reglab/statecodes huggingface dataset:
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.010 - Short title—Purpose.

RCW 28A.180.010
Short title—Purpose.
RCW 28A.180.010 through 28A.180.080 shall be known and cited as "the transitional bilingual instruction act." The legislature finds that there are large numbers of children who come from homes where the primary language is other than English. The legislature finds that a transitional bilingual education program can meet the needs of these children. Pursuant to the policy of this state to insure equal educational opportunity to every child in this state, it is the purpose of RCW 28A.180.010 through 28A.180.080 to provide for the implementation of transitional bilingual education programs in the public schools.
[ 2009 c 548 § 704; 1990 c 33 § 163; 1984 c 124 § 1; 1979 c 95 § 1. Formerly RCW 28A.58.800.]
NOTES:
Effective date—2009 c 548 §§ 101-110 and 701-710: See note following RCW 28A.150.200.
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.
Severability—1979 c 95: "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." [ 1979 c 95 § 9.]
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.020 - Annual report by superintendent of public instruction.

RCW 28A.180.020
Annual report by superintendent of public instruction.
The superintendent of public instruction shall review annually the transitional bilingual instruction program and shall submit a report of such review to the legislature on or before February 1st of each year.
[ 2017 c 123 § 1; 1984 c 124 § 8. Formerly RCW 28A.58.801.]
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.030 - Definitions.

RCW 28A.180.030
Definitions.
As used throughout this chapter, unless the context clearly indicates otherwise:
(1) "Eligible pupil" means any enrollee of the school district whose primary language is other than English and whose English language skills are sufficiently deficient or absent to impair learning.
(2) "Exited pupil" means a student previously enrolled in the transitional bilingual instruction program who is no longer eligible for the program based on his or her performance on an English proficiency assessment approved by the superintendent of public instruction.
(3) "Primary language" means the language most often used by the student for communication in his/her home.
(4) "Transitional bilingual instruction" means:
(a) A system of instruction which uses two languages, one of which is English, as a means of instruction to build upon and expand language skills to enable the pupil to achieve competency in English. Concepts and information are introduced in the primary language and reinforced in the second language: PROVIDED, That the program shall include testing in the subject matter in English; or
(b) In those cases in which the use of two languages is not practicable as established by the superintendent of public instruction and unless otherwise prohibited by law, an alternative system of instruction which may include English as a second language and is designed to enable the pupil to achieve competency in English.
[ 2013 2nd sp.s. c 9 § 3; 2001 1st sp.s. c 6 § 3; 1990 c 33 § 164; 1984 c 124 § 2; 1979 c 95 § 2. Formerly RCW 28A.58.802.]
NOTES:
Reviser's note: The definitions in this section have been alphabetized pursuant to RCW 1.08.015(2)(k).
Intent—Effective dates—2013 2nd sp.s. c 9: See notes following RCW 28A.150.220.
Severability—1979 c 95: See note following RCW 28A.180.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.040 - School board duties.

RCW 28A.180.040
School board duties.
(1) Every school district board of directors shall:
(a) Make available to each eligible pupil transitional bilingual instruction to achieve competency in English, in accord with rules of the superintendent of public instruction;
(b) Wherever feasible, ensure that communications to parents emanating from the schools shall be appropriately bilingual for those parents of pupils in the bilingual instruction program;
(c) Determine, by administration of an English test approved by the superintendent of public instruction the number of eligible pupils enrolled in the school district at the beginning of a school year and thereafter during the year as necessary in individual cases;
(d) Ensure that a student who is a child of a military family in transition and who has been assessed as in need of, or enrolled in, a bilingual instruction program, the receiving school shall initially honor placement of the student into a like program.
(i) The receiving school shall determine whether the district's program is a like program when compared to the sending school's program; and
(ii) The receiving school may conduct subsequent assessments pursuant to RCW 28A.180.090 to determine appropriate placement and continued enrollment in the program;
(e) Before the conclusion of each school year, measure each eligible pupil's improvement in learning the English language by means of a test approved by the superintendent of public instruction;
(f) Provide in-service training for teachers, counselors, and other staff, who are involved in the district's transitional bilingual program. Such training shall include appropriate instructional strategies for children of culturally different backgrounds, use of curriculum materials, and program models; and
(g) Make available a program of instructional support for up to two years immediately after pupils exit from the program, for exited pupils who need assistance in reaching grade-level performance in academic subjects even though they have achieved English proficiency for purposes of the transitional bilingual instructional program.
(2) Beginning in the 2019-20 school year, all classroom teachers assigned using funds for the transitional bilingual instruction program to provide supplemental instruction for eligible pupils must hold an endorsement in bilingual education or English language learner, or both.
(3) The definitions in Article II of RCW 28A.705.010 apply to subsection (1)(d) of this section.
[ 2016 c 72 § 301; 2013 2nd sp.s. c 9 § 4; 2009 c 380 § 5; 2001 1st sp.s. c 6 § 4; 1984 c 124 § 3; 1979 c 95 § 3. Formerly RCW 28A.58.804.]
NOTES:
Finding—Intent—2016 c 72: See note following RCW 28A.600.015.
Intent—Effective dates—2013 2nd sp.s. c 9: See notes following RCW 28A.150.220.
Effective date—1979 c 95 § 3: "Section 3 of this act shall take effect September 1, 1980." [ 1979 c 95 § 7.]
Severability—1979 c 95: See note following RCW 28A.180.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.060 - Guidelines and rules.

RCW 28A.180.060
Guidelines and rules.
The superintendent of public instruction shall:
(1) Promulgate and issue program development guidelines to assist school districts in preparing their programs;
(2) Promulgate rules for implementation of RCW 28A.180.010 through 28A.180.080 in accordance with chapter 34.05 RCW. The rules shall be designed to maximize the role of school districts in selecting programs appropriate to meet the needs of eligible students. The rules shall identify the process and criteria to be used to determine when a student is no longer eligible for transitional bilingual instruction pursuant to RCW 28A.180.010 through 28A.180.080.
[ 1990 c 33 § 165; 1984 c 124 § 5; 1979 c 95 § 5. Formerly RCW 28A.58.808.]
NOTES:
Severability—1979 c 95: See note following RCW 28A.180.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.080 - Allocation of moneys for bilingual instruction program.

RCW 28A.180.080
Allocation of moneys for bilingual instruction program.
Moneys appropriated by the legislature for the purposes of RCW 28A.180.010 through 28A.180.080 shall be allocated by the superintendent of public instruction to school districts for the sole purpose of operating an approved bilingual instruction program.
[ 2009 c 548 § 705; 1995 c 335 § 601; 1990 c 33 § 167; 1979 c 95 § 6. Formerly RCW 28A.58.810.]
NOTES:
Effective date—2009 c 548 §§ 101-110 and 701-710: See note following RCW 28A.150.200.
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.
Part headings, table of contents not law—1995 c 335: See note following RCW 28A.150.360.
Severability—1979 c 95: See note following RCW 28A.180.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.090 - Evaluation system—Technical assistance and support.

RCW 28A.180.090
Evaluation system—Technical assistance and support.
The superintendent of public instruction shall develop an evaluation system designed to measure increases in the English and academic proficiency of eligible pupils. When developing the system, the superintendent shall:
(1) Require school districts to assess potentially eligible pupils within ten days of registration using an English proficiency assessment or assessments as specified by the superintendent of public instruction. Results of these assessments shall be made available to both the superintendent of public instruction and the school district;
(2) Require school districts to annually assess all eligible pupils at the end of the school year using an English proficiency assessment or assessments as specified by the superintendent of public instruction. Results of these assessments shall be made available to both the superintendent of public instruction and the school district;
(3) Develop a system to evaluate increases in the English and academic proficiency of students who are, or were, eligible pupils. This evaluation shall include students when they are in the program and after they exit the program until they finish their K-12 career or transfer from the school district. The purpose of the evaluation system is to inform schools, school districts, parents, and the state of the effectiveness of the transitional bilingual programs in school and school districts in teaching these students English and other content areas, such as mathematics and writing; and
(4) Subject to funds appropriated specifically for this purpose, provide school districts with technical assistance and support in selecting research-based program models, instructional materials, and professional development for program staff, including disseminating information about best practices and innovative programs. The information must include research about the differences between conversational language proficiency, academic language proficiency, and subject-specific language proficiency and the implications this research has on instructional practices and evaluation of program effectiveness.
[ 2016 c 72 § 401; 2001 1st sp.s. c 6 § 2.]
NOTES:
Finding—Intent—2016 c 72: See note following RCW 28A.600.015.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.100 - Continuing education plan for older students.

RCW 28A.180.100
Continuing education plan for older students.
The office of the superintendent of public instruction and the state board for community and technical colleges shall jointly develop a program plan to provide a continuing education option for students who are eligible for the state transitional bilingual instruction program and who need more time to develop language proficiency but who are more age-appropriately suited for a postsecondary learning environment than for a high school. By December 1, 2004, the agencies shall report to the legislative education and fiscal committees with any recommendations for legislative action and any resources necessary to implement the plan.
[ 2019 c 252 § 107; 2004 c 19 § 105.]
NOTES:
Intent—2019 c 252: See note following RCW 28A.655.250.
Part headings and captions not law—Effective date—2004 c 19: See notes following RCW 28A.230.090.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.180 - Transitional Bilingual Instruction Program. › 28A.180.110 - Condensed compliance reports—Second-class districts.

RCW 28A.180.110
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 § 9.]
NOTES:
Conflict with federal requirements—2011 c 45: See note following RCW 28A.330.250.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.183 - Language Access Program. › 28A.183.020 - Principles.

RCW 28A.183.020
Principles.
The principles of an effective language access program for culturally responsive, systemic family engagement are as follows:
(1) Accessibility and equity. Schools provide access to all; two-way communication is a priority and is woven into the design of all programs and services;
(2) Accountability and transparency. The language access program and decision-making processes at all levels are: Open, accessible, and useable to families; proactive, not reactive; continuously improved based on ongoing feedback from families and staff; and regulated by a clear and just complaint process;
(3) Responsive culture. Schools are safe, compassionate places where each family's opinions are heard, needs are met, and contributions are valued. School staff are humble and empathetic towards families; and
(4) Focus on relationships. Schools seek to relate to families on an individual level, building trust through respectful relationships that recognize the unique strengths that each family and student possesses.
[ 2022 c 107 § 3.]
NOTES:
Findings—Intent—2022 c 107: See note following RCW 28A.183.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.183 - Language Access Program. › 28A.183.030 - Technical assistance program—Toolkit.

RCW 28A.183.030
Technical assistance program—Toolkit.
(1) The center for the improvement of student learning established in RCW 28A.300.130 must implement a language access technical assistance program for culturally responsive, systemic family engagement that meets the requirements of this section.
(2) Subject to the availability of amounts appropriated for this specific purpose, the language access technical assistance program must:
(a) Adhere to the principles of an effective language access program for culturally responsive, systemic family engagement established in RCW 28A.183.020;
(b) Provide training and technical assistance to support the implementation of language access programs for culturally responsive, systemic family engagement required under *RCW 28A.183.040 and 72.40.310;
(c) Develop and maintain training modules for interpreters on interpreting for students' families and students in educational settings outside the classroom;
(d) Develop, periodically update, and publish a language access toolkit that includes the following resources:
(i) A self-assessment for evaluating the provision of language access services;
(ii) A guide for the development, implementation, and evaluation of a language access policy, procedures, and plan that meets the specific needs of families and the community;
(iii) Best practices for using interpreter services provided by dual role staff and contract interpreters, for using remote interpretation, and for translating documents;
(iv) Language access service evaluation templates for spoken and sign languages;
(v) Information for students' families about their language access rights, translated into English, Spanish, and at least the next nine languages most commonly used by students and their families; and
(vi) Sample job description of school district language access coordinators and building points of contact for language access services;
(e) Develop, periodically update, and publish bilingual glossaries of education terminology;
(f) Analyze and publish language access and language access service information submitted as required under RCW 28A.183.050. In addition to disaggregation by the student race and ethnicity categories and subcategories described in RCW 28A.300.042 (1) and (3), the published information must be disaggregated, to the extent possible, by language, school district and school, type of meeting, and other demographics or categories; and
(g) Provide staff support for the language access advisory committee established in RCW 28A.183.070.
(3) The activities of and resources provided by the language access technical assistance program must take into consideration the recommendations in the 2020 and 2021 reports of the language access work group.
[ 2022 c 107 § 4.]
NOTES:
*Reviser's note: The reference to RCW 28A.183.040 and 72.40.310 appears to be erroneous. RCW 28A.183.040, 28A.710.400, and 72.40.310 was apparently intended.
Findings—Intent—2022 c 107: See note following RCW 28A.183.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.183 - Language Access Program. › 28A.183.050 - Service information collection—Feedback.

RCW 28A.183.050
Service information collection—Feedback.
(1) School districts must annually collect the following language access and language access service information for use by the school district:
(a) The language in which each student and student's family prefers to communicate;
(b) Whether a qualified interpreter for the student's family was requested for and provided at meetings reported in the longitudinal student data system established under RCW 28A.300.500; and
(c) Other data on provision of language access services.
(2) School districts must submit the information collected under subsection (1) of this section at the time and in the manner required by the office of the superintendent of public instruction.
(3) Beginning in the 2023-24 school year, school districts must provide an opportunity for participants in each interpreted meeting to provide feedback on the effectiveness of the interpretation and the provision of language access services.
[ 2022 c 107 § 6.]
NOTES:
Findings—Intent—2022 c 107: See note following RCW 28A.183.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.183 - Language Access Program. › 28A.183.060 - Model policy and procedures.

RCW 28A.183.060
Model policy and procedures.
(1) By August 1, 2022, and periodically thereafter, the Washington state school directors' association must collaborate with the office of the superintendent of public instruction to update a model policy and procedures for implementing a language access program for culturally responsive, systemic family engagement.
(a) When updating the model policy and procedures, the Washington state school directors' association must perform a racial equity impact analysis that involves the community.
(b) The model policy and procedure must include procedures for the school district board of directors to annually review the spending on and the need for language access services.
(c) The model policy and procedure must address procedures for effective communication with students' families who are deaf, deaf and blind, blind, hard of hearing, or need other communication assistance.
(d) The elements of the model policy and procedures must take into consideration the recommendations in the 2020 and 2021 reports of the language access work group.
(2) The office of the superintendent of public instruction and the Washington state school directors' association must maintain the model policy and procedures on each agency's website, at no cost to school districts.
[ 2022 c 107 § 9.]
NOTES:
Findings—Intent—2022 c 107: See note following RCW 28A.183.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.183 - Language Access Program. › 28A.183.080 - Credentialing requirements for interpreters.

RCW 28A.183.080
Credentialing requirements for interpreters.
(1) The office of the superintendent of public instruction and the Washington professional educator standards board shall collaborate to establish credentialing requirements for interpreters as described in this section.
(2) Prior to establishing new credentialing requirements for interpreters, the office of the superintendent of public instruction and the Washington professional educator standards board must consult with the language access advisory committee established in RCW 28A.183.070.
(3) The credentialing requirements for interpreters must take into consideration the recommendations in the 2020 and 2021 reports of the language access work group.
(4) Credentialing requirements for interpreters, which must include minimum employment requirements, may be phased in as training and testing options become available and may be tiered based on the structure and significance of the interaction between school staff and the student's family.
(5) The office of the superintendent of public instruction and the Washington professional educator standards board must establish, and periodically update, a definition of "qualified interpreter" for purposes of this chapter and for other purposes.
(6) Once a code of professional conduct for interpreters is established, the superintendent of public instruction has the power to issue, suspend, and revoke interpreter credentials to which the code applies and to take other disciplinary actions against interpreters to which the code applies.
(7) Any activities provided by the office of the superintendent of public instruction or the professional educator standards board that are required to meet credentialing requirements, including training, testing, and applications, must be made available at no cost to people who want to be interpreters.
(8) The electronic educator certification process must be adapted to include interpreter credentials.
[ 2022 c 107 § 11.]
NOTES:
Findings—Intent—2022 c 107: See note following RCW 28A.183.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.183 - Language Access Program. › 28A.183.090 - Rule-making authority.

RCW 28A.183.090
Rule-making authority.
The office of the superintendent of public instruction and the Washington professional educator standards board may adopt rules under chapter 34.05 RCW that are necessary for the effective and efficient implementation of this chapter.
[ 2022 c 107 § 12.]
NOTES:
Findings—Intent—2022 c 107: See note following RCW 28A.183.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.185 - Highly Capable Students. › 28A.185.010 - Program—Duties of superintendent of public instruction.

RCW 28A.185.010
Program—Duties of superintendent of public instruction.
Pursuant to rules adopted by the superintendent of public instruction for the administration of this chapter, the superintendent of public instruction shall carry out a program for highly capable students. Such program may include conducting, coordinating and aiding in research (including pilot programs), disseminating information to local school districts, providing statewide staff development, and allocating to school districts supplementary funds for additional costs of district programs, as provided by RCW 28A.150.260.
[ 2009 c 548 § 707; 1984 c 278 § 12. Formerly RCW 28A.16.040.]
NOTES:
Effective date—2009 c 548 §§ 101-110 and 701-710: See note following RCW 28A.150.200.
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.
Severability—1984 c 278: "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." [ 1984 c 278 § 24.]
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.185 - Highly Capable Students. › 28A.185.020 - Equitable identification of low-income students—Not classified as individual entitlement.

RCW 28A.185.020
Equitable identification of low-income students—Not classified as individual entitlement.
District practices for identifying highly capable students must prioritize equitable identification of low-income students. Access to accelerated learning and enhanced instruction through the program for highly capable students does not constitute an individual entitlement for any particular student.
[ 2023 c 265 § 2; 2017 3rd sp.s. c 13 § 412; 2009 c 548 § 708; 1990 c 33 § 168; 1984 c 278 § 14. Formerly RCW 28A.16.050.]
NOTES:
Finding—Intent—2023 c 265: "(1) The legislature finds that, for highly capable students, access to accelerated learning and enhanced instruction is access to a basic education. The legislature has directed school districts to prioritize equitable identification of low-income students for participation in highly capable programs and services. The research literature strongly supports using universal screening and multiple criteria to equitably identify students for highly capable programs. There are multiple approaches to implementing universal screening and the use of multiple criteria. The legislature intends all school districts to use best practices and does not intend to prescribe a single method.
(2) The legislature further intends to allocate state funding for the highly capable program based on five percent of each school district's student population. The legislature does not intend to limit highly capable services to five percent of the student population. School districts may identify and serve more than five percent of their students for highly capable programs and services." [ 2023 c 265 § 1.]
Effective date—2017 3rd sp.s. c 13 §§ 401-413: See note following RCW 28A.150.200.
Intent—2017 3rd sp.s. c 13: See note following RCW 28A.150.410.
Effective date—2009 c 548 §§ 101-110 and 701-710: See note following RCW 28A.150.200.
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.
Severability—1984 c 278: See note following RCW 28A.185.010.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.185 - Highly Capable Students. › 28A.185.035 - Funding for student identification.

RCW 28A.185.035
Funding for student identification.
(1) Other basic education funding can be used alongside categorical funding to identify students and provide programs and services for highly capable students.
(2) Each school district must conduct universal screenings in accordance with RCW 28A.185.030 to find students who may qualify for potential highly capable program placement.
[ 2023 c 265 § 3.]
NOTES:
Finding—Intent—2023 c 265: See note following RCW 28A.185.020.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.185 - Highly Capable Students. › 28A.185.040 - Contracts with University of Washington for education of highly capable students at early entrance program or transition school—Allocation of funds—Rules.

RCW 28A.185.040
Contracts with University of Washington for education of highly capable students at early entrance program or transition school—Allocation of funds—Rules.
(1) The superintendent of public instruction shall contract with the University of Washington for the education of highly capable students below eighteen years of age who are admitted or enrolled at such early entrance program or transition school as are now or hereafter established and maintained by the University of Washington.
(2) The superintendent of public instruction shall allocate directly to the University of Washington all of the state basic education allocation moneys, state categorical moneys excepting categorical moneys provided for the highly capable students program under RCW 28A.185.010 through 28A.185.030, and federal moneys generated by a student while attending an early entrance program or transition school at the University of Washington. The allocations shall be according to each student's school district of residence. The expenditure of such moneys shall be limited to selection of students, precollege instruction, special advising, and related activities necessary for the support of students while attending a transition school or early entrance program at the University of Washington. Such allocations may be supplemented with such additional payments by other parties as necessary to cover the actual and full costs of such instruction and other activities.
(3) The provisions of subsections (1) and (2) of this section shall apply during the first three years a student is attending a transition school or early entrance program at the University of Washington or through the academic school year in which the student turns eighteen, whichever occurs first. No more than thirty students shall be admitted and enrolled in the transition school at the University of Washington in any one year.
(4) The superintendent of public instruction shall adopt or amend rules pursuant to chapter 34.05 RCW implementing subsection (2) of this section before August 31, 1989.
[ 1990 c 33 § 169; 1989 c 233 § 9; 1987 c 518 § 222. Formerly RCW 28A.58.217.]
NOTES:
Intent—1994 c 166; 1987 c 518: See note following RCW 43.216.525.
Severability—1987 c 518: See note following RCW 43.216.525.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.185 - Highly Capable Students. › 28A.185.050 - Program review and monitoring—Reports to the legislature—Public access to demographic data—Rules.

RCW 28A.185.050
Program review and monitoring—Reports to the legislature—Public access to demographic data—Rules.
(1) In order to ensure that school districts are meeting the requirements of an approved program for highly capable students, the superintendent of public instruction shall monitor highly capable programs at least once every five years. Monitoring shall begin during the 2002-03 school year.
(2) Any program review and monitoring under this section may be conducted concurrently with other program reviews and monitoring conducted by the office of the superintendent of public instruction. In its review, the office shall monitor program components that include but need not be limited to the process used by the district to identify and reach out to highly capable students with diverse talents and from diverse backgrounds, assessment data, other indicators to determine how well the district is meeting the academic needs of highly capable students, and district expenditures used to enrich or expand opportunities for these students.
(3) Beginning June 30, 2003, and every five years thereafter, the office of the superintendent of public instruction shall submit a report to the education committees of the house of representatives and the senate that provides the following:
(a) A brief description of the various instructional programs offered to highly capable students; and
(b) Relevant data to the programs for highly capable students collected under RCW 28A.300.042.
(4) Beginning November 1, 2023, and annually thereafter, the superintendent of public instruction must make data publicly available that includes a comparison of the race, ethnicity, and low-income status of highly capable students compared to the same demographic groups in the general student population of each school district. Reporting must also include comparisons for students who are English language learners, have an individualized education program, have a 504 plan, are covered by provisions of the McKinney-Vento homeless assistance act, or are highly mobile.
(5) The superintendent of public instruction may adopt rules under chapter 34.05 RCW to implement this section.
[ 2023 c 265 § 5; 2002 c 234 § 1.]
NOTES:
Finding—Intent—2023 c 265: See note following RCW 28A.185.020.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.185 - Highly Capable Students. › 28A.185.060 - Condensed compliance reports—Second-class districts.

RCW 28A.185.060
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 § 10.]
NOTES:
Conflict with federal requirements—2011 c 45: See note following RCW 28A.330.250.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.188 - Science, Technology, Engineering, and Mathematics (Stem) Education. › 28A.188.010 - STEM literacy.

RCW 28A.188.010
STEM literacy.
(1) As used throughout this chapter, "STEM" means science, technology, engineering, and mathematics.
(2) To provide focus and clarity to efforts to increase learning opportunities and improve educational outcomes in STEM, the following definition of STEM literacy is adopted: STEM literacy means the ability to identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them. STEM literacy is achieved when a student is able to apply his or her understanding of how the world works within and across the four interrelated STEM disciplines to improve the social, economic, and environmental conditions of the local and global community.
(3) The component parts of STEM literacy are:
(a) Scientific literacy, which is the ability to use scientific knowledge and processes in physics, chemistry, biology, and earth and space science to understand the natural world and to participate in decisions that affect it;
(b) Technological literacy, which is the ability to use new technologies, understand how technologies are developed, and have skills to analyze how new technologies affect individuals, the nation, and the world. Technology is the innovation, change, or modification of the natural environment to satisfy perceived human needs and wants;
(c) Engineering literacy, which is the understanding of how technologies are developed through the engineering design process. Engineering design is the systematic and creative application of scientific and mathematical principles to practical ends, such as the design, manufacture, and operation of efficient and economic structures, machines, processes, and systems; and
(d) Mathematical literacy, which is the ability to analyze, reason, and communicate ideas effectively through posing, formulating, solving, and interpreting solutions to mathematical problems in a variety of situations.
[ 2013 2nd sp.s. c 25 § 1.]
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.188 - Science, Technology, Engineering, and Mathematics (Stem) Education. › 28A.188.030 - STEM education innovation alliance.

RCW 28A.188.030
STEM education innovation alliance.
(1) The STEM education innovation alliance is established to advise the governor and to provide vision, guidance, assistance, and advice to support the initiatives under this chapter, as well as other current or proposed programs and initiatives across the spectrum of early learning through postsecondary education, that are intended to increase learning opportunities and improve educational outcomes in STEM.
(2) The governor's office, in consultation with the superintendent of public instruction, shall invite representatives of STEM businesses, business and labor organizations with expertise in STEM fields, one or more nonprofit organizations with a mission to enhance STEM education from early learning through postsecondary education, school districts and institutions of higher education that have demonstrated leadership and innovation in STEM education, and STEM educators to participate in the alliance. Representatives from the governor's office, the office of the superintendent of public instruction, and other state education agencies shall also participate as members of the alliance.
(3) The STEM education innovation alliance shall initiate its work by aligning and combining previous STEM education strategic plans into a single, cohesive, and comprehensive STEM framework for action and accountability. The framework must concentrate on a limited number of selected and specific measures that are meaningful indicators of progress in increasing STEM learning opportunities and in achieving the intended longer-term outcomes of such efforts. The framework must use measures that are quantifiable and based on data that are regularly and reliably collected statewide.
(4) Staff support for the STEM education innovation alliance shall be provided by the governor's office and the office of financial management, with support from the office of the superintendent of public instruction and other state education agencies as necessary.
[ 2013 2nd sp.s. c 25 § 2.]
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.188 - Science, Technology, Engineering, and Mathematics (Stem) Education. › 28A.188.040 - STEM education report card—Coordination of data collection and analysis—Reports by education agencies and the employment security department.

RCW 28A.188.040
STEM education report card—Coordination of data collection and analysis—Reports by education agencies and the employment security department.
(1) The STEM education innovation alliance shall develop a STEM education report card, based on the STEM framework for action and accountability, to monitor progress in increasing learning opportunities and aligning strategic plans and activities in order to prepare students for STEM-related jobs and careers, with the longer-term goal of improving educational, workforce, and economic outcomes in STEM.
(2) The report card must:
(a) Illustrate the most recent data for the indicators and measures of the STEM framework for action and accountability;
(b) Provide information from state education agencies that indicates the extent that activities and resources are aligned with and support the STEM framework for action and accountability;
(c) Provide data regarding current and projected STEM job openings in the state; and
(d) Be prominently displayed on a website designed for this purpose.
(3)(a) The education data center under RCW 43.41.400 must coordinate data collection and analysis to support the report card.
(b) The state education agencies must annually report on how their policies, activities, and expenditures of public resources align with and support the STEM framework for action and accountability. The focus of the reporting under this subsection is on programs and initiatives specifically identified in law or budget proviso as related to STEM education. The agencies must use a common metric for the reporting, designed by the education data center in consultation with the STEM education innovation alliance. For the purposes of this section, "state education agencies" includes the office of the superintendent of public instruction, the student achievement council, the state board for community and technical colleges, the workforce training and education coordinating board, the professional educator standards board, the state board of education, and the department of children, youth, and families.
(c) The employment security department must create an annual report on current and projected job openings in STEM fields and submit the report to the education data center for inclusion in the STEM education report card.
(4) The STEM education innovation alliance must publish the first STEM education report card with baseline data on the identified measures by January 10, 2014, and must update the report card by each January 10th thereafter.
[ 2018 c 58 § 30; 2013 2nd sp.s. c 25 § 3.]
NOTES:
Effective date—2018 c 58: See note following RCW 28A.655.080.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.188 - Science, Technology, Engineering, and Mathematics (Stem) Education. › 28A.188.050 - Statewide STEM organization.

RCW 28A.188.050
Statewide STEM organization.
(1) To the extent funds are appropriated specifically for this purpose, the office of financial management shall contract with a statewide nonprofit organization with expertise in promoting and supporting STEM education from early learning through postsecondary education. The purpose of the contract is to identify, test, and develop scalable, cost-effective, and evidence-based approaches for increasing learning opportunities and improving educational outcomes in STEM that are aligned with the STEM framework for action and accountability. The activities to be conducted under the contract shall be as provided in this section, with specific performance expectations negotiated between the office of the governor, the office of financial management, and the selected organization.
(2) Under the terms of the contract, the organization selected under this section shall:
(a) Conduct a statewide communications campaign to expand awareness of the importance of STEM literacy and the opportunities presented by STEM education and careers, particularly as a strategy to close the educational opportunity gap for disadvantaged students and promote economic development in disadvantaged communities;
(b) Expand regional networks of schools, institutions of higher education, educational service districts, STEM businesses, and community-based organizations to align STEM learning opportunities with best practices and local economic development;
(c) Establish an innovation fund and offer competitive grants to support innovative practices in STEM education, from early learning through postsecondary education, including developing models of interdisciplinary instruction and project-based learning;
(d) Expand STEM professional development opportunities for educators, faculty, and principals, including developing technology-enabled learning systems to support implementation of state learning standards; and
(e) Create opportunities to extend STEM learning into early learning programs.
[ 2013 2nd sp.s. c 25 § 4.]
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.188 - Science, Technology, Engineering, and Mathematics (Stem) Education. › 28A.188.060 - Identification and dissemination of resources and materials to encourage interdisciplinary instruction and project-based learning.

RCW 28A.188.060
Identification and dissemination of resources and materials to encourage interdisciplinary instruction and project-based learning.
(1) Subject to funds appropriated specifically for this purpose, the office of the superintendent of public instruction, in consultation with the STEM education innovation alliance, must identify and disseminate resources and materials to elementary, middle, and high schools that are intended to encourage and increase interdisciplinary instruction and project-based learning in STEM.
(2) In collaboration with work groups of STEM educators and using the work of regional STEM networks and innovation grant recipients under RCW 28A.188.050, the office of the superintendent of public instruction must:
(a) Identify interdisciplinary STEM instructional modules appropriate for different grade levels;
(b) Identify project-based learning models, projects, lessons, and guides appropriate for different grade levels; and
(c) Make the information collected in this section, including online resource guides, available for teachers to incorporate into their classroom instruction.
(3) The office of the superintendent of public instruction must also disseminate information and research on best practices in interdisciplinary instruction and project-based learning in STEM.
[ 2013 2nd sp.s. c 25 § 5.]
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.188 - Science, Technology, Engineering, and Mathematics (Stem) Education. › 28A.188.080 - Mathematics, engineering, and science achievement program—Findings and intent.

RCW 28A.188.080
Mathematics, engineering, and science achievement program—Findings and intent.
The legislature finds that high technology is important to the state's economy and the welfare of its citizens. The legislature finds that certain groups, as characterized by sex or ethnic background, are traditionally underrepresented in mathematics, engineering, and the science-related professions in this state. The legislature finds that women and minority students have been traditionally discouraged from entering the fields of science and mathematics including teaching in these fields. The legislature finds that attitudes and knowledges acquired during the kindergarten through eighth grade prepare students to succeed in high school science and mathematics programs and that special skills necessary for these fields need to be acquired during the ninth through twelfth grades. It is the intent of the legislature to promote a mathematics, engineering, and science achievement program to help increase the number of people in these fields and teaching in these fields from groups underrepresented in these fields.
[ 1989 c 66 § 1; 1984 c 265 § 1. Formerly RCW 28A.625.200, 28A.03.430.]
NOTES:
Implementation—Funding required—1984 c 265: "Implementation of this act shall be subject to funds being appropriated or otherwise available for such purposes." [ 1984 c 265 § 6.]
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.188 - Science, Technology, Engineering, and Mathematics (Stem) Education. › 28A.188.082 - Mathematics, engineering, and science achievement program—Establishment and administration—Goals.

RCW 28A.188.082
Mathematics, engineering, and science achievement program—Establishment and administration—Goals.
A program to increase the number of people from groups underrepresented in the fields of mathematics, engineering, and the physical sciences in this state shall be established by the University of Washington. The program shall be administered through the University of Washington and designed to:
(1) Encourage students in the targeted groups in the common schools, with a particular emphasis on those students in middle and junior high schools and the sixth through twelfth grades, to acquire the academic skills needed to study mathematics, engineering, or related sciences at an institution of higher education;
(2) Promote the awareness of career opportunities including the career opportunities of teaching in the fields of science and mathematics and the skills necessary to achieve those opportunities among students sufficiently early in their educational careers to permit and encourage the students to acquire the skills;
(3) Promote cooperation among institutions of higher education, the superintendent of public instruction and local school districts in working towards the goals of the program; and
(4) Solicit contributions of time and resources from public and private institutions of higher education, high schools, middle and junior high schools, and private business and industry.
[ 1990 c 286 § 1; 1989 c 66 § 2; 1984 c 265 § 2. Formerly RCW 28A.625.210, 28A.03.432.]
NOTES:
Implementation—Funding required—1984 c 265: See note following RCW 28A.188.080.
2023 Revised Code of Washington › Title 28A - Common School Provisions › Chapter 28A.188 - Science, Technology, Engineering, and Mathematics (Stem) Education. › 28A.188.084 - Mathematics, engineering, and science achievement program—Coordinator—Staff.

RCW 28A.188.084
Mathematics, engineering, and science achievement program—Coordinator—Staff.
A coordinator shall be hired to administer the program. Additional staff as necessary may be hired.
[ 1984 c 265 § 3. Formerly RCW 28A.625.220, 28A.03.434.]
NOTES:
Implementation—Funding required—1984 c 265: See note following RCW 28A.188.080.