The next six bills we will be hearing include, Engrossed Second Substitute Senate Bill 5237 assigns responsibilities to the Office of the Superintendent of Public Instruction (OSPI) to continue implementation of a Comprehensive Literacy Plan and support school districts in reading and early literacy; requires school districts to provide a system of instruction and services in reading and early literacy that includes screening and diagnostic assessments, use of evidence-based instructional strategies, continuous use of data, partnerships with community organizations, and family engagement; makes the third grade reading assessment an accountability measure for these efforts; directs the State Board of Education (SBE) to monitor results and progress in third grade reading and submit its findings to the OSPI biennially; and requires the OSPI to submit recommendations based on the SBE report by December 1 of each even-numbered year.
Engrossed Second Substitute Senate Bill 5329 updates the criteria used by the Superintendent of Public Instruction (SPI) to identify persistently lowest-achieving schools to conform to revised federal rules and guidance, to be applied equally to both Title I and non-Title I schools; permits state as well as federal funds to be used for school improvement in a Required Action District (RAD); replaces a requirement that a RAD use one of four federal intervention models with a requirement for use of a school improvement model approved by the SPI; authorizes the State Board of Education to designate a RAD that has implemented a required action plan for at least three years and has not made adequate progress to a new Level II RAD process; directs that the SPI work with the school board to develop a Level II Plan that includes specified interventions and conditions binding on the district; provides a process and authority for the SPI to direct actions if the school board does not agree to a Level II Plan, or if the Level II Plan is not implemented as specified; directs the SPI to design a system of support, assistance, and intervention that applies equally to Title I and non-Title I schools if funds are available, and is implemented in the 2014-15 school year; and establishes a legislative task force to oversee implementation and monitor outcomes from the educational accountability system.
Engrossed Second Substitute Senate Bill 5405 expands the criteria which allow youth who age out of foster care to become eligible for extended foster care services and makes the eligibility subject to funds appropriated; requires the Department of Social and Health Services to provide written notice of and explanation of availability of extended foster care services to youth in foster care between the ages of 17 years and 17 years and six months; and applies the provisions of the act prospectively.
Engrossed Second Substitute Senate Bill 5551 establishes standards for the appointment of an evaluator to conduct competency evaluations when performance targets for the completion of evaluations of in-custody defendants are not being met in a county; requires the Department of Social and Health Services (Department) to reimburse the county for the costs of the appointed evaluator in an amount that is at least equivalent to the amount for evaluations conducted by the Department, subject to amounts appropriated for this specific purpose; and requires the Office of the State Human Resources Director to gather and report on market salary data for psychologists and psychiatrists employed by the state.
Second Substitute Senate Bill 5595 defines the Early Achievers Program and the program goals; requires the Department of Early Learning (DEL) to convene a parent and provider oversight board; outlines specific responsibilities of the DEL and the Department of Social and Health Services with regards to the Working Connections Child Care Program (WCCC); creates a legislative task force to examine certain components of the WCCC; and incorporates some of the recommendations from the Aclara Report into practice.
Second Substitute Senate Bill 5794 defines Alternative Learning Experiences (ALE) by type of course rather than by type of program; defines site-based ALE courses as providing at least 20 percent weekly in-person instructional contact; defines remote ALE courses as providing less than 20 percent weekly in-person instructional contact; uses a current definition of an online ALE course but clarifies that the primary instructional contact must be with a teacher; allocates funding for ALE courses using the statewide average Basic Education rate for high school students; adjusts provisions of the school choice laws regarding transfer of students between resident and nonresident districts to enroll in online courses; and directs the Office of Financial Management to conduct a study and create a proposal for an efficient and sustainable funding alternative for the ALE with an increased focus on educational outcomes.
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