for the vocational agriculture education service area for coordination of the state program and to provide assistance to local school districts for the coordination of the activities of student agricultural organizations and associations.
(2) The vocational agriculture education service area shall:
(a) Assess needs in vocational agriculture education, assist local school districts in establishing vocational agriculture programs, review local school district applications for approval of vocational agriculture programs, evaluate existing programs, plan research and studies for the improvement of curriculum materials for specialty areas of vocational agriculture. Standards and criteria developed under this subsection shall satisfy the mandates of federally-assisted vocational education;
(b) Develop in-service programs for teachers and administrators of vocational agriculture, review application for vocational agriculture teacher certification, and assist in teacher recruitment and placement in vocational agriculture programs;
(c) Serve as a liaison with the Future Farmers of America, representatives of business, industry, and appropriate public agencies, and institutions of higher education in order to disseminate information, promote improvement of vocational agriculture programs, and assist in the development of adult and continuing education programs in vocational agriculture; and
(d) Establish an advisory task force committee of agriculturists, who represent the diverse areas of the agricultural industry in Washington, which shall make annual recommendations including, but not limited to, the development of curriculum, staffing, strategies for the purpose of establishing a source of trained and qualified individuals in agriculture, and strategies for articulating the state program in vocational agriculture education, including youth leadership throughout the state school system.
[
1983 1st ex.s. c 34 s 2
. Formerly RCW 28A.03.417
.]
RCW 28A.300.100
Vocational agriculture education
—
Superintendent to adopt rules.
The superintendent of public instruction, pursuant to chapter
34.05
RCW, shall adopt such rules as are necessary to carry out the provisions of RCW 28A.300.090
.
[
1990 c 33 s 254
;
1983 1st ex.s. c 34 s 3
. Formerly RCW 28A.03.419
.]
RCW 28A.300.105
Office of Native education
—
Duties
—
Report.
(1) To the extent funds are available, an Indian education division, to be known as the office of Native education, is created within the office of the superintendent of public instruction. The superintendent shall appoint an individual to be responsible for the office of Native education.
(2) To the extent state funds are available, with additional support of federal and local funds where authorized by law, the office of Native education shall:
(a) Provide assistance to school districts in meeting the educational needs of American Indian and Alaska Native students;
(b) Facilitate the development and implementation of curricula and instructional materials in native languages, culture and history, and the concept of tribal sovereignty pursuant to RCW 28A.320.170
;
(c) Provide assistance to districts in the acquisition of funding to develop curricula and instructional materials in conjunction with native language practitioners and tribal elders;
(d) Coordinate technical assistance for public schools that serve American Indian and Alaska Native students;
(e) Seek funds to develop, in conjunction with the Washington state native American education advisory committee, and implement the following support services for the purposes of both increasing the number of American Indian and Alaska Native teachers and principals and providing continued professional development for educational assistants, teachers, and principals serving American Indian and Alaska Native students:
(i) Recruitment and retention;
(ii) Academic transition programs;
(iii) Academic financial support;
(iv) Teacher preparation;
(v) Teacher induction; and
(vi) Professional development;
(f) Facilitate the inclusion of native language programs in school districts' curricula;
(g) Work with all relevant agencies and committees to highlight the need for accurate, useful data that is appropriately disaggregated to provide a more accurate picture regarding American Indian and Alaska Native students; and
(h) Report to the governor, the legislature, and the governor's office of Indian affairs on an annual basis, beginning in December 2012, regarding the state of Indian education and the implementation of all state laws regarding Indian education, specifically noting system successes and accomplishments, deficiencies, and needs.
[
2011 c 270 s 2
.]
NOTES:
Findings
—
2011 c 270:
"The legislature finds:
(1) Leadership, technical assistance, and advocacy is important to promoting the academic success of all students, particularly including American Indian and Alaska Native students;
(2) American Indian and Alaska Native students make up two and one-half percent of the total student population in the state and twenty-five percent or more of the student population in fifty-seven schools across the state;
(3) The annual dropout rate for American Indian and Alaska Native students has hovered around ten or eleven percent over the past three school years and, while the on-time graduation rate for these students has improved between the 2006-07 and 2008-09 school years, it is still only fifty-two and seven-tenths percent; and
(4) Despite the passage of House Bill No. 1495 in 2005, with its goal of educating citizens of the state about tribal history, culture, treaty rights, contemporary tribal and state government institutions and relations, and the contribution of American Indians and Alaska Natives to the state, that goal has yet to be achieved in many schools." [
2011 c 270 s 1
.]
RCW 28A.300.106
Native education public-private partnership account.
The Native education public-private partnership account is created in the custody of the state treasurer. The purpose of the account is to support the activities of the office of Native education within the office of the superintendent of public instruction under RCW 28A.300.105
. Receipts from any appropriations made by the legislature for the purposes of RCW 28A.300.105, federal funds, gifts or grants from the private sector or foundations, and other sources must be deposited into the account. Only the superintendent of public instruction or the superintendent's designee may authorize expenditures from the account. The account is subject to allotment procedures under chapter
43.88
RCW, but an appropriation is not required for expenditures.
[
2011 c 270 s 3
.]
NOTES:
Findings
—
2011 c 270:
See note following RCW 28A.300.105
.
RCW 28A.300.108
Tribal consultation training and schedule.
(1) The legislature recognizes that federal law requires some school districts to consult with federally recognized tribes on issues affecting American Indian and Alaska Native students. Under the federal every student succeeds act, this consultation requirement is intended to "ensure timely and meaningful consultation on issues affecting American Indian and Alaska Native students." The legislature acknowledges that many school district staff have not had the opportunity to learn how to engage in meaningful consultation as required by the federal law and recognizes that additional training opportunities for school directors and school district staff are needed. The legislature finds that ensuring the federal consultation requirements are implemented in a meaningful way will contribute towards helping create a more inclusive educational environment that supports long-term success for all native students.
(2)(a) The office of the superintendent of public instruction, the office of Native education in conjunction with the Washington state Native American education advisory committee, and the Washington state school directors' association shall collaborate, at a minimum, with the tribal leaders congress on education, and any other affected federally recognized tribes that express interest in participating, to develop a tribal consultation training and schedule for purposes of assisting school district board directors and staff in understanding how to engage in the consultation process required under Title VI of the federal every student succeeds act (P.L. 114-95, 20 U.S.C. Sec. 10001 et seq., 20 U.S.C. 6301 et seq.).
(b) The tribal consultation training and schedule created under this section shall be offered by the office of Native education in the office of the superintendent of public instruction.
(c) The tribal consultation training and schedule must be developed and finalized by January 1, 2023.
(d) The tribal consultation training must incorporate, at a minimum, the following issues:
(i) Identification of native students, including federal identification guidelines for American Indian and Alaska Native students;
(ii) Data sharing from school districts to federally recognized tribes; and
(iii) Implementation of the tribal history, culture, and government curriculum under RCW 28A.320.170
.
(e) The training must be made available to all school district directors and educational service district board members, and it is encouraged that the training also be included in onboarding training for all new school district directors and educational service district board members.
(3)(a) Beginning September 1, 2024, school board members, superintendents, and any other staff at school districts that are required to perform tribal consultation under Title VI of the federal every student succeeds act (P.L. 114-95, 20 U.S.C. Sec. 1001 et seq., 20 U.S.C. 6301 et seq.) must take and certify completion of the tribal consultation training created under this section.
(b) All individuals required to take the tribal consultation training under this section must, at a minimum, renew the certification of completion of the training every three years.
(4) The office of the superintendent of public instruction shall adopt rules to implement this section.
[
2022 c 9 s 1
.]
RCW 28A.300.112
Ethnic studies materials and resources.
(1) By September 1, 2021, the office of the superintendent of public instruction shall identify and make available ethnic studies materials and resources for use in grades kindergarten through twelve. The materials and resources must be designed to prepare students to be global citizens in a global society with an appreciation for the contributions of multiple cultures. The materials and resources must be posted on the office of the superintendent of public instruction's website.
(2)(a) Public schools with students in grades seven through twelve are encouraged to offer an ethnic studies course that incorporates the materials and resources identified under subsection (1) of this section.
(b) Public schools with students in grades kindergarten through six are encouraged to incorporate the materials and resources identified under subsection (1) of this section.
[
2020 c 59 s 2
;
2019 c 279 s 3
.]
NOTES:
Intent
—
2019 c 279:
"The legislature intends that nothing in this act supersedes the use of the Since Time Immemorial: Tribal sovereignty in Washington state curriculum, developed as required under RCW 28A.320.170
(1)(b)." [
2019 c 279 s 5
.]
Intent
—
2019 c 279:
See note following RCW 28A.655.300
.
RCW 28A.300.115
Holocaust instruction
—
Preparation and availability of instructional materials.
(1) Every public middle school, junior high school, and high school is strongly encouraged to include in its curriculum instruction on the events of the period in modern world history known as the Holocaust, the systemic, German state-sponsored persecution and murder of Jews and other innocent victims by the Nazi regime and its collaborators between the years 1933 and 1945. The instruction may also include other examples of genocide and crimes against humanity. The studying of this material is intended to: Examine the ramifications of prejudice, racism, and intolerance; prepare students to be responsible citizens in a pluralistic democracy; and be a reaffirmation of the commitment of free peoples never again to permit such occurrences.
(2) The office of the superintendent of public instruction, in collaboration with an expert Washington nonprofit organization that teaches the lessons of the Holocaust, must:
(a) Develop best practices and guidelines for high quality instruction under this section; and
(b) Encourage and support middle school, junior high school, and high school teachers in implementing these best practices and guidelines.
(3) Beginning September 1, 2020, middle schools, junior high schools, and high schools that offer instruction as described in subsection (1) of this section must follow the best practices and guidelines developed under subsection (2) of this section.
(4) The office of the superintendent of public instruction must electronically publish the best practices and guidelines developed under this section on an annual basis.
[
2019 c 85 s 1
;
1992 c 24 s 1
.]
RCW 28A.300.116
Holocaust instruction
—
Teacher training.
Subject to the availability of amounts appropriated for this specific purpose, and in order to broaden the reach of the instruction to public school students, the office of the superintendent of public instruction must work with an expert Washington nonprofit organization that teaches the lessons of the Holocaust, to support and train Washington middle school, junior high school, and high school teachers who teach in subjects relevant to the topic, in instructing the lessons of the Holocaust and other acts of genocide using the best practices and guidelines for the high quality instruction developed under RCW 28A.300.115
.
[
2019 c 85 s 2
.]
RCW 28A.300.118
College credit program information
—
Notification to schools and parents.
(1) Beginning with the 2000-01 school year, the superintendent of public instruction shall notify senior high schools and any other public school that includes ninth grade of the names and contact information of public and private entities offering programs leading to college credit, including information about online advanced placement classes, if the superintendent has knowledge of such entities and if the cost of reporting these entities is minimal.
(2) Beginning with the 2000-01 school year, each senior high school and any other public school that includes ninth grade shall publish annually and deliver to each parent with children enrolled in ninth through twelfth grades, information concerning the entrance requirements and the availability of programs in the local area that lead to college credit, including classes such as advanced placement, running start, tech-prep, skill centers, college in the high school, and international baccalaureate programs. The information may be included with other information the school regularly mails to parents. In addition, each senior high school and any other public school that includes ninth grade shall enclose information of the names and contact information of other public or private entities offering such programs, including online advanced placement programs, to its ninth through twelfth grade students if the school has knowledge of such entities.
[
2000 c 126 s 1
.]
RCW 28A.300.119
Online learning programs for college credit
—
Information.
(1) The office of the superintendent of public instruction shall compile information about online learning programs for high school students to earn college credit and place the information on its website. Examples of information to be compiled and placed on the website include links to purveyors of online learning programs, comparisons among various types of programs regarding costs or awarding of credit, advantages and disadvantages of online learning programs, and other general assistance and guidance for students, teachers, and counselors in selecting and considering online learning programs. The office shall use the expertise of the digital learning commons and WashingtonOnline to provide assistance and suggest resources.
(2) High schools shall ensure that teachers and counselors have information about online learning programs for high school students to earn college credit and are able to assist parents and students in accessing the information. High schools shall ensure that parents and students have opportunities to learn about online learning programs under this section.
(3) For the purposes of this section, online learning programs for high school students to earn college credit include such programs as the running start program under RCW 28A.600.300
through
28A.600.400, advanced placement courses authorized by the college board, the digital learning commons, University of Washington extension, WashingtonOnline, and other programs and providers that meet qualifications under current laws and rules to offer courses that high schools may accept for credit toward graduation requirements or that offer courses generally accepted for credit by public institutions of higher education in Washington.
[
2008 c 95 s 2
.]
NOTES:
Finding
—
2008 c 95:
"The legislature finds that student interest and participation in online learning continues to grow. At the same time, the legislature, business community, and public are encouraging additional programs for high school students to earn college credits. Fortunately for students attending schools in rural areas, the two trends can be combined to provide learning opportunities that are both rigorous and accessible, and in some cases available free to the student. In 2006-07, more than four thousand five hundred students were able to take an online college course through the running start program, which the community and technical college system makes accessible statewide through its WashingtonOnline consortium. A more concerted effort is needed to make schools and students aware of these opportunities." [
2008 c 95 s 1
.]
RCW 28A.300.120
Administrative hearing
—
Contract to conduct authorized
—
Final decision.
Whenever a statute or rule provides for a formal administrative hearing before the superintendent of public instruction under chapter
34.05
RCW, the superintendent of public instruction may contract with the office of administrative hearings to conduct the hearing under chapter
34.12
RCW and may delegate to a designee of the superintendent of public instruction the authority to render the final decision.
[
1985 c 225 s 1
. Formerly RCW 28A.03.500
.]
RCW 28A.300.125
Open collection of educational resources
—
Inclusive curricula.
(1) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction, in collaboration with the statewide association of educational service districts, the legislative youth advisory council established under RCW 43.15.095, and the Washington state school directors' association, must create an open collection of educational resources for inclusive curricula. The office of the superintendent of public instruction must consult with the Washington state office of equity established in RCW 43.06D.020
and any other relevant state agencies when creating the open collection of educational resources.
(2) The open collection of educational resources must include resources that include the histories, contributions, and perspectives of historically marginalized and underrepresented groups.
[
2024 c 157 s 5
.]
RCW 28A.300.1251
Best practices based on updated policies and procedures.
(Expires June 30, 2028.)
(1) The office of the superintendent of public instruction shall, as soon as is practicable, compile information received under RCW 28A.345.130
(4) and, based on the received materials, prepare best practices and other informative materials to support school districts, charter schools, and state-tribal education compact schools in meeting the requirements of RCW 28A.345.130
.
(2) This section expires June 30, 2028.
[
2024 c 157 s 6
.]
RCW 28A.300.130
Center for the improvement of student learning.
Provisions in subsections (1) through (5) of this section are subject to the availability of amounts appropriated for these specific purposes.
(1) To facilitate access to information and materials on educational improvement and research, the superintendent of public instruction shall establish the center for the improvement of student learning. The center shall work in conjunction with parents, educational service districts, institutions of higher education, and education, parent, community, and business organizations.
(2) The center, in conjunction with other staff in the office of the superintendent of public instruction, shall:
(a) Serve as a clearinghouse for information regarding successful educational improvement and parental involvement programs in schools and districts, and information about efforts within institutions of higher education in the state to support educational improvement initiatives in Washington schools and districts;
(b) Provide best practices research that can be used to help schools develop and implement: Programs and practices to improve instruction; systems to analyze student assessment data, with an emphasis on systems that will combine the use of state and local data to monitor the academic progress of each and every student in the school district; comprehensive, school-wide improvement plans; school-based shared decision-making models; programs to promote lifelong learning and community involvement in education; school-to-work transition programs; programs to meet the needs of highly capable students; programs and practices to meet the needs of students with disabilities; programs and practices to meet the diverse needs of students based on gender, racial, ethnic, economic, and special needs status; research, information, and technology systems; and other programs and practices that will assist educators in helping students learn the essential academic learning requirements;
(c) Periodically review the efficacy of programs and practices designed to meet the needs of students who are not meeting academic standards as defined in RCW 28A.165.015, starting with the best practices and strategies included on the state menus developed under RCW 28A.165.035, as repealed by chapter 111, Laws of 2021, and RCW 28A.655.235, and the services and activities listed in RCW 28A.165.035, as repealed by chapter 111, Laws of 2021;
(d) Develop and maintain an internet website to increase the availability of information, research, and other materials;
(e) Work with appropriate organizations to inform teachers, district and school administrators, and school directors about the waivers available and the broadened school board powers under RCW 28A.320.015
;
(f) Provide training and consultation services, including conducting regional summer institutes;
(g) Identify strategies for improving the success rates of ethnic and racial student groups and students with disabilities, with disproportionate academic achievement;
(h) Work with parents, teachers, and school districts in establishing a model absentee notification procedure that will properly notify parents when their student has not attended a class or has missed a school day. The office of the superintendent of public instruction shall consider various types of communication with parents including, but not limited to, email, phone, and postal mail;
(i) By December 1, 2026, and by December 1st annually thereafter: (i) Review the learning assistance program information submitted as required by RCW 28A.165.100
; and (ii) report to the appropriate committees of the legislature with a summary of the innovations made by school districts to reduce barriers to the academic achievement of students participating in the learning assistance program; and
(j) Perform other functions consistent with the purpose of the center as prescribed in subsection (1) of this section.
(3) The superintendent of public instruction shall select and employ a director for the center.
(4) The superintendent may enter into contracts with individuals or organizations including but not limited to: School districts; educational service districts; educational organizations; teachers; higher education faculty; institutions of higher education; state agencies; business or community-based organizations; and other individuals and organizations to accomplish the duties and responsibilities of the center. In carrying out the duties and responsibilities of the center, the superintendent, whenever possible, shall use practitioners to assist agency staff as well as assist educators and others in schools and districts.
(5) The office of the superintendent of public instruction shall report to the legislature by September 1, 2007, and thereafter biennially, regarding the effectiveness of the center for the improvement of student learning, how the services provided by the center for the improvement of student learning have been used and by whom, and recommendations to improve the accessibility and application of knowledge and information that leads to improved student learning and greater family and community involvement in the public education system.
[
2021 c 111 s 9
;
2016 c 72 s 804
;
2009 c 578 s 6
;
2008 c 165 s 1
;
2006 c 116 s 2
;
1999 c 388 s 401
;
1996 c 273 s 5
;
1993 c 336 s 501
;
1986 c 180 s 1
. Formerly RCW 28A.03.510
.]
NOTES:
Finding
—
Intent
—
Effective date
—
2021 c 111:
See notes following RCW 28A.300.139
.
Finding
—
Intent
—
2016 c 72:
See note following RCW 28A.600.015
.
Findings
—
Intent
—
2006 c 116:
"The legislature finds that expanding activity in educational research, educational restructuring, and educational improvement initiatives has produced and continues to produce much valuable information. The legislature finds that such information should be shared with the citizens and educational community of the state as widely as possible. The legislature further finds that students and schools benefit from increased parental, guardian, and community involvement in education and increased knowledge of and input regarding the delivery of public education. The legislature further finds that increased community involvement with, knowledge of, and input regarding the public education system is particularly needed in low-income and ethnic minority communities.
The legislature finds that the center for the improvement of student learning, created by the legislature in 1993 under the auspices of the superintendent of public instruction, has not been allocated funding since the 2001-2003 biennium, and in effect no longer exists. It is the intent of the legislature to reactivate the center for the improvement of student learning, and to create an educational ombudsman [ombuds] to increase parent, guardian, and community involvement in public education and to serve as a resource for parents and students and as an advocate for students in the public education system." [
2006 c 116 s 1
.]
Effective date
—
1996 c 273:
See note following RCW 28A.300.290
.
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
.
Definitions: RCW 28A.655.010
.
RCW 28A.300.131
Parental involvement
—
Measures to evaluate level
—
Models and practices
—
Recognition.
There is a sizeable body of research positively supporting the involvement of parents taking an engaged and active role in their child's education. Therefore, the legislature intends to provide state recognition by the center for the improvement of student learning within the office of the superintendent of public instruction for schools that increase the level of direct parental involvement with their child's education. By September 1, 2010, the center for the improvement of student learning shall determine measures that can be used to evaluate the level of parental involvement in a school. The center for the improvement of student learning shall collaborate with school district family and community outreach programs and educational service districts to identify and highlight successful models and practices of parent involvement.
[
2010 c 235 s 704
.]
NOTES:
Finding
—
2010 c 235:
See note following RCW 28A.405.245
.
RCW 28A.300.135
Center for the improvement of student learning account.
(1) The center for the improvement of student learning account is hereby established in the custody of the state treasurer. The superintendent of public instruction shall deposit in the account all moneys received from gifts, grants, or endowments for the center for the improvement of student learning. Moneys in the account may be spent only for activities of the center. Disbursements from the account shall be on authorization of the superintendent of public instruction or the superintendent's designee. The account is subject to the allotment procedure provided under chapter
43.88
RCW, but no appropriation is required for disbursements.
(2) 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 the center for the improvement of student learning and expend the same or any income therefrom according to the terms of the gifts, grants, or endowments.
[
1993 c 336 s 502
.]
NOTES:
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
.
RCW 28A.300.136
Educational opportunity gap oversight and accountability committee
—
Policy and strategy recommendations.
(1) An educational opportunity gap oversight and accountability committee is created to synthesize the findings and recommendations from the 2008 achievement gap studies into an implementation plan, and to recommend policies and strategies to the superintendent of public instruction, the professional educator standards board, and the state board of education to close the achievement gap.
(2) The committee shall recommend specific policies and strategies in at least the following areas:
(a) Supporting and facilitating parent and community involvement and outreach;
(b) Enhancing the cultural competency of current and future educators and the cultural relevance of curriculum and instruction;
(c) Expanding pathways and strategies to prepare and recruit diverse teachers and administrators;
(d) Recommending current programs and resources that should be redirected to narrow the gap;
(e) Identifying data elements and systems needed to monitor progress in closing the gap;
(f) Making closing the achievement gap part of the school and school district improvement process; and
(g) Exploring innovative school models that have shown success in closing the achievement gap.
(3) Taking a multidisciplinary approach, the committee may seek input and advice from other state and local agencies and organizations with expertise in health, social services, gang and violence prevention, substance abuse prevention, and other issues that disproportionately affect student achievement and student success.
(4) The educational opportunity gap oversight and accountability committee shall be composed of the following members:
(a) The chairs and ranking minority members of the house and senate education committees, or their designees;
(b) One additional member of the house of representatives appointed by the speaker of the house and one additional member of the senate appointed by the president of the senate;
(c) A representative of the office of the education ombuds;
(d) A representative of the center for the improvement of student learning in the office of the superintendent of public instruction;
(e) A representative of federally recognized Indian tribes whose traditional lands and territories lie within the borders of Washington state, designated by the federally recognized tribes; and
(f) Four members appointed by the governor in consultation with the state ethnic commissions, who represent the following populations: African Americans, Hispanic Americans, Asian Americans, and Pacific Islander Americans.
(5) The governor and the tribes are encouraged to designate members who have experience working in and with schools.
(6) The committee may convene ad hoc working groups to obtain additional input and participation from community members. Members of ad hoc working groups shall serve without compensation and shall not be reimbursed for travel or other expenses.
(7) The chair or cochairs of the committee shall be selected by the members of the committee. Staff support for the committee shall be provided by the center for the improvement of student learning. Members of the committee shall serve without compensation but must be reimbursed as provided in RCW 43.03.050
and
43.03.060
. Legislative members of the committee shall be reimbursed for travel expenses in accordance with RCW 44.04.120
.
(8) The superintendent of public instruction, the state board of education, and the professional educator standards board shall work collaboratively with the educational opportunity gap oversight and accountability committee to close the achievement gap.
[
2016 c 162 s 3
;
2013 c 23 s 49
;
2011 1st sp.s. c 21 s 33
;
2010 c 235 s 901
;
2009 c 468 s 2
.]
NOTES:
Effective date
—
2011 1st sp.s. c 21:
See note following RCW 72.23.025
.
Finding
—
2010 c 235:
See note following RCW 28A.405.245
.
Findings
—
Intent
—
2009 c 468:
"(1) The legislature finds compelling evidence from five commissioned studies that additional progress must be made to address the achievement gap. Many students are in demographic groups that are overrepresented in measures such as school disciplinary sanctions; failure to meet state academic standards; failure to graduate; enrollment in special education and underperforming schools; enrollment in advanced placement courses, honors programs, and college preparatory classes; and enrollment in and completion of college. The studies contain specific recommendations that are data-driven and drawn from education research, as well as the personal, professional, and cultural experience of those who contributed to the studies. The legislature finds there is no better opportunity to make a strong commitment to closing the achievement gap and to affirm the state's constitutional obligation to provide opportunities to learn for all students without distinction or preference on account of race, ethnicity, socioeconomic status, or gender.
(2) The legislature further finds that access to comprehensive and consistent data that is disaggregated in the smallest units allowable by law is important in closing the achievement gap. Policymakers and educators need as much information as possible not only about students' academic progress, but also about other factors across multiple disciplines that affect student performance.
(3) A consistent and powerful theme throughout the achievement gap studies was the need for cultural competency in instruction, curriculum, assessment, and professional development. Cultural competency forms a foundation for efforts to address the achievement gap, and more work is needed to embed it into the public school system.
(4) Therefore, following the priority recommendations from the achievement gap studies, the legislature intends to:
(a) Provide resources to support parent and community involvement and outreach efforts by public schools, including such items as additional notices and communication to parents, translations, translators, parent and community meetings, and school events within the community. The legislature encourages school districts to consult with the office of the education ombudsman [ombuds] in developing plans for parent and community involvement and outreach;
(b) Require that teachers demonstrate cultural competency in the classroom and with students at each level of state teacher certification, and provide additional opportunities for professional development in cultural competency for current teachers;
(c) Create local alternative routes to teacher certification for paraeducators and individuals in the communities surrounding schools and school districts that are struggling to address the achievement gap;
(d) Reexamine the study recommendations regarding data and accountability and identify ways for the education data system to address these needs; and
(e) Sustain efforts to close the achievement gap over the long term by creating a high profile achievement gap oversight and accountability committee that will provide ongoing advice to education agencies and report annually to the legislature and the governor." [
2009 c 468 s 1
.]
RCW 28A.300.1361
Closing the achievement gap
—
Enhancing data collection and data system capacity
—
Securing federal funds.
The superintendent of public instruction shall take all actions necessary to secure federal funds to support enhancing data collection and data system capacity in order to monitor progress in closing the achievement gap and to support other innovations and model programs that align education reform and address disproportionality in the public school system.
[
2009 c 468 s 7
.]
NOTES:
Findings
—
Intent
—
2009 c 468:
See note following RCW 28A.300.136
.
RCW 28A.300.137
Strategies to address the achievement gap
—
Improvement of education performance measures
—
Annual report.
Beginning in January 2010, the *achievement gap oversight and accountability committee shall report annually to the superintendent of public instruction, the state board of education, the professional educator standards board, the governor, and the education committees of the legislature on the strategies to address the achievement gap and on the progress in improvement of education performance measures for African American, Hispanic, American Indian/Alaskan Native, Asian, and Pacific Islander/Hawaiian Native students.
[
2009 c 468 s 3
;
2008 c 298 s 3
.]
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
.
Findings
—
Intent
—
2009 c 468:
See note following RCW 28A.300.136
.
Findings
—
Intent
—
2008 c 298:
"(1) The legislature finds that of all the challenges confronting the African American community, perhaps none is more critical to the future than the education of African American children. The data regarding inequities, disproportionality, and gaps in achievement is alarming no matter which indicators are used:
(a) The gap in reading test scores between African American and white students on the tenth grade Washington assessment of student learning is twenty percentage points, with only two-thirds of African American students able to meet the upcoming graduation standard in reading on the first attempt compared to eighty-five percent of white students. African American students are lagging behind other student groups in reading improvement.
(b) African American students continue to score lowest among student groups in high school mathematics, with only twenty-three percent able to meet state standard on the first attempt, a thirty-three percentage point lag behind white students who have a fifty-six percent met-standard rate.
(c) One-fourth of African American students who enter ninth grade will have dropped out of school by the time their peers graduate in twelfth grade. This measure does not account for the children who, facing significant educational challenges and barriers, have already grown disparaged before the end of middle or junior high school.
(2) The legislature further finds that although there are multiple initiatives broadly intended to improve student achievement, including a small number of initiatives to address the achievement gap for disadvantaged students generally, there are only a select few efforts targeted to the challenges of African American students or designed specifically to engage parents and leaders in the African American community. The efficacy of general supplemental programs in helping African American students is unknown. A thoughtful, comprehensive, and inclusive strategy for African American students has not been created.
(3) Therefore, the legislature intends to commission and then implement a clear, concise, and intentional plan of action, with specific strategies and performance benchmarks, to ensure that African American students meet or exceed all academic standards and are prepared for a quality life and responsible citizenship in the twenty-first century." [
2008 c 298 s 1
.]
RCW 28A.300.139
Washington integrated student supports protocol.
(1) The Washington integrated student supports protocol is established. The protocol shall be developed by the center for the improvement of student learning, established in RCW 28A.300.130, based on the framework described in this section. The purposes of the protocol include:
(a) Supporting a school-based approach to promoting the success of all students by coordinating academic and nonacademic supports to reduce barriers to academic achievement and educational attainment;
(b) Fulfilling a vision of public education where educators focus on education, students focus on learning, and auxiliary supports enable teaching and learning to occur unimpeded;
(c) Encouraging the creation, expansion, and quality improvement of community-based supports that can be integrated into the academic environment of schools and school districts;
(d) Increasing public awareness of the evidence showing that academic outcomes are a result of both academic and nonacademic factors; and
(e) Supporting statewide and local organizations in their efforts to provide leadership, coordination, technical assistance, professional development, and advocacy to implement high quality, evidence-based, student-centered, coordinated approaches throughout the state.
(2)(a) The Washington integrated student supports protocol must be sufficiently flexible to adapt to the unique needs of schools and districts across the state, yet sufficiently structured to provide all students with the individual support they need for academic success.
(b) The essential framework of the Washington integrated student supports protocol includes:
(i) Needs assessments: A system-level needs assessment with resource mapping must be conducted in order to identify academic and nonacademic supports that are currently available or lacking in schools, school districts, and the community. A student-level needs assessment must be conducted for all at-risk students in order to develop or identify the needed academic and nonacademic supports within the students' school and community. These supports must be coordinated to provide students with a package of mutually reinforcing supports designed to meet the individual needs of each student.
(ii) Integration and coordination: The school and district leadership and staff must establish clear, cooperative policies and procedures with community-based and other out-of-school providers of academic and nonacademic supports to enhance the effectiveness of the protocol.
(iii) Community partnerships: Community partners must be engaged to provide academic, nonacademic, and social-emotional supports to reduce barriers to students' academic success, including supports to students' families.
(iv) Data driven: Students' needs and outcomes must be tracked over time to determine student progress and evolving needs.
(c) The framework must facilitate the ability of any academic or nonacademic provider to support the needs of at-risk students, including, but not limited to: Out-of-school providers, social workers, mental health counselors, physicians, dentists, speech therapists, and audiologists.
[
2021 c 111 s 4
;
2016 c 72 s 801
.]
NOTES:
Finding
—
Intent
—
2021 c 111:
"(1) The legislature acknowledges that the learning assistance program was developed to provide supplemental instruction and services for public school students who are not meeting academic standards. Initially, school districts were allowed to use learning assistance program funds in a flexible manner to support students participating in the program. Over time, the legislature restricted, and established priorities for, the use of learning assistance program funds. The legislature finds that it is time to restore flexibility to the use of learning assistance program funds; however, local control must be balanced with accountability for improvement in the academic achievement of students participating in the program.
(2)(a) The legislature expects that the learning assistance program will continue to be used to fund supplemental instruction and service to eligible students who are not meeting academic standards.
(b) However, the legislature intends to immediately remove restrictions on the use of learning assistance program funds so that school districts can flexibly use these funds to identify and address the academic and nonacademic needs of students resulting from and exacerbated by the COVID-19 pandemic. Removal of the restrictions does not mean that learning assistance programs cannot continue to use the best practices and strategies included on the state menus or the services and activities listed in RCW 28A.165.035, as repealed by this act.
(3)(a) Beginning September 1, 2025, or following the end of the state of emergency declared by the governor due to COVID-19, whichever is later, the legislature intends to continue the flexible use of learning assistance program funds but require that budgeting and expenditure of these funds occur through the framework of the Washington integrated student supports protocol, established by the legislature in 2016.
(b) To ease the transition, the legislature recommends that school district boards of directors begin budgeting and expending learning assistance program funds using the Washington integrated student supports protocol as soon as possible.
(c) Under the protocol, before engaging in the process of budgeting and expending learning assistance program funds, the legislature expects school district boards of directors to perform needs assessments and use data to map the resources of the school district, each school, and the community. School boards are expected to identify gaps in the coordination and integration of academic and nonacademic supports and to engage community partners in strategic planning that prioritizes the needs of students. Each school in the district is also expected to use needs assessments and data to determine how to best engage community partners to address the academic and nonacademic needs of its students in an integrated and coordinated manner. Finally, the legislature expects that schools and school districts will use data in an iterative process to drive decisions about how learning assistance program funds continue to be used, and to determine whether decisions about the use of program funds resulted in improvement in students' academic achievement." [
2021 c 111 s 1
.]
Effective date
—
2021 c 111:
"This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately [April 21, 2021]." [
2021 c 111 s 17
.]
Finding
—
Intent
—
2016 c 72:
See note following RCW 28A.600.015
.
RCW 28A.300.145
Educational materials regarding sex offenses, sex offenders, and victims of sexual assault.
(1) The Washington coalition of sexual assault programs, in consultation with the Washington association of sheriffs and police chiefs, the Washington association of prosecuting attorneys, the Washington state school directors' association, the association of Washington school principals, the center for children and youth justice, youthcare, the committee for children, the department of children, youth, and families, the department of social and health services, the office of crime victims advocacy, other relevant organizations, and the office of the superintendent of public instruction, shall by June 1, 2014, update existing educational materials made available throughout the state to inform parents, students, school districts, and other interested community members about:
(a) The laws related to sex offenses, including the legal elements of sex offenses under chapter
9A.44
RCW where a minor is a victim, the consequences upon conviction, and sex offender registration, community notification, and the classification of sex offenders based on an assessment of the risk of reoffending;
(b) How to recognize behaviors characteristic of sex offenses and sex offenders;
(c) How to prevent victimization, particularly that of young children;
(d) How to take advantage of community resources for victims of sexual assault;
(e) How to prevent children from being recruited into sex trafficking; and
(f) Other information as deemed appropriate.
(2) By September 1, 2014, and biennially thereafter, the Washington coalition of sexual assault programs, in consultation with the Washington association of sheriffs and police chiefs, the Washington association of prosecuting attorneys, and the office of the superintendent of public instruction, shall review and update the educational materials developed under subsection (1) of this section to assure that they remain current and accurate, and are age-appropriate for a variety of ages.
(3) Every public school that offers sexual health education must assure that sexual health education complies with existing requirements in the January 2005 guidelines for sexual health information and disease prevention developed by the department of health and the superintendent of public instruction. Specifically, sexual health education must attempt to achieve the objective "take responsibility for and understand the consequences of their own behavior" and the objective "avoid exploitive or manipulative relationships." To do this, sexual health education programs should include age-appropriate information about the legal elements of sex offenses under chapter
9A.44
RCW where a minor is a victim and the consequences upon conviction, as well as the other information required to be included in informational materials prepared pursuant to subsection (1) of this section. Public schools that offer sexual health education are encouraged to incorporate the materials developed under subsection (1) of this section into the curriculum.
[
2023 c 470 s 1004
. Prior:
2013 c 85 s 1
;
2013 c 10 s 3
;
2006 c 135 s 2
.]
NOTES:
Explanatory statement
—
2023 c 470:
See note following RCW 10.99.030
.
Finding
—
2013 c 10:
See note following RCW 28A.410.035
.
RCW 28A.300.147
Students required to register as sex or kidnapping offenders
—
Sample policy
—
Educational materials.
The superintendent of public instruction shall publish on its website, with a link to the safety center web page:
(1) A revised and updated sample policy for schools to follow regarding students required to register as sex or kidnapping offenders; and
(2) Educational materials developed pursuant to RCW 28A.300.145
.
[
2015 c 261 s 13
;
2011 c 338 s 6
.]
RCW 28A.300.150
Information on and curricula for the prevention of sexual abuse of students, child abuse, and neglect
—
Rules.
(1) The superintendent of public instruction shall collect and disseminate to school districts information on and curricula for the coordinated program for the prevention of sexual abuse of students in kindergarten through twelfth grade, child abuse, and neglect established in RCW 28A.300.160
. The superintendent shall also adopt rules addressing the prevention of sexual abuse of students in kindergarten through twelfth grade and child abuse for purposes of curricula used in public schools.
(2) Effective July 1, 2018, the superintendent of public instruction and the department of children, youth, and families shall share relevant information in furtherance of this section.
(3) Subject to the availability of amounts appropriated for this specific purpose, on or before June 30, 2019, the superintendent of public instruction must review any existing curricula related to the prevention of sexual abuse of students in kindergarten through twelfth grade. The review required by this subsection must evaluate the curricula for alignment with the provisions of RCW 28A.300.160
(2).
[
2018 c 64 s 2
;
2006 c 263 s 705
;
1994 c 245 s 8
;
1987 c 489 s 2
. Formerly RCW 28A.03.512
.]
NOTES:
Findings
—
Intent
—
2018 c 64:
See note following RCW 28A.300.160
.
Findings
—
Purpose
—
Part headings not law
—
2006 c 263:
See notes following RCW 28A.150.230
.
Intent
—
1987 c 489:
"It is the intent of the legislature to make child abuse and neglect primary prevention education and training available to children, including preschool age children, parents, school employees, and licensed day care providers." [
1987 c 489 s 1
.]
RCW 28A.300.155
Child sexual abuse and sex trafficking prevention and identification public-private partnership account.
The child sexual abuse and sex trafficking prevention and identification public-private partnership account is created in the custody of the state treasurer. All receipts from gifts, grants, or endowments from public or private sources, federal funds, and any appropriations made by the legislature or other sources must be deposited into the account. Expenditures from the account may be used only for curriculum and professional development to support instruction on child sexual abuse and sex trafficking prevention and identification. Only the superintendent of public instruction or the superintendent's designee may authorize expenditures from the account. The account is subject to allotment procedures under chapter
43.88
RCW, but an appropriation is not required for expenditures.
[
2023 c 328 s 3
.]
NOTES:
Findings
—
2023 c 328:
See note following RCW 28A.320.168
.
RCW 28A.300.160
Coordinated program for the prevention of sexual abuse of students, child abuse, and neglect.
(1)(a) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction shall be the lead agency and shall assist the department of children, youth, and families and school districts in establishing a coordinated program for the prevention of sexual abuse of students in kindergarten through twelfth grade, child abuse, and neglect.
(b) The office of the superintendent of public instruction must, for any curriculum included within a program for the prevention of sexual abuse of students in kindergarten through twelfth grade, seek advice and comments regarding the curriculum from:
(i) The Washington association of sheriffs and police chiefs;
(ii) The Washington association of prosecuting attorneys;
(iii) The Washington state school directors' association;
(iv) The association of Washington school principals;
(v) The center for children and youth justice;
(vi) Youthcare;
(vii) The committee for children;
(viii) The office of crime victim advocacy in the department of commerce; and
(ix) Other relevant organizations.
(2) In developing the program, consideration shall be given to the following:
(a) Parent, teacher, and children's workshops whose information and training is:
(i) Provided in a clear, age-appropriate, nonthreatening manner, delineating the problem and the range of possible solutions;
(ii) Culturally and linguistically appropriate to the population served;
(iii) Appropriate to the geographic area served; and
(iv) Designed to help counteract common stereotypes about the sexual abuse of students in kindergarten through twelfth grade, child abuse victims, and offenders;
(b) Training for school-age children's parents and school staff, which includes:
(i) Physical and behavioral indicators of abuse;
(ii) Crisis counseling techniques;
(iii) Community resources;
(iv) Rights and responsibilities regarding reporting;
(v) School district procedures to facilitate reporting and apprise supervisors and administrators of reports; and
(vi) Caring for a child's needs after a report is made;
(c) Training for licensed day care providers and parents that includes:
(i) Positive child guidance techniques;
(ii) Physical and behavioral indicators of abuse;
(iii) Recognizing and providing safe, quality day care;
(iv) Community resources;
(v) Rights and responsibilities regarding reporting; and
(vi) Caring for the abused or neglected child;
(d) Training for children that includes:
(i) The right of every child to live free of abuse;
(ii) How to disclose incidents of abuse and neglect;
(iii) The availability of support resources and how to obtain help;
(iv) Child safety training and age-appropriate self-defense techniques; and
(v) A period for crisis counseling and reporting immediately following the completion of each children's workshop in a school setting which maximizes the child's privacy and sense of safety.
(3) The coordinated prevention program established under this section is a voluntary program and is not part of the state's program of basic education.
(4) Parents shall be given notice of the coordinated prevention program and may refuse to have their children participate in the program.
[
2018 c 64 s 3
;
1995 c 399 s 21
;
1987 c 489 s 3
. Formerly RCW 28A.03.514
.]
NOTES:
Findings
—
Intent
—
2018 c 64:
"(1) The legislature recognizes that every child should experience emotional and physical development that is free from abuse and neglect. In 2015, Washington child protective services received reports screened in for investigation that alleged the sexual abuse or sexual exploitation, or both, of two thousand six hundred three children. Further, the legislature finds that most sexual assaults are unreported. The legislature also finds that a clear relationship exists between youth victimization and mental health problems and delinquent behavior.
(2) The legislature finds that thirty-one states have enacted Erin's laws. Erin's laws, named in honor of a childhood sexual assault survivor, are intended to help children, teachers, and parents identify sexual abuse, and to provide assistance, referral, or resource information for children and families who are victims of child sexual abuse. The legislation adopted in these states requires the study or development of age-appropriate child sexual abuse identification and prevention.
(3) The legislature finds that the federal every student succeeds act, P.L. 114-95, as signed into law by President Barack Obama on December 10, 2015, provides federal funding that can be used for the implementation of programs established in accordance with Erin's laws.
(4) The legislature, therefore, intends to incorporate curriculum for the prevention of sexual abuse of students in kindergarten through twelfth grade, such as Erin's law, into an existing statewide coordinated program for the prevention of child abuse and neglect." [
2018 c 64 s 1
.]
Intent
—
1987 c 489:
See note following RCW 28A.300.150
.
RCW 28A.300.164
Energy information program.
The office of the superintendent of public instruction shall develop an energy information program for use in local school districts. The program shall utilize existing curriculum which may include curriculum as developed by districts or the state relating to the requirement under RCW 28A.230.020
that schools provide instruction in science with special reference to the environment, and shall include but not be limited to the following elements:
(1) The fundamental role energy plays in the national and regional economy;
(2) Descriptions and explanations of the various sources of energy which are used both regionally and nationally;
(3) Descriptions and explanations of the ways to use various energy sources more efficiently; and
(4) Advantages and disadvantages to the various sources of present and future supplies of energy.
Under this section the office of superintendent of public instruction shall emphasize providing teacher training, promoting the use of local energy experts in the classroom, and dissemination of energy education curriculum.
[
1990 c 301 s 2
.]
NOTES:
Findings
—
1990 c 301:
"The legislature finds that the state is facing an impending energy supply crisis. The legislature further finds that keeping the importance of energy in the minds of state residents is essential as a means to help avert a future energy supply crisis and that citizens need to be aware of the importance and trade-offs associated with energy efficiency, the implications of wasteful uses of energy, and the need for long-term stable supplies of energy. One efficient and effective method of informing the state's citizens on energy issues is to begin in the school system, where information may guide energy use decisions for decades into the future." [
1990 c 301 s 1
.]
RCW 28A.300.165
National guard high school career training and national guard youth challenge program
—
Rules.
(1) In addition to any other powers and duties as provided by law, the superintendent of public instruction, in consultation with the military department, shall adopt rules governing and authorizing the acceptance of national guard high school career training and the national guard youth challenge program in lieu of either required high school credits or elective high school credits.
(2) With the exception of students enrolled in the national guard youth challenge program, students enrolled in such national guard programs shall be considered enrolled in the common school last attended preceding enrollment in such national guard program.
(3) The superintendent shall adopt rules to ensure that students who successfully complete the national guard youth challenge program are granted an appropriate number of high school credits, based on the students' levels of academic proficiency as measured by the program.
[
2006 c 263 s 406
;
2002 c 291 s 3
;
1975 1st ex.s. c 262 s 1
. Formerly RCW 28A.305.170, 28A.04.133
.]
NOTES:
Findings
—
Purpose
—
Part headings not law
—
2006 c 263:
See notes following RCW 28A.150.230
.
RCW 28A.300.170
State general fund
—
Estimates for state support to public schools, from.
At such time as the governor shall determine under the provisions of chapter
43.88
RCW, the superintendent of public instruction shall submit such detailed estimates and other information to the governor and in such form as the governor shall determine of the total estimated amount required for appropriation from the state general fund for state support to public schools during the ensuing biennium.
[
1980 c 6 s 2
;
1969 ex.s. c 223 s 28A.41.040
. Prior:
1945 c 141 s 11
; Rem. Supp. 1945 s 4940-9. Formerly RCW 28A.41.040, 28.41.040
.]
NOTES:
Severability
—
1980 c 6:
See note following RCW 28A.515.320
.
RCW 28A.300.172
Prototypical funding allocation model
—
Determination of educational system's capacity to accommodate increased resources
—
Identification of limitations
—
Reports.
(1) As part of the estimates and information submitted to the governor by the superintendent of public instruction under RCW 28A.300.170, the superintendent of public instruction shall biennially make determinations on the educational system's capacity to accommodate increased resources in relation to the elements in the prototypical funding allocation model. In areas where there are specific and significant capacity limitations to providing enhancements to a recommended element, the superintendent of public instruction shall identify those limitations and make recommendations on how to address the issue.
(2) The legislature shall:
(a) Review the recommendations of the superintendent of public instruction submitted under subsection (1) of this section; and
(b) Use the information as it continues to review, evaluate, and revise the definition and funding of basic education in a manner that serves the educational needs of the citizens of Washington; continues to fulfill the state's obligation under Article IX of the state Constitution and ensures that no enhancements are imposed on the educational system that cannot be accommodated by the existing system capacity.
(3) "System capacity" for purposes of this section includes, but is not limited to, the ability of schools and districts to provide the capital facilities necessary to support a particular instructional program, the staffing levels necessary to support an instructional program both in terms of actual numbers of staff as well as the experience level and types of staff available to fill positions, the higher education systems capacity to prepare the next generation of educators, and the availability of data and a data system capable of helping the state allocate its resources in a manner consistent with evidence-based practices that are shown to improve student learning.
(4) The office of the superintendent of public instruction shall report to the legislature on a biennial basis beginning December 1, 2010.
[
2009 c 548 s 113
.]
NOTES:
Intent
—
2009 c 548:
See RCW 28A.150.1981
.
Finding
—
2009 c 548:
See note following RCW 28A.410.270
.
Intent
—
Finding
—
2009 c 548:
See note following RCW 28A.305.130
.
RCW 28A.300.173
Prototypical funding model
—
District allocation of state resources
—
Public access on internet-based portal.
The office of the superintendent of public instruction shall implement and maintain an internet-based portal that provides ready public access to the state's prototypical school funding model for basic education under RCW 28A.150.260
. The portal must provide citizens the opportunity to view, for each local school building, the staffing levels and other prototypical school funding elements that are assumed under the state funding formula. The portal must also provide a matrix displaying how individual school districts are deploying those same state resources through their allocation of staff and other resources to school buildings, so that citizens are able to compare the state assumptions to district allocation decisions for each local school building.
[
2010 c 236 s 12
.]
RCW 28A.300.175
Recovery of payments to recipients of state money
—
Basis
—
Resolution of audit findings
—
Rules.
The superintendent of public instruction shall withhold or recover state payments to school districts, educational service districts, and other recipients of state money based on findings of the Washington state auditor. When an audit questions enrollment, staffing, or other data reported to the state and used in state apportionment calculations, the superintendent of public instruction may require submission of revised data, or as an alternative may adjust data based on estimates, and shall revise apportionment calculations and payments accordingly. The superintendent of public instruction shall adopt rules setting forth policies and procedures for the resolution of monetary and nonmonetary audit findings involving state money.
[
1997 c 167 s 1
.]
RCW 28A.300.185
Family preservation education program.
The office of the superintendent of public instruction shall develop a family preservation education program model curriculum that is available to each of the school district boards of directors. The model curriculum shall be posted on the superintendent of public instruction's website. The model curriculum shall include, but is not limited to, instruction on developing conflict management skills, communication skills, domestic violence and dating violence, financial responsibility, and parenting responsibility.
[
2005 c 491 s 3
.]
NOTES:
Finding
—
2005 c 491:
"The legislature finds that effective relationship skills are used in parenting, the workplace, schools, neighborhoods, and other relationships. The state has a compelling interest in encouraging its citizens in developing the parenting and communication skills vital for successful and fulfilling family relationships." [
2005 c 491 s 1
.]
RCW 28A.300.190
Coordination of video telecommunications programming in schools.
The office of the superintendent of public instruction shall provide statewide coordination of video telecommunications programming for the common schools.
[
1990 c 208 s 8
.]
RCW 28A.300.195
Work-integrated learning matching grant program.
(1)(a) The office of the superintendent of public instruction may contract with a statewide nonprofit organization with expertise in promoting and supporting work-integrated learning from early learning through postsecondary education to establish a matching grant program to fund projects implemented by local applicant schools identified in RCW 28A.630.135
.
(b) The matching grant program shall include the following minimum requirements for local applicant schools:
(i) Measurable and accountable focus on low-income youth, homeless youth, and youth of color;
(ii) Accountability for increasing registered youth apprenticeships, internships, mentors, career planning, and other work-integrated learning experiences;
(iii) Regional coordinators or liaisons to facilitate links between schools, higher education institutions, business, labor, and the community in developing internships and other work-integrated learning experiences; and
(iv) Systemwide support for work-integrated learning experiences, including but not limited to career awareness, career explorations, career counseling, and career preparation and training.
(2)(a) Grant funds awarded in accordance with this section may be expended only to the extent that they are equally matched by private sector cash contributions for the program. Grantees must provide reports to the work-integrated learning advisory committee in accordance with RCW 28A.300.196
.
(b) By November 15, 2020, and yearly thereafter, the office of the superintendent of public instruction must provide an evaluation to the governor and the education and economic development committees of the house of representatives and the senate.
[
2018 c 206 s 2
.]
RCW 28A.300.196
Work-integrated learning advisory committee.
(Expires June 30, 2027.)
(1) The superintendent of public instruction, in consultation with the employment security department and the workforce training and education coordinating board, shall convene a work-integrated learning advisory committee to provide advice to the legislature and the education and workforce sectors on creating opportunities for students to: Explore and understand a wide range of career-related opportunities through applied learning; engage with industry mentors; and plan for career and college success.
(2) The committee shall:
(a) Assist the office of the superintendent of public instruction in the development of an application process and the selection of local applicant schools to participate in the initiative established in RCW 28A.630.135
;
(b) Advise the superintendent of public instruction on the development and implementation of work-integrated learning instructional programs;
(c) Review the instructional programs of projects funded through the career connect Washington program with grant moneys from the federal workforce innovation and opportunity act, P.L. 113-128, related to work-integrated learning, a type of learning that is also referred to as "career connected learning," and of local applicant schools selected to develop and implement work-integrated learning project programs under RCW 28A.630.135
. The purpose of the review required by this subsection (2)(c) is to determine:
(i) The impact on in-school progress, high school graduation rates, state test scores, indicators of career and college readiness, employment outcomes, and community partnerships. In accordance with this subsection (2)(c), and to the maximum extent practicable, the review must consider both overall impacts and reductions or other changes in opportunity gaps;
(ii) Best practices for partnering with industry and the local community to create opportunities for applied learning through internships, externships, registered youth apprenticeships, and mentorships; and
(iii) Best practices for linking high school and beyond plans with work-integrated and career-related learning opportunities and increasing college readiness;
(d) Analyze barriers to statewide adoption of work-integrated and career-related learning opportunities and instructional programs;
(e) Recommend policies to implement work-integrated and career-related strategies that increase college and career readiness of students statewide. Policies recommended under this subsection (2)(e) may include, but are not limited to: (i) Policies related to aligning career and technical education programs with statewide and local industry projections and career cluster needs evidenced through economic development data and appropriate longitudinal data; and (ii) the completion of remedial courses required by colleges and universities;
(f) Consult with individuals from the public and private sectors with expertise in career and technical education and work-integrated training, including representatives of labor unions, professional technical organizations, and business and industry; and
(g) Collaborate in the evaluation required by RCW 28A.630.155
.
(3) The committee must, at a minimum, be composed of the following members:
(a) One member from each of the two largest caucuses of the senate, appointed by the president of the senate;
(b) One member from each of the two largest caucuses of the house of representatives, appointed by the speaker of the house of representatives;
(c) The superintendent of public instruction or the superintendent's designee;
(d) One educator representing the K-12 career and technical education sector, appointed by the superintendent of public instruction, as determined from recommendations of the association for career and technical education;
(e) One school counselor appointed by the superintendent of public instruction, as determined from recommendations of the school counselor association;
(f) One educator representing the community and technical colleges, appointed by the state board for community and technical colleges;
(g) One member of the governor's office specializing in career and technical education and workforce needs, appointed by the governor; and
(h) One member of the workforce training and education coordinating board, designated by the workforce training and education coordinating board.
(4) The committee shall convene a subcommittee that includes members representing manufacturing, industry, labor, apprenticeships, and other members with specialized expertise.
(5) The chair or cochairs of the committee and subcommittee must be selected by the members of the committee.
(6) Staff support for the committee and the subcommittee must be provided by the office of the superintendent of public instruction.
(7) The committee shall report its findings and recommendations to the state board for community and technical colleges, the state board of education, the student achievement council, and, in accordance with RCW 43.01.036, the education committees and economic development committees of the house of representatives and the senate by July 1, 2022.
(8) This section expires June 30, 2027.
[
2023 c 128 s 4
. Prior:
2018 c 206 s 3
.]
NOTES:
Finding
—
Intent
—
2023 c 128:
See note following RCW 28A.630.145
.
RCW 28A.300.220
Cooperation with workforce training and education coordinating board.
The superintendent shall cooperate with the workforce training and education coordinating board in the conduct of the board's responsibilities under RCW 28C.18.060
and shall provide information and data in a format that is accessible to the board.
[
1991 c 238 s 78
.]
NOTES:
RCW 28A.300.230
Findings
—
Integration of vocational and academic education.
The legislature finds that the needs of the workforce and the economy necessitate enhanced vocational education opportunities in secondary education including curriculum which integrates vocational and academic education. In order for the state's workforce to be competitive in the world market, employees need competencies in both vocational/technical skills and in core essential competencies such as English, math, science/technology, geography, history, and critical thinking. Curriculum which integrates vocational and academic education reflects that many students learn best through applied learning, and that students should be offered flexible education opportunities which prepare them for both the world of work and for higher education.
[
1991 c 238 s 140
.]
NOTES:
RCW 28A.300.235
Development of model curriculum integrating vocational and academic education.
The superintendent of public instruction shall with the advice of the workforce training and education coordinating board develop model curriculum integrating vocational and academic education at the secondary level. The curriculum shall integrate vocational education for gainful employment with education in the academic subjects of English, math, science/technology, geography, and history, and with education in critical thinking. Upon completion, the model curriculum shall be provided for consideration and use by school districts.
[
1991 c 238 s 141
.]
NOTES:
RCW 28A.300.236
Career and technical education courses
—
Methodologies for implementing equivalency crediting
—
Report to the office of the superintendent of public instruction, the governor, the state board of education, and the legislature.
(1) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction must create methodologies for implementing equivalency crediting on a broader scale across the state and facilitate its implementation including, but not limited to, the following:
(a) Implementing statewide career and technical education course equivalency frameworks authorized under RCW 28A.700.070
and
28A.230.097
for high schools and skill centers. This may include development of additional equivalency course frameworks in core subject areas, course performance assessments, and development and delivery of professional development for districts and skill centers implementing the career and technical education frameworks;
(b) Providing competitive grant funds to school districts to increase the integration and rigor of academic instruction in career and technical education equivalency courses. The grant funds must be used to support teams of general education and career and technical education teachers to convene and design course performance assessments, deepen the understanding of integrating academic and career and technical education in student instruction, and develop professional learning modules for school districts to plan implementation of equivalency crediting; and
(c) Conducting a review of implementation requirements of RCW 28A.230.097
and providing technical assistance to districts to ensure state course equivalencies are being consistently offered for academic credit for students at high schools and skill centers.
(2) Beginning in the 2017-18 school year, school districts shall annually report to the office of the superintendent of public instruction the following information:
(a) The annual number of students participating in state-approved equivalency courses; and
(b) The annual number of state approved equivalency credit courses offered in school districts and skill centers.
(3) Beginning December 1, 2018, and every December 1st thereafter, the office of the superintendent of public instruction shall annually submit the following information to the office of the governor, the state board of education, and the appropriate committees of the legislature:
(a) The selected list of equivalent career and technical education courses and their curriculum frameworks that the superintendent of public instruction has approved under RCW 28A.700.070
;
(b) A summary of the school district information reported under subsection (2) of this section; and
(c) A summary of implementation efforts and review findings determined under subsection (1) of this section, including recommendations for increasing access to equivalency coursework.
[
2023 c 407 s 3
;
2018 c 177 s 303
;
2017 3rd sp.s. c 13 s 410
.]
NOTES:
Finding
—
Intent
—
2018 c 177:
See note following RCW 28A.305.905
.
Effective date
—
2017 3rd sp.s. c 13 ss 401-413:
See note following RCW 28A.150.200
.
Intent
—
2017 3rd sp.s. c 13:
See note following RCW 28A.150.410
.
Collective bargaining agreements not impaired
—
2017 3rd sp.s. c 13:
See note following RCW 41.56.139
.
RCW 28A.300.238
Career and technical education equipment
—
Competitive grant process
—
Rules.
(1) The office of the superintendent of public instruction shall establish a competitive grant process for school districts to apply for grants for the purpose of purchasing career and technical education equipment.
(2) The office of the superintendent of public instruction may adopt rules for the grant program established under this section.
(3) Competitive grants awarded under this section are subject to the availability of amounts appropriated by the state for this specific purpose.
[
2017 3rd sp.s. c 13 s 411
.]
NOTES:
Effective date
—
2017 3rd sp.s. c 13 ss 401-413:
See note following RCW 28A.150.200
.
Intent
—
2017 3rd sp.s. c 13:
See note following RCW 28A.150.410
.
Collective bargaining agreements not impaired
—
2017 3rd sp.s. c 13:
See note following RCW 41.56.139
.
RCW 28A.300.240
International student exchange.
(1) The superintendent of public instruction shall annually make available to school districts and approved private schools, from data supplied by the secretary of state, the names of international student exchange visitor placement organizations registered under chapter
19.166
RCW to place students in public schools in the state and a summary of the information the organizations have filed with the secretary of state under chapter
19.166
RCW.
(2) The superintendent shall provide general information and assistance to school districts regarding international student exchange visitors, including, to the extent feasible with available resources, information on the type of visa required for enrollment, how to promote positive educational experiences for visiting exchange students, and how to integrate exchange students into the school environment to benefit the education of both the exchange students and students in the state.
[
1991 c 128 s 11
.]
NOTES:
Effective date
—
1991 c 128:
See RCW 19.166.901
.
RCW 28A.300.250
Participation in federal nutrition programs
—
Superintendent's duties.
The superintendent of public instruction shall aggressively solicit eligible schools, child and adult day care centers, and other organizations to participate in the nutrition programs authorized by the United States department of agriculture.
[
1991 c 366 s 402
.]
NOTES:
Finding
—
1991 c 366:
"Hunger and malnutrition threaten the future of a whole generation of children in Washington. Children who are hungry or malnourished are unable to function optimally in the classroom and are thus at risk of lower achievement in school. The resultant diminished future capacity of and opportunities for these children will affect this state's economic and social future. Thus, the legislature finds that the state has an interest in helping families provide nutritious meals to children.
The legislature also finds that the state has an interest in helping hungry and malnourished adults obtain necessary nourishment. Adequate nourishment is necessary for physical health, and physical health is the foundation of self-sufficiency. Adequate nourishment is especially critical in the case of pregnant and lactating women, both to ensure that all mothers and babies are as healthy as possible and to minimize the costs associated with the care of low-birthweight babies." [
1991 c 366 s 1
.]
Finding
—
1991 c 366:
"The legislature finds that the school breakfast and lunch programs, the summer feeding program, and the child and adult day care feeding programs authorized by the United States department of agriculture are effective in addressing unmet nutritional needs. However, some communities in the state do not participate in these programs. The result is hunger, malnutrition, and inadequate nutrition education for otherwise eligible persons living in nonparticipating communities." [
1991 c 366 s 401
.]
Parts and headings not law
—
1991 c 366:
"Parts and headings as used in this act constitute no part of the law." [
1991 c 366 s 502
.]
Severability
—
1991 c 366:
"If any provision of this act or its application to any person or circumstance is held invalid, the remainder of the act or the application of the provision to other persons or circumstances is not affected." [
1991 c 366 s 503
.]
Effective date
—
1991 c 366:
"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 shall take effect July 1, 1991." [
1991 c 366 s 504
.]
RCW 28A.300.255
Meal charge policies.
The office of the superintendent of public instruction shall collect, analyze, and promote to school districts and applicable community-based organizations best practices in local meal charge policies that are required by the United States department of agriculture in memorandum SP 46-2016.
[
2018 c 271 s 5
.]
NOTES:
Short title
—
2018 c 271:
See note following RCW 28A.235.250
.
RCW 28A.300.270
Violence prevention training.
The superintendent of public instruction shall, to the extent funding is available, contract with school districts, educational service districts, and approved in-service providers to conduct training sessions for school certificated and classified employees in conflict resolution and other violence prevention topics. The training shall be developmentally and culturally appropriate for the school populations being served and be research based. The training shall not be based solely on providing materials, but also shall include techniques on imparting these skills to students. The training sessions shall be developed in coordination with school districts, the superintendent of public instruction, parents, law enforcement agencies, human services providers, and other interested parties. The training shall be offered to school districts and school staff requesting the training, and shall be made available at locations throughout the state.
[
1994 sp.s. c 7 s 602
.]
NOTES:
Finding
—
Intent
—
Severability
—
1994 sp.s. c 7:
See notes following RCW 43.70.540
.
RCW 28A.300.273
Annual school safety summits.
(1) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction and the school safety and student well-being advisory committee shall hold annual school safety summits. Each annual summit must focus on establishing and monitoring the progress of a statewide plan for funding cost-effective methods for school safety that meet local needs. Other areas of focus may include planning and implementation of school safety planning efforts, training of school safety professionals, and integrating mental health and security measures.
(2) Summit participants must be appointed no later than August 1, 2016.
(a) The president of the senate shall appoint two members from each of the two largest caucuses of the senate.
(b) The speaker of the house of representatives shall appoint two members from each of the two largest caucuses of the house of representatives.
(c) The governor shall appoint one representative.
(3) Other summit participants may include representatives from the office of the superintendent of public instruction, the department of health, educational service districts, educational associations, emergency management, law enforcement, fire departments, parent organizations, and student organizations.
(4) Staff support for the annual summit shall be provided by the office of the superintendent of public instruction.
(5) Legislative members of the summit are reimbursed for travel expenses in accordance with RCW 44.04.120
. Nonlegislative members are not entitled to be reimbursed for travel expenses if they are elected officials or are participating on behalf of an employer, governmental entity, or other organization. Any reimbursement for other nonlegislative members is subject to chapter
43.03
RCW.
[
2019 c 333 s 14
;
2016 c 240 s 3
.]
NOTES:
Findings
—
Intent
—
2019 c 333:
See note following RCW 28A.300.630
.
Intent
—
2019 c 333:
See note following RCW 28A.320.124
.
Intent
—
2016 c 240:
"The legislature recognizes that public schools are required to have safe school plans and procedures in place. The legislature acknowledges that there are costs associated with these plans and procedures. The legislature intends to review the funding of school safety and security programs and work toward a statewide plan for funding cost-effective methods for school safety that meet the needs of local school districts." [
2016 c 240 s 1
.]
Findings
—
2016 c 240:
"The legislature finds that school personnel are often the first responders when there is a violent threat or natural or man-made disaster at a school. The legislature further finds there is a need to develop training for school personnel to intervene and provide assistance during these emergency incidents. The legislature recognizes an educational service district has developed a model for a regional school safety and security center, which can provide this type of training." [
2016 c 240 s 5
.]
RCW 28A.300.275
Alternative school start-up grants
—
School safety grants
—
Report to legislative committees.
The sum of four million dollars, or as much thereof as may be necessary, is appropriated from the general fund to the superintendent of public instruction for the biennium ending June 30, 2001, for:
(1) Alternative school start-up grants which are in addition to the grants funded in the two million dollars alternative school start-up appropriation contained in section 501(2)(l), chapter 309, Laws of 1999, and these grants shall be awarded in the same manner and for the same purposes;
(2) School safety programs for prevention and intervention. School districts may apply for and administer these grants independently or jointly with other school districts or educational service districts. The funds may be expended for proven-effective programs to improve safety in schools, including: Security assessments of school facilities; violence prevention and reporting training for staff as appropriate to the particular duties and responsibilities of the specific staff, including administrators; nonviolence and leadership training for staff and students; and school safety plans. The educational service districts and school districts may contract for any services under this subsection.
(3) The superintendent of public instruction shall report to the education committees of the house of representatives and senate on the number and types of programs administered through these grants by February 15, 2001, and February 15th of every two years thereafter.
[
1999 sp.s. c 12 s 1
.]
NOTES:
Effective date
—
1999 sp.s. c 12:
"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, 1999." [
1999 sp.s. c 12 s 5
.]
RCW 28A.300.280
Conflict resolution program.
The superintendent of public instruction and the office of the attorney general, in cooperation with the Washington state bar association and statewide dispute resolution organizations, shall develop a volunteer-based conflict resolution and mediation program for use in community groups such as neighborhood organizations and the public schools. The program shall use lawyers or certified mediators to train students who in turn become trainers and mediators for their peers in conflict resolution.
[
2015 c 126 s 1
;
1994 sp.s. c 7 s 611
.]
NOTES:
Finding
—
Intent
—
Severability
—
1994 sp.s. c 7:
See notes following RCW 43.70.540
.
RCW 28A.300.286
Discrimination, harassment, intimidation, and bullying
—
Policies and complaint procedures
—
Posting of model student handbook language.
(1) The office of the superintendent of public instruction shall develop, and periodically update, model student handbook language that includes information about:
(a) Policies and complaint procedures related to discrimination, including sexual harassment and addressing transgender students, and information about policies and complaint procedures related to harassment, intimidation, and bullying, as well as the overlap between the policies and complaint procedures;
(b) A description of the services available through the office of the education ombuds and the contact information for the office of the education ombuds; and
(c) The complaint process established under RCW 28A.300.0712
.
(2) The model student handbook language must be aligned with existing requirements in state law including chapters
28A.640
and
28A.642
RCW and RCW 28A.600.477
and
28A.600.510
. The model student handbook language must be jointly developed with the Washington state school directors' association, and in consultation with the office of the education ombuds. The model student handbook language must be posted publicly on the office of the superintendent of public instruction's website beginning July 1, 2024.
(3) Beginning with the 2024-25 school year, each school district must include the model student handbook language developed under subsection (1) of this section in any student, parent, employee, and volunteer handbook that it or one of its schools publishes and on the school district's website, and any school's website, if a school or the school district maintains a website. If a school district neither publishes a handbook nor maintains a website, it must provide the model student handbook language developed under subsection (1) of this section to each student, parent, employee, and volunteer at least annually.
[
2025 c 369 s 308
;
2023 c 242 s 1
.]
NOTES:
Effective date
—
2025 c 369 s 308:
"Section 308 of this act takes effect August 1, 2025." [
2025 c 369 s 315
.]
Intent
—
2025 c 369 ss 302-315:
See note following RCW 28A.300.0711
.
RCW 28A.300.288
Youth suicide prevention activities.
(1) The office of the superintendent of public instruction shall work with state agency and community partners to assist schools in implementing youth suicide prevention activities, which may include the following:
(a) Training for school employees, parents, community members, and students in recognizing and responding to the signs of suicide;
(b) Partnering with local coalitions of community members interested in preventing youth suicide; and
(c) Responding to communities determined to be in crisis after a suicide or attempted suicide to prevent further instances of suicide.
(2) The office of the superintendent of public instruction, working with state and community partners, shall prioritize funding appropriated for subsection (1) of this section to communities identified as the highest risk.
[
2014 c 103 s 2
;
2011 c 185 s 3
.]
NOTES:
Finding
—
2014 c 103:
"The legislature finds that according to the department of health, suicide is the second leading cause of death for Washington youth between the ages of ten and twenty-four. Suicide rates among Washington's youth remain higher than the national average. An increasing body of research shows an association between adverse childhood experiences such as trauma, violence, or abuse, and decreased student learning and achievement. Underserved youth populations in Washington who are not receiving access to state services continue to remain at risk for suicide." [
2014 c 103 s 1
.]
Finding
—
2011 c 185:
"The legislature finds that having updated school district policies and procedures is a step in the right direction for preventing bullying, intimidation, and harassment, but more steps are needed. A work group could help to maintain focus and attention on antibullying and antiharassment, as well as monitor progress. In addition, students' knowledge and understanding of two key correlates of bullying and harassment, depression and youth suicide, could be enhanced through instruction and assessments that address mental health and suicide prevention." [
2011 c 185 s 1
.]
RCW 28A.300.290
Effective reading programs
—
Identification.
(1) The center for the improvement of student learning, or its designee, shall develop and implement a process for identifying programs that have been proven to be effective based upon valid research in teaching elementary students to read. Additional programs shall be reviewed after the initial identification of effective programs.
(2) In identifying effective reading programs, the center for the improvement of student learning, or its designee, shall consult primary education teachers, statewide reading organizations, institutions of higher education, the *commission on student learning, parents, legislators, and other appropriate individuals and organizations.
(3) In identifying effective reading programs, the following criteria shall be used:
(a) Whether the program will help the student meet the state-level and classroom-based assessments for reading;
(b) Whether the program has achieved documented results for students on valid and reliable assessments;
(c) Whether the results of the program have been replicated at different locations over a period of time;
(d) Whether the requirements and specifications for implementing the program are clear so that potential users can clearly determine the requirements of the program and how to implement it;
(e) Whether, when considering the cost of implementing the program, the program is cost-effective relative to other similar types of programs;
(f) Whether the program addresses differing student populations; and
(g) Other appropriate criteria and considerations.
(4) The initial identification of effective reading programs shall be completed and a list of the identified programs prepared by December 31, 1996.
[
1996 c 273 s 1
.]
NOTES:
*Reviser's note:
The commission on student learning expired June 30, 1999, and its powers, duties, and functions were transferred to the academic achievement and accountability commission effective July 1, 1999, pursuant to
1999 c 388 s 502
. The enabling statute, RCW 28A.630.885, was recodified as RCW 28A.655.060
pursuant to 1999 c 388 s 607 and subsequently repealed by
2004 c 19 s 206
.
Effective date
—
1996 c 273:
"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 shall take effect immediately [March 29, 1996]." [
1996 c 273 s 6
.]
RCW 28A.300.295
Identified programs
—
Grants for in-service training and instructional materials.
The superintendent of public instruction shall establish a grant program to provide incentives for teachers, schools, and school districts to use the identified programs on the approved list in grades kindergarten through four. Schools, school districts, and educational service districts may apply for grants. Funds for the grants shall be used for in-service training and instructional materials. Grants shall be awarded and funds distributed not later than June 30, 1997, for programs in the 1996-97 and 1997-98 school years. Priority shall be given to grant applications involving schools and school districts with the lowest mean percentile scores on the statewide third grade test required under *RCW 28A.230.190
among grant applicants.
[
1999 c 78 s 2
;
1996 c 273 s 2
.]
NOTES:
*Reviser's note:
RCW 28A.230.190
was repealed by
2005 c 217 s 3
.
Effective date
—
1996 c 273:
See note following RCW 28A.300.290
.
RCW 28A.300.300
Effective reading programs
—
Information
—
Development and implementation of strategies.
(1) After effective programs have been identified in accordance with RCW 28A.300.290, the center for the improvement of student learning, or its designee, shall provide information and take other appropriate steps to inform elementary school teachers, principals, curriculum directors, superintendents, school board members, college and university reading instruction faculty, and others of its findings.
(2) The center, in cooperation with statewide organizations interested in improving literacy, also shall develop and implement strategies to improve reading instruction in the state, with a special emphasis on the instruction of reading in the primary grades using the effective reading programs that have been identified in accordance with RCW 28A.300.290
. The strategies may include, but should not be limited to, expanding and improving reading instruction of elementary school teachers in teacher preparation programs, expanded in-service training in reading instruction, the training of paraprofessionals and volunteers in reading instruction, improving classroom-based assessment of reading, and increasing statewide and regional technical assistance in reading instruction.
[
1998 c 245 s 11
;
1996 c 273 s 4
.]
NOTES:
Effective date
—
1996 c 273:
See note following RCW 28A.300.290
.
RCW 28A.300.310
Second grade reading assessment
—
Selection of reading passages
—
Costs.
(1) The superintendent of public instruction shall identify a collection of reading passages and assessment procedures that can be used to measure second grade oral reading accuracy and fluency skills. The purpose of the second grade reading assessment is to provide information to parents, teachers, and school administrators on the level of acquisition of oral reading accuracy and fluency skills of each student at the beginning of second grade. The assessment procedures and each of the reading passages in the collection must:
(a) Provide a reliable and valid measure of a student's oral reading accuracy and fluency skills;
(b) Be able to be individually administered;
(c) Have been approved by a panel of nationally recognized professionals in the area of beginning reading, whose work has been published in peer-reviewed education research journals, and professionals in the area of measurement and assessment; and
(d) Assess student skills in recognition of letter sounds, phonemic awareness, word recognition, and reading connected text. Text used for the test of fluency must be ordered in relation to difficulty.
(2) The superintendent of public instruction shall select reading passages for use by schools and school districts participating in pilot projects under RCW 28A.300.320
during the 1997-98 school year. The final collection must be selected by June 30, 1998. The superintendent of public instruction may add reading passages to the initial list if the passages are comparable in format to the initial passages approved by the expert panel in subsection (1) of this section.
(3) The superintendent of public instruction shall develop a per-pupil cost for the assessments in the collection that details the costs for administering the assessments, booklets, scoring, and training required to reliably administer the test. To the extent funds are appropriated, the superintendent of public instruction shall pay for the cost of administering and scoring the assessments, booklets or other assessment material, and training required to administer the test.
[
1999 c 373 s 101
;
1997 c 262 s 2
.]
NOTES:
Part headings not law
—
1999 c 373:
"Part headings used in this act are not any part of the law." [
1999 c 373 s 601
.]
Findings
—
1997 c 262:
"The legislature acknowledges the definition of reading as "Reading is the process of constructing meaning from written text. It is the complex skill requiring the coordination of a number of interrelated sources of information." Marilyn Adams,
Becoming a Nation of Readers
7. The legislature also acknowledges the role that reading accuracy and fluency plays in the comprehension of text. The legislature finds that one way to determine if a child's inability to read is problematic is to compare the child's reading fluency and accuracy skills with that of other children. To accomplish this objective, the legislature finds that assessments that test students' reading fluency and accuracy skills must be scientifically valid and reliable. The legislature further finds that early identification of students with potential reading difficulties can provide valuable information to parents, teachers, and school administrators. The legislature finds that assessment of second grade students' reading fluency and accuracy skills can assist teachers in planning and implementing a reading curriculum that addresses students' deficiencies in reading." [
1997 c 262 s 1
.]
RCW 28A.300.320
Second grade reading assessment
—
Pilot projects
—
Assessment selection
—
Assessment results.
(1) The superintendent of public instruction shall create a pilot project to identify which second grade reading assessments selected under RCW 28A.300.310
will be included in the final collection of assessments that must be available by June 30, 1998.
(2) Schools and school districts may voluntarily participate in the second grade reading test pilot projects in the 1997-98 school year. Schools and school districts voluntarily participating in the pilot project test are not required to have the results available by the fall parent-teacher conference.
(3)(a) Starting in the 1998-99 school year, school districts must select an assessment from the collection adopted by the superintendent of public instruction. Selection must be at the entire school district level.
(b) The second grade reading assessment selected by the school district must be administered annually in the fall beginning with the 1998-99 school year. Students who score substantially below grade level when assessed in the fall shall be assessed at least one more time during the second grade. Assessment performance deemed to be "substantially below grade level" is to be determined for each passage in the collection by the superintendent of public instruction.
(c) If a student, while taking the assessment, reaches a point at which the student's performance will be considered "substantially below grade level" regardless of the student's performance on the remainder of the assessment, the assessment may be discontinued.
(d) Each school must have the assessment results available by the fall parent-teacher conference. Schools must notify parents about the second grade reading assessment during the conferences, inform the parents of their students' performance on the assessment, identify actions the school intends to take to improve the child's reading skills, and provide parents with strategies to help the parents improve their child's score.
[
1999 c 373 s 102
;
1998 c 319 s 201
;
1997 c 262 s 3
.]
NOTES:
Part headings not law
—
1999 c 373:
See note following RCW 28A.300.310
.
Part headings not law
—
1998 c 319:
"Part headings used in this act are not any part of the law." [
1998 c 319 s 401
.]
Intent
—
1997 c 262:
See note following RCW 28A.300.310
.
RCW 28A.300.330
Primary grade reading grant program.
(1) The superintendent of public instruction shall establish a primary grade reading grant program. The purpose of the grant program is to enhance teachers' skills in using teaching methods that have proven results gathered through quantitative research and to assist students in beginning reading.
(2) Schools and school districts may apply for primary grade reading grants. To qualify for a grant, the grant proposal shall provide that the grantee must:
(a) Document that the instructional model the grantee intends to implement, including teaching methods and instructional materials, is based on results validated by quantitative methods;
(b) Agree to work with the independent contractor identified under subsection (3) of this section to determine the effectiveness of the instructional model selected and the effectiveness of the staff development provided to implement the selected model; and
(c) Provide evidence of a significant number of students who are not achieving at grade level.
To the extent funds are appropriated, the superintendent of public instruction shall make initial grants available by September 1, 1997, for schools and school districts voluntarily participating in pilot projects under RCW 28A.300.320
. Subject to available funding, additional applications may be submitted to the superintendent of public instruction by September 1, 1998, and by September 1st in subsequent years. Grants will be awarded for two years.
(3) The superintendent of public instruction shall contract with an independent contractor who has experience in program evaluation and quantitative methods to evaluate the impact of the grant activities on students' reading skills and the effectiveness of the staff development provided to teachers to implement the instructional model selected by the grantee. Five percent of the funds awarded for grants shall be set aside for the purpose of the grant evaluation conducted by the independent contractor.
(4) The superintendent of public instruction shall submit biennially to the legislature and the governor a report on the primary grade reading grant program. The first report must be submitted not later than December 1, 1999, and each succeeding report must be submitted not later than December 1st of each odd-numbered year. Reports must include information on how the schools and school districts used the grant money, the instructional models used, how they were implemented, and the findings of the independent contractor.
(5) The superintendent of public instruction shall disseminate information to the school districts five years after the beginning of the grant program regarding the results of the effectiveness of the instructional models and implementation strategies.
(6) Funding under this section shall not become part of the state's basic program of education obligation as set forth under Article IX of the state Constitution.
[
1997 c 262 s 4
.]
NOTES:
Intent
—
1997 c 262:
See note following RCW 28A.300.310
.
RCW 28A.300.340
Primary grade reading grant program
—
Timelines
—
Rules.
(1) The superintendent of public instruction may use up to one percent of the appropriated funds for administration of the primary grade reading grant program established in chapter 262, Laws of 1997.
(2) The superintendent of public instruction shall adopt timelines and rules as necessary under chapter
34.05
RCW to administer the primary reading grant program in RCW 28A.300.310
.
(3) Funding under this section shall not become a part of the state's basic program of education obligation as set forth under Article IX of the state Constitution.
[
1997 c 262 s 7
.]
NOTES:
Intent
—
1997 c 262:
See note following RCW 28A.300.310
.
RCW 28A.300.360
Grants for programs and services
—
Truant, at-risk, and expelled students.
The superintendent of public instruction shall provide, to the extent funds are appropriated, start-up grants for alternative programs and services that provide instruction and learning for truant, at-risk, and expelled students. Each grant application shall contain proposed performance indicators and an evaluation plan to measure the success of the program and its impact on improved student learning. Applications shall contain the applicant's plan for maintaining the program and services after the grant period.
[
1999 c 319 s 7
.]
RCW 28A.300.370
World War II oral history project.
(1) The World War II oral history project is established for the purpose of providing oral history presentations, documentation, and other materials to assist the office of the superintendent of public instruction and educators in the development of a curriculum for use in kindergarten through twelfth grade.
(2) To the extent funds are appropriated or donated, the project shall be administered by the office of the superintendent of public instruction. The office shall convene an advisory committee to assist in the design and implementation of the project. The committee shall be composed of members of the World War II memorial educational foundation, the department of veterans affairs, the secretary of state's office, and legislators involved with and interested in the development of the oral history project. The committee may select its own chair and may expand its membership to include the services of other individuals, agencies, or organizations on the basis of need. The office shall provide staffing and administrative support to the advisory committee.
(3) The project will preserve for the education of Washington's school children the memories and history of our state's citizens who served their state and country as members of the armed forces or through national or community contributions during World War II. The project is intended to preserve these memories and history through audiotapes, videotapes, films, stories, printed transcripts, digitally, and through other appropriate methods.
(4) Any funding provided to the program through the omnibus appropriations act for the 2005-2007 biennium shall be used to record the memories of women who meet the requirements of subsection (3) of this section.
(5) As part of the project, the office of the superintendent of public instruction shall identify the requirements regarding instructional guides to help educators use the preserved material in age and grade appropriate ways.
(6) In its administration of the project, the office may carry out its responsibilities through contracts with filming and taping specialists, mini-grants to schools, contracts with the World War II memorial educational foundation, and through other means recommended by the foundation.
(7) By December 1, 2000, and every second year thereafter in which the project has received funding, the office shall report on the results of the project to the governor and the house of representatives and senate committees on education. The December 2000 report shall include, but need not be limited to, identification of the project's implementation strategies and resource requirements, and any curriculum standards developed through the project.
[
2005 c 75 s 2
;
2000 c 112 s 2
.]
NOTES:
Findings
—
2005 c 75:
"The legislature finds that the women of the greatest generation made essential contributions, in many different ways, to our nation's success in World War II. During the war, more than four hundred fifty thousand women served their country in the armed forces of the United States. Another group of women provided nursing and support services to the troops. These women were joined by more than two million women back home who, like Rosie the Riveter, worked in industries that supported service men and women abroad. Other women held the nation together by raising families, educating children, and taking care of the ill and elderly. These women held our families, businesses, and communities together, living with rationed goods and services so that the service men and women fighting in the war would have the materials they needed to be successful. The legislature finds that women in all these roles made sacrifices necessary for the success of our nation's defense and contributions essential to the well-being of the people back home. The legislature further finds that to have a clearer reflection of women's sacrifices on behalf of freedom and democracy, it is necessary to include in the World War II oral history project the memories of women who contributed to the war effort through either military service or other important contributions to our nation, state, or communities." [
2005 c 75 s 1
.]
Effective date
—
2005 c 75:
"This act takes effect August 1, 2005." [
2005 c 75 s 3
.]
Findings
—
Intent
—
2000 c 112:
"The legislature finds that more than two hundred fifty thousand of Washington's citizens served their country in the armed forces of the United States during World War II. The legislature also finds that almost six thousand of those citizens sacrificed their lives to secure our nation's and the world's peace and freedom. The legislature finds that the hardships and sacrifices endured by the families and communities of these service men and women were critical to the eventual success of our nation's defense. The legislature also finds the memories of these stalwart patriots must be preserved to remind future generations of the price the members of the greatest generation paid to preserve our democratic way of life. The legislature further finds that to have a clearer reflection of these sacrifices on behalf of freedom and democracy, it is necessary to include the memories of all women and men of our armed forces, their family members, and others involved in the war effort so that these memories mirror our nation's rich ethnic diversity. In addition, the legislature recognizes the existence and contributions of the World War II memorial educational foundation. Members of the foundation include World War II veterans, and advisors from the office of veterans affairs, the superintendent of public instruction, and the secretary of state. The legislature intends to honor the veterans who served in World War II and their supportive families by preserving their memories so Washington's school children will never forget the significant human costs of war and the efforts of their ancestors to preserve and protect our country and the world from tyranny. The legislature further intends that members of the World War II memorial educational foundation have a strong advisory role in the preservation of those memories and the creation of instructional materials on the war." [
2000 c 112 s 1
.]
RCW 28A.300.375
Washington history day program.
(1)(a) Effective July 1, 2018, responsibility for administering the Washington history day program is transferred from the Washington state historical society to the office of the superintendent of public instruction. In accordance with this subsection (1)(a), and subject to funds appropriated for this specific purpose, the office of the superintendent of public instruction is responsible for the administration and coordination of the Washington history day program, a program affiliated with the national history day organization, including providing necessary staff support.
(b) Subject to the requirements and limits of (a) of this subsection, the Washington history day program must be operated as a partnership between the office of the superintendent of public instruction, the Washington state historical society, and private parties interested in providing funding and in-kind support for the program. The Washington state historical society must, in coordination with the office of the superintendent of public instruction, promote the program and provide access and support for students who are conducting primary and secondary research of historical Washington state documents and commentary.
(2) The Washington history day account is created in the custody of the state treasurer. In collaboration with private and philanthropic partners, private matching funds will be procured to support Washington history day. All receipts from gifts, grants, or endowments from public or private sources must be deposited into the account. Expenditures from the account may be used only for the Washington history day program. Only the superintendent of public instruction or the superintendent's designee may authorize expenditures from the account. The account is subject to allotment procedures under chapter
43.88
RCW, but an appropriation is not required for expenditures.
[
2018 c 127 s 5
.]
NOTES:
Finding
—
Intent
—
2018 c 127:
See note following RCW 28A.230.094
.
RCW 28A.300.380
Career and technical student organizations
—
Support services.
(1) To the extent funds are available, the superintendent of public instruction shall maintain support for statewide coordination for career and technical student organizations by providing program staff support that is available to assist in meeting the needs of career and technical student organizations and their members and students. The superintendent may provide additional support to the organizations through contracting with independent coordinators.
(2) Career and technical student organizations eligible for technical assistance and other support services under this section are organizations recognized as career and technical student organizations by:
(a) The United States department of education; or
(b) The superintendent of public instruction, if such recognition is recommended by the Washington association for career and technical education.
(3) Career and technical student organizations eligible for technical assistance and other support services under this section include, but are not limited to: The national FFA organization; family, career, and community leaders of America; skillsUSA; distributive education clubs of America; future business leaders of America; and the technology student association.
[
2011 1st sp.s. c 27 s 4
;
2010 1st sp.s. c 37 s 913
;
2000 c 84 s 2
.]
NOTES:
Effective date
—
2011 1st sp.s. c 27 ss 4 and 5:
"Sections 4 and 5 of this act are necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and take effect immediately [June 7, 2011]." [
2011 1st sp.s. c 27 s 9
.]
Effective date
—
2010 1st sp.s. c 37:
See note following RCW 13.06.050
.
Findings
—
2000 c 84:
"(1) The legislature finds that career and technical student organizations:
(a) Prepare students for career experiences beyond high school;
(b) Help students develop personal, leadership, technical, and occupational skills;
(c) Are an integral component of vocational technical instruction programs; and
(d) Directly help students achieve state learning goals, especially goals three and four with respect to critical thinking, problem solving, and decision-making skills.
(2) The legislature finds that career and technical student organizations are best situated to fulfill their important purpose if they are in existence pursuant to statute and receive ongoing assistance and support from the office of superintendent of public instruction." [
2000 c 84 s 1
.]
RCW 28A.300.390
Kip Tokuda memorial Washington civil liberties public education program
—
Findings.
The legislature finds that:
(1) In order to adequately prepare our youth for their meaningful participation in our democratic institutions and processes, there must be strong educational resources aimed at teaching students and the public about the fragile nature of our constitutional rights.
(2) The federal commission on wartime relocation and internment of civilians was established by congress in 1980 to review the facts and circumstances surrounding executive order 9066, issued on February 19, 1942, and the impact of the executive order on American citizens and permanent residents, and to recommend appropriate remedies.
The commission of [on] wartime relocation and internment of civilians issued a report of its findings in 1983 with the reports "Personal Justice Denied" and "Personal Justice Denied-Part II, Recommendations." The reports were based on information gathered through twenty days of hearings in cities across the country, particularly the west coast. Testimony was heard from more than seven hundred fifty witnesses, including evacuees, former government officials, public figures, interested citizens, historians, and other professionals who have studied the internment of Japanese-Americans during World War II.
(3) The lessons to be learned from the internment of Japanese-Americans during World War II are embodied in "Personal Justice Denied-Part II, Recommendations" which found that executive order 9066 was not justified by military necessity, and the decisions that followed from it were not founded upon military considerations. These decisions included the exclusion and detention of American citizens and resident aliens of Japanese descent. The broad historical causes that shaped these decisions were race prejudice, war hysteria, and a failure of political leadership. Widespread ignorance about Americans of Japanese descent contributed to a policy conceived in haste and executed in an atmosphere of fear and anger at Japan. A grave personal injustice was done to the American citizens and resident aliens of Japanese ancestry who, without individual review or any probative evidence against them were excluded, removed, and detained by the United States during World War II.
(4) A grave injustice was done to both citizens and permanent residents of Japanese ancestry by the evacuation, relocation, and internment of civilians during World War II. These actions were carried out without adequate security reasons and without any documented acts of espionage or sabotage, and were motivated largely by racial prejudice, wartime hysteria, and a failure of political leadership. The excluded individuals of Japanese ancestry suffered enormous damages, both material and intangible, and there were incalculable losses in education and job training, all of which resulted in significant human suffering for which appropriate compensation has not been made. For these fundamental violations of the basic civil liberties and constitutional rights of these individuals of Japanese ancestry, the United States congress apologized on behalf of the nation in the federal civil liberties act of 1988.
[
2000 c 210 s 1
.]
RCW 28A.300.395
Kip Tokuda memorial Washington civil liberties public education program
—
Intent.
The legislature intends to develop a grant program to fund public educational activities and development of educational materials to ensure that the events surrounding the exclusion, forced removal, and internment of civilians and permanent resident aliens of Japanese ancestry will be remembered, and so that the causes and circumstances of this and similar events may be illuminated and understood.
[
2000 c 210 s 2
.]
RCW 28A.300.400
Kip Tokuda memorial Washington civil liberties public education program
—
Definition.
As used in RCW 28A.300.390
through
28A.300.415, "program" means the *Washington civil liberties public education program, unless the context clearly requires otherwise.
[
2000 c 210 s 3
.]
NOTES:
*Reviser's note:
The "Washington civil liberties public education program" was renamed the "Kip Tokuda memorial Washington civil liberties public education program" pursuant to
2014 c 46 s 1
.
RCW 28A.300.405
Kip Tokuda memorial Washington civil liberties public education program
—
Created
—
Purpose.
Consistent with the legislative findings in RCW 28A.300.390, the legislature shall establish the Kip Tokuda memorial Washington civil liberties public education program. The program provides grants for the purpose of establishing a legacy of remembrance as part of a continuing process of recovery from the World War II exclusion and detention of individuals of Japanese ancestry. The program is created to do one or both of the following:
(1) Educate the public regarding the history and the lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry through the development, coordination, and distribution of new educational materials and the development of curriculum materials to complement and augment resources currently available on this subject matter; and
(2) Develop videos, plays, presentations, speaker bureaus, and exhibitions for presentation to elementary schools, secondary schools, community colleges, and to other interested parties.
[
2014 c 46 s 1
;
2000 c 210 s 4
.]
RCW 28A.300.410
Kip Tokuda memorial Washington civil liberties public education program
—
Grants
—
Acceptance of gifts, grants, or endowments.
(1) The superintendent of public instruction shall allocate grants under the program established in RCW 28A.300.390
through
28A.300.415
from private donations or within amounts appropriated for this specific purpose. The grants shall be awarded on a competitive basis.
(2) The superintendent of public instruction may contract with independent review panelists and establish an advisory panel to evaluate and make recommendations to the superintendent of public instruction based on grant applications.
(3) The superintendent of public instruction shall select grant recipients from applicants who meet all of the following criteria:
(a) The capability to administer and complete the proposed project within specified deadlines and within the specified budget;
(b) The experience, knowledge, and qualifications necessary to conduct quality educational activities regarding the exclusion and detention of Japanese-Americans during World War II;
(c) Projects that relate the Japanese-American exclusion and detention experience with civil rights included in the Declaration of Independence and the Constitution so that this event may be illuminated and understood in order to prevent similar violations of civil rights in the future;
(d) Projects that are designed to maximize the long-term educational impact of this chapter;
(e) Projects that build upon, contribute to, and expand upon the existing body of educational and research materials on the exclusion and detention of Japanese-Americans during World War II; and
(f) Projects that include the variety of experiences regarding the exclusion and detention of Japanese-Americans and its impact before, during, and after World War II including those Japanese-Americans who served in the military and those who were interned in department of justice camps.
(4) Applicants for grants under the program are encouraged to do each of the following:
(a) Involve former detainees, those excluded from the military area, and their descendants in the development and implementation of projects;
(b) Develop a strategy and plan for raising the level of awareness and understanding among the American public regarding the exclusion and detention of Japanese-Americans during World War II so that the causes and circumstances of this and similar events may be illuminated and understood;
(c) Develop a strategy and plan for reaching the broad, multicultural population through project activities;
(d) Develop local and regional consortia of organizations and individuals engaged in similar educational, research, and development efforts;
(e) Coordinate and collaborate with organizations and individuals engaging in similar educational, research, and development endeavors to maximize the effect of grants;
(f) Utilize creative and innovative methods and approaches in the research, development, and implementation of their projects;
(g) Seek matching funds, in-kind contributions, or other sources of support to supplement their proposal;
(h) Use a variety of media, including new technology, and the arts to creatively and strategically appeal to a broad audience while enhancing and enriching community-based educational efforts;
(i) Include in the grant application, scholarly inquiry related to the variety of experiences and impact of the exclusion and detention of persons of Japanese ancestry during World War II; and
(j) Add relevant materials to or catalogue relevant materials in libraries and other repositories for the creation, publication, and distribution of bibliographies, curriculum guides, oral histories, and other resource directories and supporting the continued development of scholarly work on this subject by making a broad range of archival, library, and research materials more accessible to the American public.
(5) The superintendent of public instruction may adopt other criteria as it deems appropriate for its review of grant proposals. In reviewing projects for funding, scoring shall be based on an evaluation of all application materials including narratives, attachments, support letters, supplementary materials, and other materials that may be requested of applicants.
(6)(a) In the review process, the superintendent of public instruction shall assign the following order of priority to the criteria set forth in subsection (3) of this section:
(i) Subsection (3)(a) through (d) of this section, inclusive, shall be given highest priority; and
(ii) Subsection (3)(e) through [and] (f) of this section, inclusive, shall be given second priority.
(b) The superintendent of public instruction shall consider the overall breadth and variety of the field of applicants to determine the projects that would best fulfill its program and mission. Final grant awards may be for the full amount of the grant requests or for a portion of the grant request.
(7) The superintendent of public instruction shall determine the types of applicants eligible to apply for grants under this program.
(8) The office may accept gifts, grants, or endowments from public or private sources for the program and may spend any gifts, grants, or endowments or income from public or private sources according to their terms.
[
2000 c 210 s 5
.]
RCW 28A.300.415
Kip Tokuda memorial Washington civil liberties public education program
—
Short title.
RCW 28A.300.390
through
28A.300.415
shall be known as the Washington civil liberties public education act.
[
2000 c 210 s 7
.]
RCW 28A.300.420
Student court programs.
The office of the superintendent of public instruction shall encourage school districts to implement, expand, or use student court programs for students who commit violations of school rules and policies. Program operations of student courts may be funded by government and private grants. Student court programs are limited to those that:
(1) Are developed using the guidelines for creating and operating student court programs developed by nationally recognized student court projects;
(2) Target violations of school rules by students enrolled in public or private school; and
(3) Emphasize the following principles:
(a) Youth must be held accountable for their problem behavior;
(b) Youth must be educated about the impact their actions have on themselves and others including the school, school personnel, their classmates, their families, and their community;
(c) Youth must develop skills to resolve problems with their peers more effectively; and
(d) Youth should be provided a meaningful forum to practice and enhance newly developed skills.
[
2002 c 237 s 17
.]
RCW 28A.300.430
Collaboration with children's system of care demonstration sites.
It is the expectation of the legislature that local school districts shall collaborate with each children's system of care demonstration site established under RCW 74.55.010
.
[
2002 c 309 s 6
.]
RCW 28A.300.440
Natural science, wildlife, and environmental education grant program.
(1) The natural science, wildlife, and environmental education grant program is hereby created, subject to the availability of funds. The program is created to promote proven and innovative natural science, wildlife, and environmental education programs that are fully aligned with the state's essential academic learning requirements, and includes but is not limited to instruction about renewable resources, responsible use of resources, and conservation.
(2) The superintendent of public instruction shall establish and publish funding criteria for environmental, natural science, wildlife, forestry, and agricultural education grants. The office of the superintendent of public instruction shall involve a cross section of stakeholder groups to develop socially, economically, and environmentally balanced funding criteria. These criteria shall be based on compliance with the essential academic learning requirements and use methods that encourage critical thinking. The criteria must also include environmental, natural science, wildlife, forestry, and agricultural education programs with one or more of the following features:
(a) Interdisciplinary approaches to environmental, natural science, wildlife, forestry, and agricultural issues;
(b) Programs that target underserved, disadvantaged, and multicultural populations;
(c) Programs that reach out to schools across the state that would otherwise not have access to specialized environmental, natural science, wildlife, forestry, and agricultural education programs;
(d) Proven programs offered by innovative community partnerships designed to improve student learning and strengthen local communities.
(3) Eligible uses of grants include, but are not limited to:
(a) Continuing in-service and preservice training for educators with materials specifically developed to enable educators to teach essential academic learning requirements in a compelling and effective manner;
(b) Proven, innovative programs that align the basic subject areas of the common school curriculum in chapter
28A.230
RCW with the essential academic learning requirements; the basic subject areas should be integrated by using environmental education, natural science, wildlife, forestry, agricultural, and natural environment curricula to meet the needs of various learning styles; and
(c) Support and equipment needed for the implementation of the programs in this section.
(4) Grants may only be disbursed to nonprofit organizations exempt from income tax under section 501(c) of the federal internal revenue code that can provide matching funds or in-kind services.
(5) Grants may not be used for any partisan or political activities.
[
2012 c 198 s 5
;
2003 c 22 s 3
.]
NOTES:
Effective date
—
2012 c 198:
See note following RCW 70A.15.5110
.
Intent
—
2003 c 22:
"(1) Effective, natural science, wildlife, and environmental education programs provide the foundation for the development of literate children and adults, setting the stage for lifelong learning. Furthermore, integrating the basic subject areas of the common school curriculum in chapter
28A.230
RCW through natural science, wildlife, and environmental education offers many opportunities for achieving excellence in our schools. Well-designed programs, aligned with the state's essential academic learning requirements, contribute to the state's educational reform goals.
(2) Washington is fortunate to have institutions and programs that currently provide quality natural science, wildlife, and environmental education and teacher training that is already aligned with the state's essential academic learning requirements.
(3) The legislature intends to further the development of natural science, wildlife, and environmental education by establishing a competitive grant program, funded through state moneys to the extent those moneys are appropriated, or made available through other sources, for proven natural science, wildlife, and environmental education programs that are fully aligned with the state's essential academic learning requirements." [
2003 c 22 s 1
.]