reglab/housing_qa huggingface dataset:
WA Rev Code § 28A.655.010 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.010 - Washington commission on student learning—Definitions.

RCW 28A.655.010 Washington commission on student learning—Definitions.Unless the context clearly requires otherwise, the definitions in this section apply throughout RCW * 28A.630.885 and 28A.300.130.(1) "Commission" means the commission on student learning created in *RCW 28A.630.885.(2) "Student learning goals" mean[s] the goals established in RCW 28A.150.210.(3) "Essential academic learning requirements" means more specific academic and technical skills and knowledge, based on the student learning goals, as determined under *RCW 28A.630.885(3)(a). Essential academic learning requirements shall not limit the instructional strategies used by schools or school districts or require the use of specific curriculum.(4) "Performance standards" or "standards" means the criteria used to determine if a student has successfully learned the specific knowledge or skill being assessed as determined under *RCW 28A.630.885(3)(b). The standards should be set at internationally competitive levels.(5) "Assessment system" or "student assessment system" means a series of assessments used to determine if students have successfully learned the essential academic learning requirements. The assessment system shall be developed under *RCW 28A.630.885(3)(b).(6) "Performance-based education system" means an education system in which a significantly greater emphasis is placed on how well students are learning, and significantly less emphasis is placed on state-level laws and rules that dictate how instruction is to be provided. The performance-based education system does not require that schools use an outcome-based instructional model. Decisions regarding how instruction is provided are to be made, to the greatest extent possible, by schools and school districts, not by the state.[ 1993 c 336 § 201. Formerly RCW 28A.630.883.]NOTES:*Reviser's note: RCW 28A.630.885 was recodified as RCW 28A.655.060 pursuant to 1999 c 388 § 607. RCW 28A.655.060 was subsequently repealed by 2004 c 19 § 206.Findings—Intent—Part headings not law—1993 c 336: See notes following RCW 28A.150.210.Findings—1993 c 336: See note following RCW 28A.150.210.
WA Rev Code § 28A.655.068 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.068 - Statewide high school assessment in science.

RCW 28A.655.068 Statewide high school assessment in science.(1) The statewide high school assessment in science shall be a comprehensive assessment that measures the state standards for the application of science and engineering practices, disciplinary core ideas, and crosscutting concepts in the domains of physical sciences, life sciences, earth and space sciences, and engineering design.(2) The superintendent of public instruction shall develop or adopt a science assessment in accordance with RCW 28A.655.070(10) that is not biased toward persons with different learning styles, racial or ethnic backgrounds, or on the basis of gender.(3) The superintendent of public instruction may participate with consortia of multiple states as common student learning standards and assessments in science are developed. The superintendent of public instruction, in consultation with the state board of education, may modify the state learning standards and statewide student assessments in science, including the high school assessment, according to the multistate common student learning standards and assessments as long as the education committees of the legislature have opportunities for review before the modifications are adopted, as provided under RCW 28A.655.070.(4) The statewide high school assessment under this section shall be used to demonstrate that a student meets the state standards in the science content area of the statewide student assessment until a comprehensive science assessment is required under RCW 28A.655.061.[ 2019 c 252 § 118; 2017 3rd sp.s. c 31 § 6; 2013 2nd sp.s. c 22 § 4; 2011 1st sp.s. c 22 § 3.]NOTES:Intent—2019 c 252: See note following RCW 28A.655.250.Effective date—2017 3rd sp.s. c 31: See note following RCW 28A.655.061.Findings—Intent—2013 2nd sp.s. c 22: See note following RCW 28A.655.061.Finding—Intent—2011 1st sp.s. c 22: See note following RCW 28A.655.061.
WA Rev Code § 28A.655.071 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.071 - Revised essential academic learning requirements—Legislative review—Implementation.

RCW 28A.655.071 Revised essential academic learning requirements—Legislative review—Implementation.(1) By August 2, 2010, the superintendent of public instruction may revise the *state essential academic learning requirements authorized under RCW 28A.655.070 for mathematics, reading, writing, and communication by provisionally adopting a common set of standards for students in grades kindergarten through twelve. The revised *state essential academic learning requirements may be substantially identical with the standards developed by a multistate consortium in which Washington participated, must be consistent with the requirements of RCW 28A.655.070, and may include additional standards if the additional standards do not exceed fifteen percent of the standards for each content area. However, the superintendent of public instruction shall not take steps to implement the provisionally adopted standards until the education committees of the house of representatives and the senate have an opportunity to review the standards.(2) By January 1, 2011, the superintendent of public instruction shall submit to the education committees of the house of representatives and the senate:(a) A detailed comparison of the provisionally adopted standards and the *state essential academic learning requirements as of June 10, 2010, including the comparative level of rigor and specificity of the standards and the implications of any identified differences; and(b) An estimated timeline and costs to the state and to school districts to implement the provisionally adopted standards, including providing necessary training, realignment of curriculum, adjustment of state assessments, and other actions.(3) The superintendent may implement the revisions to the *essential academic learning requirements under this section after the 2011 legislative session unless otherwise directed by the legislature.[ 2010 c 235 § 601.]NOTES:*Reviser's note: The term "essential academic learning requirements" in RCW 28A.655.070 was changed to "state learning standards" by 2019 c 252 s 119.Finding—2010 c 235: See note following RCW 28A.405.245.
WA Rev Code § 28A.655.090 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.090 - Statewide student assessment—Reporting requirements.

RCW 28A.655.090 Statewide student assessment—Reporting requirements.(1) By September 10, 1998, and by September 10th each year thereafter, the superintendent of public instruction shall report to schools, school districts, and the legislature on the results of the statewide student assessment.(2) The reports shall include the assessment results by school and school district, and include changes over time. For the statewide student assessment, results shall be reported as follows:(a) The percentage of students meeting the standards;(b) The percentage of students performing at each level of the assessment;(c) Disaggregation of results by at least the following subgroups of students: White, Black, Hispanic, American Indian/Alaskan Native, Asian, Pacific Islander/Hawaiian Native, low income, transitional bilingual, migrant, special education, and, beginning with the 2009-10 school year, students covered by section 504 of the federal rehabilitation act of 1973, as amended (29 U.S.C. Sec. 794); and(d) A learning improvement index that shows changes in student performance within the different levels of student learning reported on the statewide student assessment.(3) The reports shall contain data regarding the different characteristics of schools, such as poverty levels, percent of English as a second language students, dropout rates, attendance, percent of students in special education, and student mobility so that districts and schools can learn from the improvement efforts of other schools and districts with similar characteristics.(4) The reports shall contain student scores on mandated tests by comparable Washington schools of similar characteristics.(5) The reports shall contain information on public school choice options available to students, including vocational education.(6) The reports shall be posted on the superintendent of public instruction's internet website.(7) To protect the privacy of students, the results of schools and districts that test fewer than ten students in a grade level shall not be reported. In addition, in order to ensure that results are reported accurately, the superintendent of public instruction shall maintain the confidentiality of statewide data files until the superintendent determines that the data are complete and accurate.(8) The superintendent of public instruction shall monitor the percentage and number of special education and limited English-proficient students exempted from taking the assessments by schools and school districts to ensure the exemptions are in compliance with exemption guidelines.[ 2019 c 252 § 120; 2008 c 165 § 3; 1999 c 388 § 301; 1998 c 319 § 301. Formerly RCW 28A.630.889.]NOTES:Intent—2019 c 252: See note following RCW 28A.655.250.Part headings not law—1998 c 319: See note following RCW 28A.300.320.
WA Rev Code § 28A.655.095 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.095 - Students with cognitive disabilities—Alternative assessment system.

RCW 28A.655.095 Students with cognitive disabilities—Alternative assessment system.The office of the superintendent of public instruction shall continue to actively collaborate with teachers and directors of special education programs in the development and implementation of a process to transition from the current portfolio system of assessment of students with significant cognitive challenges to a performance task-based alternative assessment system based on state standards. Before such time as a new assessment becomes available, and within existing resources, the office of the superintendent of public instruction shall coordinate efforts to: Align academic goals in a student's individualized education program with the current statewide assessment system by identifying detailed statewide alternate achievement benchmarks for use by teachers in the current portfolio system; develop a transparent and reliable scoring process; efficiently use technology; and develop a sensible approval process to shorten the time involved in developing and collecting current assessment data for students with significant cognitive disabilities.[ 2011 c 75 § 2.]NOTES:Findings—2011 c 75: "The legislature finds that:(1) One of the difficult issues facing states and school districts throughout the country is the meaningful inclusion of students with significant cognitive challenges in their current state assessment and accountability systems.(2) Assessment and accountability systems provide valuable information to parents and educators, and all students deserve a system that encourages them to meaningfully access and make progress in the general education curriculum. Nevertheless, assessing the academic knowledge and skills of students with unique and significant cognitive disabilities can be challenging concerning the student's access to and progress in the general education curriculum. Furthermore, the development of meaningful assessment portfolios in the current system can be extremely time-consuming for both teachers and students, provide limited information for parents, and include questionable test and measurement practices." [ 2011 c 75 § 1.]
WA Rev Code § 28A.655.100 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.100 - Performance goals—Reporting requirements.

RCW 28A.655.100 Performance goals—Reporting requirements.Each school district board of directors shall:(1)(a) Annually report to parents and to the community in a public meeting and annually report in writing the following information:(i) District-wide and school-level performance improvement goals;(ii) Student performance relative to the goals; and(iii) District-wide and school-level plans to achieve the goals, including curriculum and instruction, parental or guardian involvement, and resources available to parents and guardians to help students meet the state standards;(b) Report annually in a news release to the local media the district's progress toward meeting the district-wide and school-level goals; and(c) Include the school-level goals, student performance relative to the goals, and a summary of school-level plans to achieve the goals in each school's annual school performance report under RCW 28A.655.110.(2) School districts in which ten or fewer students in the district or in a school in the district are eligible to be assessed in a grade level are not required to report numerical improvement goals and performance relative to the goals, but are required to report to parents and the community their plans to improve student achievement.[ 1999 c 388 § 302.]
WA Rev Code § 28A.655.115 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.115 - Outreach and feedback—Working group—Model feedback tools and strategies.

RCW 28A.655.115 Outreach and feedback—Working group—Model feedback tools and strategies.(1) Beginning with the 2010-11 school year, each school shall conduct outreach and seek feedback from a broad and diverse range of parents, other individuals, and organizations in the community regarding their experiences with the school. The school shall summarize the responses in its annual report under RCW 28A.655.110.(2) The office of the superintendent of public instruction shall create a working group with representatives of organizations representing parents, teachers, and principals as well as diverse communities. The working group shall also include a representative from the *achievement gap oversight and accountability committee. By September 1, 2010, the working group shall develop model feedback tools and strategies that school districts may use to facilitate the feedback process required in subsection (1) of this section. The model tools and strategies are intended to provide assistance to school districts. School districts are encouraged to adapt the models or develop unique tools and strategies that best fit the circumstances in their communities.[ 2010 c 235 § 702.]NOTES:*Reviser's note: The "achievement gap oversight and accountability committee" was renamed the "educational opportunity gap oversight and accountability committee" by 2011 1st sp.s. c 21 § 33.Finding—2010 c 235: See note following RCW 28A.405.245.
WA Rev Code § 28A.655.130 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.130 - Accountability implementation funds.

RCW 28A.655.130 Accountability implementation funds.(1) To the extent funds are appropriated, the office of the superintendent of public instruction annually shall allocate accountability implementation funds to school districts. The purposes of the funds are to: Develop and update student learning improvement plans; implement curriculum materials and instructional strategies; provide staff professional development to implement the selected curricula and instruction; develop and implement assessment strategies and training in assessment scoring; and fund other activities intended to improve student learning for all students, including students with diverse needs. Activities funded by the allocations must be consistent with the school or district improvement plan, designed to improve the ability of teachers and other instructional certificated and classified staff to assist students in meeting the essential academic learning requirements, and designed to achieve state and local accountability goals. Activities funded by the allocations shall be designed to protect the teachers' instructional time with students and minimize the use of substitute teachers.(2) Schools receiving funds shall develop, update as needed, and keep on file a school student learning improvement plan to achieve the student learning goals and essential academic learning requirements and to implement the assessment system as it is developed. The plan shall delineate how the accountability implementation funds will be used to accomplish the requirements of this section. The plan shall be made available to the public and to others upon request.(3) The amount of allocations shall be determined in the omnibus appropriations act.(4) The state schools for the deaf and blind are eligible to receive allocations under this section.(5) The superintendent of public instruction may adopt timelines and rules as necessary under chapter 34.05 RCW to administer the program, and require that schools and districts submit reports regarding the use of the funds.[ 1999 c 388 § 402.]
WA Rev Code § 28A.655.140 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.140 - Technical assistance.

RCW 28A.655.140 Technical assistance.(1) In order to increase the availability and quality of technical assistance statewide, the superintendent of public instruction, subject to available funding, may employ school improvement coordinators and school improvement specialists to provide assistance to schools and districts. The improvement specialists shall serve on a rotating basis and shall not be permanent employees.(2) The types of assistance provided by the improvement coordinators and specialists may include, but need not be limited to:(a) Assistance to schools to use student performance data and develop improvement plans based on those data;(b) Consultation with schools and districts concerning their performance on the Washington assessment of student learning and other assessments;(c) Consultation concerning curricula that aligns with the essential academic learning requirements and the Washington assessment of student learning and that meets the needs of diverse learners;(d) Assistance in the identification and implementation of research-based instructional practices;(e) Staff training that emphasizes effective instructional strategies and classroom-based assessment;(f) Assistance in developing and implementing family and community involvement programs; and(g) Other assistance to schools and school districts intended to improve student learning.[ 1999 c 388 § 403.]
WA Rev Code § 28A.655.150 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.150 - Consolidation of requirements for categorical grant programs—Use of electronic applications and reporting.

RCW 28A.655.150 Consolidation of requirements for categorical grant programs—Use of electronic applications and reporting.The superintendent of public instruction, in consultation with school district personnel, shall consolidate and streamline the planning, application, and reporting requirements for major state and federal categorical and grant programs. The superintendent also shall take actions to increase the use of online electronic applications and reporting.[ 1999 c 388 § 602.]
WA Rev Code § 28A.655.180 (2021)
2021 Revised Code of Washington|Title 28A - Common School Provisions|Chapter 28A.655 - Academic Achievement and Accountability.|28A.655.180 - Waivers for educational restructuring programs.

RCW 28A.655.180 Waivers for educational restructuring programs.(1) The state board of education may grant waivers to districts from the provisions of statutes or rules relating to: The length of the school year; student-to-teacher ratios; and other administrative rules that in the opinion of the state board of education may need to be waived in order for a district to implement a plan for restructuring its educational program or the educational program of individual schools within the district.(2) The state board of education may adopt rules establishing the waiver application process under this section.[ 2018 c 177 § 507; (2018 c 177 § 506 expired June 30, 2019); (2012 c 53 § 9 expired June 30, 2019); (2011 c 260 § 9 expired June 30, 2019); 2009 c 543 § 3; (1997 c 431 § 23 expired June 30, 1999); 1995 c 208 § 1. Formerly RCW 28A.630.945.]NOTES:Expiration date—2018 c 177 § 506: "Section 506 of this act expires June 30, 2019." [ 2018 c 177 § 704.]Effective dates—2018 c 177 §§ 201, 202, 501-504, 507, and 701: See note following RCW 28A.150.222.Finding—Intent—2018 c 177: See note following RCW 28A.305.905.Finding—Intent—2009 c 543: "The legislature continues to support school districts seeking innovations to further the educational experiences of students and staff while also realizing increased efficiencies in day-to-day operations. School districts have suggested that efficiencies in heating, lighting, or maintenance expenses could be possible if districts were given the ability to create a more flexible calendar. Furthermore, the legislature finds that a flexible calendar could be beneficial to student learning by allowing for the use of the unscheduled days for professional development activities, planning, tutoring, special programs, parent conferences, and athletic events. A flexible calendar also has the potential to ease the burden of long commutes on students in rural areas and to lower absenteeism.School districts in several western states have operated on a four-day school week and report increased efficiencies, family support, and reduced absenteeism, with no negative impact on student learning. Small rural school districts in particular could benefit due to their high per-pupil costs for transportation and utilities. Therefore, the legislature intends to provide increased flexibility to a limited number of school districts to explore the potential value of operating on a flexible calendar, so long as adequate safeguards are put in place to prevent any negative impact on student learning." [ 2009 c 543 § 1.]