Sponsored by Senator Hargrove, SB 5330 removes the requirement for full-day kindergarten in Washington public schools. A full-day kindergarten program will be provided to entering students whose performance on the inventory of developing skills indicates that they need additional support and students identified on a screening tool developed by OSPI to determine kindergarten readiness. If a student does not participate in the inventory of developing skills, the student is not eligible for a state-funded full-day kindergarten program. The bill also states that class sizes for grades K-2 will be reduced to 17 students per class (amended from grades K-3).
In addition, a new statewide salary allocation schedule is established to distribute funds for basic education certificated instructional staff (classroom teachers, teacher librarians, guidance counselors, and student health services staff) that enter the public school system after the 2012-2013 school year. Staff that already have a professional or continuing certificate may choose to use this new schedule or to continue to have their salary distributed in the manner it is currently. Under the new schedule, a beginning educator may remain on a residency certificate for up to nine years at the same salary allocation, with a minimum of three years of experience required to progress from the residency certification to the professional certification. Once the professional certificate is achieved, a salary increase must be allocated. An additional increase must be allocated within a minimum of five years and a residency certificate. Once an educator achieves National Board for Professional Teaching Standards certification, which requires a minimum of four years of experience, a salary increase must be allocated. An additional salary increase must be allocated after nine years of experience with retention of the professional/continuing certificate or the National Board for Professional Teaching Standards certificate.
Senate floor amendments: Several amendments were passed on the floor. They did the following: (1) School districts will receive class-size reduction funds to the extent they use the funds for the purpose. (2) Makes the bilingual professional development funding subject to appropriation, rather than a part of basic education funding. (3) The Office of the Superintendent of Public Instruction (OSPI) must establish interagency agreements with agencies that provide high school transition services to students with disabilities to foster multiagency collaboration to provide transition services and to streamline services and programs, promote efficiencies, and establish a uniform focus on improved outcomes related to self-sufficiency. OSPI must collaborate with the Professional Educator Standards Board (PESB) to build into existing and ongoing educator requirements that special education teachers and school psychologists receive training to be appropriately prepared to address the transition needs of students with disabilities. The Education Data Center (EDC) must monitor a number of outcomes for students with disabilities after high school graduation, to the extent that data is available through data-sharing agreements established by EDC. To the extent that the data elements are not available to EDC, OSPI must collect the data. OSPI must attempt to collect data through a single communication after a student's graduation. OSPI must prepare an annual report on the data and outcomes and submit the report to the Legislature.
As passed by the Senate, SB 5330 does the following:
- Allows school districts to use up to three days at the beginning of the school year to meet with families and students as part of a kindergarten readiness assessment.
- Directs that funding for parent involvement coordinators be included in the operating budget, and requires school districts to use the funds for this purpose.
- Establishes a mentor program for new and probationary teachers, if funds are appropriated.
- Expands the Learning Assistance Program (LAP) to serve students with behavior not conducive to learning.
- Requires the LAP to use programs on a best practices inventory developed by the Washington State Institute for Public Policy or approved by the Office of theSuperintendent of Public Instruction (OSPI).
- Provides that school districts with more than 15 percent language diversity receive funding for professional development on English language instruction, if funds are appropriated.
- Requires that funding for the Transitional Bilingual Instructional Program be scaled according to student need and that additional funding be provided for exited students.
- Requires the OSPI to create interagency agreements on transition services for students with disabilities and requires reporting on post high school outcomes.
As amended by the House Education Committee: Replaces all provisions of the underlying bill with the following:
- Prototypical School Formula: Adds allocation of .50 FTE for FamilyEngagement Coordinators in elementary schools and increases allocation by .50 FTE for counselors in middle and high schools. Increases Transitional Bilingual allocation to 6.0 hours per week for middle school and 8.0 hours per week for high school, and adds 3.0 hours per week for students who have exited the program in the previous two years. Increases the Learning Assistance Program allocation to 2.0 hours per week. Allocates funds for students in approved dropout reengagement programs at 1.22 FTE.
- Learning Assistance Program: Requires districts to use programs from a research-based list developed by OSPI in consultation with WSIPP and other research organizations. Allows use of a different program subject to annual OSPI approval, based on demonstrated increased achievement. Replaces requirements to submit LAP plans with requirements to submit annual reports based on student progress and program evaluation. Allows LAP to be used for science and to support 9th through 12th grade students not on track for graduation.
- Transitional Bilingual Instruction Program: Requires school districts to make a program of instructional support available for students who exited within the previous two years but need additional academic assistance, within the Program of Basic Education. Requires beginning in 2017, that TBIP teachers be endorsed in Bilingual Education or ELL. Requires development of an accountability system for TBIP. Directs OSPI to provide technical assistance. Requires student performance data from TBIP to be reported through the state report card.
- Special Education: Directs OSPI to develop interagency agreements regarding provision of transition services for students with disabilities aged 16 and above, as well as annual monitoring and reporting of posthigh school outcomes. Requires PESB to examine certification requirements for special education teachers, counselors, and psychologists to assure they receive training in transition needs. Specifies parental notice and reporting requirements for students with disabilities or students with Section 504 plans regarding incidents of restraint or isolation.
- Student Discipline: Directs collection of data using standard definitions of disciplinary actions. Prohibits districts from suspending educational services as a disciplinary measure or imposing a disciplinary action that results in suspension of educational services. Prohibits indefinite suspensions or expulsions and requires conversion of emergency expulsions to another corrective action within 10 days. Requires corrective actions to end with the academic term, but allows the district to petition OSPI for an extension. Requires ERDC to prepare a report on outcomes of youth in the juvenile justice system.
- Other Instruction-Related Items: Allows school districts to use up to 5 school days for WAKIDs. Requires fairness and bias reviews to be conducted before any changes to state learning standards. Requires collection of disaggregated student data, including based on subethnic and subracial categories, according to a specified phase-in beginning in 2014-15.
- Educator Recruitment and Preparation: Requires PESB and OSPI to update the Careers in Education high school course curriculum. Allows Recruiting Washington Teachers (RWT) programs to be considered Opportunity Internship Programs, making students eligible for State Need Grants. Allows RWT graduates to qualify for conditional teacher scholarships. Extends a Retooling Scholarship to teachers seeking special education, bilingual, or ELL endorsements. Directs PESB to design paraeducator professional development and recommend minimum qualifications, and design an articulated pathway for teacher preparation and certification that has specified characteristics. Requires paraeducator certificate programs to provide transferrable course credits.
- Professional Development: Directs OSPI to adopt a definition of professional learning and recommend how it may be used to guide policy and investments in professional development. Establishes an Educator Support Program with specified components, to provide mentoring for beginning and probationary teachers. Requires professional development on revised evaluation systems to include foundational elements of cultural competence. Directs OSPI and others to develop a content outline for cultural competence training for all school staff. Requires the cultural competence training in schools required to implement improvement plans or schools with significant recent increases in ELL enrollment.
- Dropout Prevention and Reengagement: Modifies and clarifies descriptions and definitions of a comprehensive K-12 dropout prevention, intervention, and reengagement system, including aligning the purpose of the Building Bridges grant program and a state Graduation: A Team Effort (GATE) work group. Directs OSPI to develop a dropout system assessment tool and continue development of a dropout prevention early warning and intervention system. Creates a grant program to allocate funds for graduation coaches for the most struggling high schools and school success coaches for associated elementary and middle schools. Adds dropout prevention, intervention, and reengagement to the basic core services to be provided by ESDs. Authorizes ESDs to grant course credit for students enrolled in approved dropout reengagement programs.
- High School and Beyond: Requires students to complete community service for graduation, with parameters and requirements set by local school boards. Requires the SBE to permit students whose high school and beyond plan (HSBP) includes enrollment in a preparatory CTE program leading to industry certification to choose alternatives to certain courses required for graduation. Requires OSPI to develop guidelines for medical emergency response and AED use in high schools. Requires high schools to offer instruction in CPR to be included in one health class for graduation. Directs OSPI to develop a template for the HSBPwith certain elements, which districts must use to help students design a Program of Study. Directs OSPI to adopt a list of academic course equivalencies for CTE courses, which must be recognized by school districts. Requires all high schools to provide a career planning and exploration program with specified components and for at least 20 instructional hours per year. Requires ERDC to publish a standard report on education and workforce outcomes within 1 and 5 years after graduation. Directs the Workforce Board to identify and publicize online career exploration tools. Establishes a Legislative Task Force to identify strategies for how education that supports career readiness can be better integrated into secondary education for all students. Requires a preliminary report in 2013 and a final report in 2014.