Reading and writing literacy

AN ACT Relating to using evidence-based instructional practices 1
in reading and writing literacy for public elementary students; 2
amending RCW 28A.320.202, 28A.300.530, 28A.300.570, 28A.300.720, 3
28A.320.260, 28A.415.265, 28A.655.230, 28A.655.235, and 28B.10.033; 4
adding new sections to chapter 28A.410 RCW; adding a new section to 5
chapter 28A.710 RCW; adding a new section to chapter 28A.715 RCW; 6
adding a new section to chapter 28A.230 RCW; creating new sections; 7
recodifying RCW 28A.320.202 and 28B.10.033; repealing RCW 8
28A.300.290, 28A.300.300, 28A.300.330, 28A.300.340, 28A.410.285, 9
28A.415.350, 28A.415.360, and 28A.415.400; and providing an 10
expiration date. 11
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:12
NEW SECTION. Sec. 1. (1)(a) The legislature finds that, during 13
the 2022-23 school year, 36 percent of third grade students and 40 14
percent of fourth grade students were identified as reading below 15
grade level. Learning to read and write is a core element of the 16
state's statutory program of basic education and is the foundation 17
for many other elements of the basic education program.18
(b) The legislature recognizes that, during the 2021-22 school 19
year, the system established to screen students for risks associated 20
H-0244.2
HOUSE BILL 1295
State of Washington 69th Legislature 2025 Regular Session
By Representatives Pollet, Rude, Couture, Jacobsen, Ryu, Reed, Scott,
Nance, Kloba, Eslick, and Simmons
Read first time 01/14/25. Referred to Committee on Education.
p. 1 HB 1295
with reading difficulties, including dyslexia, identified over 20 1
percent of students as at risk and in need of additional supports.2
(2)(a) The legislature finds that, in 2009, the United States 3
department of education published a practice guide with evidence-4
based suggestions for implementing multitier interventions that are 5
feasible and based on evidence from rigorous research. One of the 6
recommendations is to use a curriculum that addresses the components 7
of reading instruction (comprehension, fluency, phonemic awareness, 8
phonics, and vocabulary) and relates to students' needs and 9
developmental levels. The legislature acknowledges that these 10
components are often referred to as "structured literacy."11
(b) Therefore, the legislature intends that these components be 12
incorporated into foundational curricula and expectations for 13
teaching reading and writing in Washington public schools.14
(3)(a) The legislature understands recent research indicates that 15
African American and Hispanic children who show signs of dyslexia are 16
less likely than white children to be identified as dyslexic through 17
school screening programs, even after controlling for income level. 18
The legislature recognizes that the scientific literature on reading 19
and cognition indicates that instruction using the principles of 20
structured literacy will benefit almost all students, not only those 21
with indicators of dyslexia. 22
(b) Therefore, the legislature intends to address this serious 23
equity problem by ensuring that all students receive evidence-based 24
reading and writing instruction using the principles of structured 25
literacy. 26
(4)(a) The legislature recognizes that all elementary educators 27
who support early literacy and reading and writing literacy need 28
professional development on using the principles of structured 29
literacy. 30
(b) Therefore, the legislature intends to require that preservice 31
and in-service elementary educators be trained to teach students to 32
read and write using the evidence-based instructional practices in 33
early literacy and reading and writing literacy. 34
Sec. 2. RCW 28A.320.202 and 2013 2nd sp.s. c 18 s 102 are each 35
amended to read as follows: 36
(1) School districts ((are responsible for providing a 37
comprehensive system of instruction and services in reading and early 38
literacy to kindergarten through fourth grade students that is based 39
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on the degree of student need for additional support. Reading and 1
early literacy systems provided by school districts must include:2
(1) Annual use of )) shall implement a comprehensive literacy 3
program that uses evidence-based instructional practices to promote 4
the early literacy and reading and writing literacy of students in 5
kindergarten through fourth grade. School districts are encouraged to 6
phase in use of the program elements beginning with the 2025-26 7
school year and shall fully implement all program elements by the 8
beginning of the 2027-28 school year.9
(2) A comprehensive literacy program required by subsection (1) 10
of this section must:11
(a) Include at least the following essential components: 12
Semantics or comprehending written language; reading and writing 13
fluency; orthographic knowledge or phonics; phonology and phonemic 14
awareness; and vocabulary or oral language knowledge and proficiency;15
(b) Be systemic, sequential, and cumulative;16
(c) Provide direct, explicit, and rigorous instruction that is 17
high quality, culturally relevant, and knowledge rich;18
(d) Be diagnostic of and responsive to individual student needs, 19
including by being multisensory and multimodal;20
(e) Provide instruction and services, including literacy 21
interventions under RCW 28A.320.260, using the framework of the 22
Washington integrated student supports protocol, established under 23
RCW 28A.300.139, within a multitiered system of supports;24
(f) Use screening assessments and other tools to identify at-risk 25
readers in kindergarten through fourth grade, such as the Washington 26
kindergarten inventory of developing skills, the Washington state 27
early learning and development guidelines for birth through third 28
grade, literacy screenings for students in kindergarten through 29
second grade under RCW 28A.320.260, the second grade reading 30
assessment under RCW 28A.300.310, and locally used assessments and 31
other tools;32
(g) For students in third grade who are reading below grade 33
level, implement intensive reading improvement strategies under RCW 34
28A.655.230 and 28A.655.235; and 35
(((2) Research-based)) (h) Use research-based family involvement 36
and engagement strategies, including strategies to help families and 37
guardians assist in improving students' reading and early literacy 38
skills at home. 39
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NEW SECTION. Sec. 3. A new section is added to chapter 28A.410 1
RCW to read as follows: 2
(1) By September 1, 2026, the Washington professional educator 3
standards board shall adopt revised standards for teacher 4
endorsements with reading and writing literacy competencies. The 5
revised standards must include those competencies necessary to 6
participate in the delivery of a comprehensive literacy program under 7
RCW 28A.320.202 (as recodified by this act), which, among other 8
requirements, includes the essential components of phonemic 9
awareness, phonics, fluency, vocabulary, and comprehension.10
(2) The Washington professional educator standards board shall 11
require approved educator preparation programs offering teacher 12
endorsements with reading and writing literacy competencies to 13
incorporate the revised standards into their programs by the 14
beginning of the 2027-28 academic year. 15
(3) For the purposes of this section "teacher endorsements with 16
reading and writing literacy competencies" includes early childhood 17
education, early childhood special education, elementary education, 18
reading, special education, and other endorsements related to reading 19
and writing literacy as determined by the Washington professional 20
educator standards board. 21
NEW SECTION. Sec. 4. (1) Subject to the availability of amounts 22
appropriated for this specific purpose, the Washington professional 23
educator standards board shall distribute funding to public 24
institutions of higher education approved to offer teacher 25
endorsements with reading and writing literacy competencies, as 26
defined in section 3 of this act, for the purpose of revising 27
curricula and other instructional materials to include the skills and 28
knowledge necessary for teacher candidates to graduate ready to 29
participate in the delivery of a comprehensive literacy program under 30
RCW 28A.320.202 (as recodified by this act).31
(2) This section expires July 1, 2028. 32
NEW SECTION. Sec. 5. A new section is added to chapter 28A.410 33
RCW to read as follows: 34
(1) To renew a teacher certificate on or after September 1, 2028, 35
a teacher holding an endorsement in, or with an assignment related 36
to, reading and literacy competencies must complete training on the 37
skills and knowledge necessary to participate in the delivery of a 38
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comprehensive literacy program under RCW 28A.320.202 (as recodified 1
by this act). To meet the requirements of this section, the relevant 2
teachers must first complete the educator training program described 3
in RCW 28A.300.530 or an equivalent training program approved by the 4
Washington professional educator standards board, and may 5
subsequently either retake the full educator training program or the 6
refresher course described in RCW 28A.300.530. 7
(2) The Washington professional educator standards board shall 8
determine the endorsements and assignments to which the provisions of 9
this section apply, after considering the definition of "teacher 10
endorsements with reading and writing literacy competencies" in 11
section 3 of this act. 12
NEW SECTION. Sec. 6. A new section is added to chapter 28A.710 13
RCW to read as follows: 14
RCW 28A.320.202 (as recodified by this act) governs school 15
operation and management under RCW 28A.710.040 and applies to charter 16
schools established under this chapter. 17
NEW SECTION. Sec. 7. A new section is added to chapter 28A.715 18
RCW to read as follows: 19
RCW 28A.320.202 (as recodified by this act) governs school 20
operation and management under RCW 28A.715.020 and applies to state-21
tribal education compact schools subject to this chapter.22
Sec. 8. RCW 28A.300.530 and 2009 c 546 s 2 are each amended to 23
read as follows: 24
(1) Within available resources, the office of the superintendent 25
of public instruction, in consultation with ((the school districts 26
that participated in the Lorraine Wojahn dyslexia pilot program, and 27
with an international )) appropriate experts, for example, the 28
educational service districts and international and state-level 29
nonprofit organization s dedicated to supporting efforts to provide 30
appropriate identification of and instruction for individuals with 31
dyslexia, shall((:32
(a) Develop)) develop, and periodically update, an educator 33
training program and a refresher course to enhance the reading, 34
writing, and spelling skills of ((students with dyslexia. The 35
training program must provide research-based, multisensory literacy 36
intervention professional development in the areas of dyslexia and 37
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intervention implementation. The program shall )) kindergarten through 1
fourth grade students, including students who display indications of, 2
or areas of weakness associated with, dyslexia. The educator training 3
program and refresher course must provide evidence-based professional 4
development on the skills and knowledge necessary to participate in 5
the delivery of a comprehensive literacy program under RCW 6
28A.320.202 (as recodified by this act).7
(2) The educator training program and refresher course must be 8
posted on the website of the office of the superintendent of public 9
instruction. 10
(3) The educator training program and refresher course may be 11
regionally delivered through the educational service districts. The 12
educational service districts may seek assistance from ((the 13
international)) nonprofit organization s to deliver the educator 14
training((; and15
(b) Develop a dyslexia handbook to be used as a reference for 16
teachers and parents of students with dyslexia. The handbook shall be 17
modeled after other state dyslexia handbooks, and shall include 18
guidelines for school districts to follow as they identify and 19
provide services for students with dyslexia. Additionally, the 20
handbook shall provide school districts, and parents and guardians 21
with information regarding the state's relevant statutes and their 22
relation to federal special education laws. The handbook shall be 23
posted on the website of the office of the superintendent of public 24
instruction.25
(2) Beginning September 1, 2009, and annually thereafter, each )) 26
program and refresher course.27
(4) Each educational service district shall annually report to 28
the office of the superintendent of public instruction the number of 29
individuals who participate in the educator training ((developed and 30
offered by the educational service district )) program and refresher 31
course. The Washington professional educator standards board shall 32
annually report to the office of the superintendent of public 33
instruction the number of teachers holding an endorsement in, or with 34
an assignment related to, reading and writing literacy competencies 35
who have not completed the educator training program . The office of 36
the superintendent of public instruction shall report that 37
information to the legislative education committees by December 1st 38
annually and in compliance with RCW 43.01.036.39
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(5) "Teachers holding an endorsement in, or with an assignment 1
related to, reading and writing literacy competencies" has the same 2
meaning as "teacher endorsements with reading and writing literacy 3
competencies" in section 3 of this act. 4
Sec. 9. RCW 28A.300.570 and 2018 c 58 s 29 are each amended to 5
read as follows: 6
In support of reading and early literacy , including comprehensive 7
literacy programs under RCW 28A.320.202 (as recodified by this act) , 8
the office of the superintendent of public instruction is responsible 9
for: 10
(1) Continuing to work collaboratively with state and regional 11
partners such as the department of children, youth, and families and 12
the educational service districts to establish early literacy 13
benchmarks and standards and to implement the Washington state 14
comprehensive literacy plan; 15
(2) Disseminating research and information to school districts 16
about evidence-based programs and practices in reading readiness 17
skills, early literacy, and reading instruction; 18
(3) Providing statewide models to support ((school districts that 19
are implementing response to intervention initiatives, positive 20
behavior intervention support systems, or other similar comprehensive 21
models of data-based identification and early intervention )) public 22
schools to implement the Washington integrated student supports 23
protocol, established under RCW 28A.300.139, within a multitiered 24
system of supports; ((and))25
(4) Within available funds and in partnership with the 26
educational service districts, providing technical assistance ((and 27
professional development opportunities for school districts )) to 28
public schools delivering a comprehensive literacy program under RCW 29
28A.320.202 (as recodified by this act); and30
(5) Developing, and periodically updating, a dyslexia handbook to 31
be used as a reference for teachers and parents of students who 32
display indications of, or areas of weakness associated with, 33
dyslexia. The handbook must include guidelines for school districts 34
to follow as they identify and provide services for students with 35
dyslexia. Additionally, the handbook must provide school districts 36
and parents with information regarding the state's relevant statutes 37
and their relation to federal special education laws, as well as 38
p. 7 HB 1295
parental support resources. The handbook must be posted on the 1
website of the office of the superintendent of public instruction.2
Sec. 10. RCW 28A.300.720 and 2018 c 75 s 5 are each amended to 3
read as follows: 4
(1) By June 1, 2021, the superintendent of public instruction 5
must review the dyslexia advisory council's recommendations required 6
under ((RCW 28A.300.710)) section 4, chapter 75, Laws of 2018 and 7
make available to school districts: 8
(a) Best practices for school district implementation of 9
screenings as required under RCW 28A.320.260, including trainings for 10
school district staff conducting the screenings , for example, the 11
educator training program and refresher course delivered under RCW 12
28A.300.530; 13
(b) Best practices for using a multitiered system ((s)) of 14
supports to provide interventions as required under RCW 28A.320.260, 15
including trainings for school district staff in instructional 16
methods specifically targeting students' areas of weakness;17
(c) Sample educational information for parents and families 18
related to dyslexia that includes a list of resources for parental 19
support, such as the dyslexia handbook developed under RCW 20
28A.300.570; and 21
(d) Best practices to address the needs of students above grade 22
two who show indications of, or areas of weakness associated with, 23
dyslexia. 24
(2) By February 15, 2022, the superintendent of public 25
instruction must review the dyslexia advisory council's updated 26
report required under ((RCW 28A.300.710)) section 4, chapter 75, Laws 27
of 2018 and revise the best practices and sample educational 28
information made available to school districts required under 29
subsection (1) of this section. 30
(((3) By November 1, 2022, and in compliance with RCW 43.01.036, 31
the superintendent of public instruction must report to the house of 32
representatives and senate education committees with the following 33
information from the 2021-22 school year:34
(a) The number of students: (i) Screened pursuant to RCW 35
28A.320.260; (ii) with indications of, or areas of weakness 36
associated with, dyslexia identified under RCW 28A.300.700; and (iii) 37
provided interventions pursuant to RCW 28A.320.260;38
p. 8 HB 1295
(b) Descriptions from school districts of the types of 1
interventions used in accordance with RCW 28A.320.260 and rates of 2
student progress, when available; and3
(c) Descriptions from school districts of the issues districts 4
had related to implementing the provisions of RCW 28A.320.260.))5
Sec. 11. RCW 28A.320.260 and 2018 c 75 s 2 are each amended to 6
read as follows: 7
(1) Beginning in the 2021-22 school year, and as provided in this 8
section, each school district must use a multitiered system ((s)) of 9
supports to provide interventions to students in kindergarten through 10
second grade who display indications of, or areas of weakness 11
associated with, dyslexia. In order to provide school districts with 12
the opportunity to intervene before a student's performance falls 13
significantly below grade level, school districts must screen 14
students in kindergarten through second grade for indications of, or 15
areas associated with, dyslexia as provided in this section.16
(2)(a) School districts must use screening tools and resources 17
that exemplify best practices, as described under RCW 28A.300.700.18
(b) School districts may use the screening tools and resources 19
identified by the superintendent of public instruction in accordance 20
with RCW 28A.300.700. 21
(3)(a) If a student shows indications of below grade level 22
literacy development or indications of, or areas of weakness 23
associated with, dyslexia, the school district must provide 24
interventions using an evidence-based multitiered system ((s)) of 25
supports, consistent with the ((recommendations of the dyslexia 26
advisory council under RCW 28A.300.710)) best practices made 27
available by the superintendent of public instruction under RCW 28
28A.300.720, and as required under this subsection (3).29
(b) ((The)) (i) Through August 31, 2027, the interventions must 30
be evidence-based multisensory structured literacy interventions and 31
must be provided by an educator trained in instructional methods 32
specifically targeting students' areas of weakness.33
(ii) Beginning September 1, 2027, the interventions must meet the 34
requirements of RCW 28A.320.202(2) (a) through (e) (as recodified by 35
this act) and be implemented by teachers or other educators who have 36
completed the educator training program described in RCW 28A.300.530.37
(c) Whenever possible, a school district must begin by providing 38
student supports in the general education classroom. If screening 39
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tools and resources indicate that, after receiving the initial tier 1
of student support, a student requires interventions, the school 2
district may provide the interventions in either the general 3
education classroom or a learning assistance program setting. If 4
after receiving interventions, further screening tools and resources 5
indicate that a student continues to have indications of, or areas of 6
weakness associated with, dyslexia, the school district must 7
recommend to the student's parents and family that the student be 8
evaluated for dyslexia or a specific learning disability.9
(4) For a student who shows indications of, or areas of weakness 10
associated with, dyslexia, each school district must notify the 11
student's parents and family of the identified indicators and areas 12
of weakness, as well as the plan for using a multitiered system((s)) 13
of supports to provide supports and interventions. The initial notice 14
must also include ((information relating to dyslexia and resources 15
for parental support )) the dyslexia handbook developed by the 16
superintendent of public instruction under RCW 28A.300.570. The 17
school district must regularly update the student's parents and 18
family of the student's progress. 19
(5) School districts may use state funds provided under chapter 20
28A.165 RCW to meet the requirements of this section.21
Sec. 12. RCW 28A.415.265 and 2019 c 295 s 302 are each amended 22
to read as follows: 23
(1) For the purposes of this section, a mentor educator is a 24
teacher, educational staff associate, or principal who:25
(a) Has successfully completed training in assisting, coaching, 26
and advising beginning principals, beginning educational staff 27
associates, beginning teachers, or student teachers as defined by the 28
office of the superintendent of public instruction . Beginning 29
September 1, 2027, mentor educators with an assignment related to 30
reading and writing literacy competencies, as determined by the 31
Washington professional educator standards board under section 3 of 32
this act, must have also completed the educator training program 33
described in RCW 28A.300.530; 34
(b) Has been selected using mentor standards developed by the 35
office of the superintendent of public instruction; and36
(c) Is participating in ongoing mentor skills professional 37
development. 38
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(2)(a) The beginning educator support team program is established 1
to provide professional development and mentoring for beginning 2
principals, beginning educational staff associates, beginning 3
teachers, and candidates in alternative route teacher certification 4
programs under chapter 28A.660 RCW. 5
(b) The superintendent of public instruction shall notify school 6
districts about the beginning educator support team program and 7
encourage districts to apply for program funds. 8
(3) Subject to the availability of amounts appropriated for this 9
specific purpose, the office of the superintendent of public 10
instruction shall allocate funds for the beginning educator support 11
team program on a competitive basis to individual school districts, 12
consortia of districts, or state-tribal compact schools. In 13
allocating funds, the office of the superintendent of public 14
instruction shall give priority to: 15
(a) Schools and districts identified for comprehensive or 16
targeted support and improvement as required under the federal 17
elementary and secondary education act; 18
(b) School districts with a large influx of beginning principals, 19
beginning educational staff associates, or beginning classroom 20
teachers; and 21
(c) School districts that demonstrate an understanding of the 22
research-based standards for beginning educator induction developed 23
by the office of the superintendent of public instruction.24
(4) A portion of the appropriated funds may be used for program 25
coordination and provision of statewide or regional professional 26
development through the office of the superintendent of public 27
instruction. 28
(5) A beginning educator support team program must include the 29
following components: 30
(a) A paid instructional orientation or individualized assistance 31
before the start of the school year for program participants;32
(b) A trained and qualified mentor assigned to each program 33
participant for up to three years, with intensive support in the 34
first year and decreasing support in subsequent years;35
(c) A goal to provide program participants from underrepresented 36
populations with a mentor who has strong ties to underrepresented 37
populations; 38
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(d) Ongoing professional development designed to meet the unique 1
needs of each program participant for supplemental training and skill 2
development; 3
(e) Initial and ongoing professional development for mentors;4
(f) Release time for mentors and program participants to work 5
together, as well as time for program participants to observe 6
accomplished peers; 7
(g) To the extent possible, a school or classroom assignment that 8
is appropriate for a beginning principal, beginning educational staff 9
associate, or beginning teacher; 10
(h) Nonevaluative observations with written feedback for program 11
participants; 12
(i) Support in understanding and participating in the state and 13
district evaluation process and using the instructional framework, 14
leadership framework, or both, to promote growth; 15
(j) Adherence to research-based standards for beginning educator 16
induction developed by the office of the superintendent of public 17
instruction; and 18
(k) A program evaluation that identifies program strengths and 19
gaps using the standards for beginning educator induction, the 20
retention of beginning educators, and positive impact on student 21
growth for program participants. 22
(6) The beginning educator support team program components under 23
subsection (5) of this section may be provided for continuous 24
improvement coaching to support educators on probation under RCW 25
28A.405.100. 26
Sec. 13. RCW 28A.655.230 and 2015 c 125 s 1 are each amended to 27
read as follows: 28
(1) The definitions in this subsection apply throughout this 29
section and RCW 28A.655.235 unless the context clearly requires 30
otherwise. 31
(a) "Basic" means a score on the statewide student assessment at 32
a level two in a four-level scoring system. 33
(b) "Below basic" means a score on the statewide student 34
assessment at a level one in a four-level scoring system.35
(((c) "Not meet the state standard" means a score on the 36
statewide student assessment at either a level one or a level two in 37
a four-level scoring system.))38
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(2) Prior to the return of the results of the statewide student 1
assessment in English language arts, elementary schools shall require 2
meetings between teachers and parents of students in third grade who 3
are reading below grade-level or who, based on formative or 4
diagnostic assessment, and other indicators, are likely to score in 5
the below basic level on the third grade statewide student assessment 6
in English language arts. At the meeting, the teacher shall inform 7
the parents or guardians of the requirements of this section and the 8
intensive reading improvement strategies that will be available to 9
students before fourth grade. The teacher also shall inform the 10
parents and guardians of the school district's grade placement policy 11
for the following year. Schools that have regularly scheduled parent 12
teacher conferences may use those meetings to comply with this 13
section. 14
(3) For students to be placed in fourth grade, the strategies 15
provided by the school district must include an intensive reading 16
improvement strategy provided, supported, or contracted by the school 17
district that includes small group reading instruction, a summer 18
program, or other options developed to meet the needs of students to 19
prepare for fourth grade. 20
(4) If a student in third grade scores below grade level on the 21
third grade statewide student assessment in English language arts, 22
and there was no meeting under subsection (2) of this section, the 23
principal or his or her designee shall notify the student's parents 24
or guardians of the following: 25
(a) The below basic score; 26
(b) An explanation of the requirements of this section;27
(c) The intensive reading improvement strategy options that are 28
available; 29
(d) The school district's grade placement policy;30
(e) Contact information for a school district employee who can 31
respond to questions and provide additional information; and32
(f) A reasonable deadline for obtaining the parent's consent 33
regarding the student's intensive reading improvement strategies that 34
will be implemented and the student's grade placement.35
(5) The parent's or guardian's consent must be obtained regarding 36
the appropriate grade placement and the intensive reading improvement 37
strategy to be implemented. The school district must implement the 38
strategy selected in consultation with the student's parents or 39
guardians. If the school district does not receive a response from a 40
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parent by the deadline or a reasonable time thereafter, the principal 1
or his or her designee shall make a decision on the student's grade 2
placement for the following year and the intensive reading 3
improvement strategies that will be implemented during the following 4
school year. 5
(6) If the school principal and parent cannot agree on the 6
appropriate grade placement and improvement strategies from the list 7
of available options, the parent's request will be honored.8
(7) If a student does not have a score in English language arts 9
on the third grade statewide student assessment but the district 10
determines, or is able to anticipate from, using district or 11
classroom-based formative or diagnostic assessments or another 12
standardized assessment, that the student's performance is equivalent 13
to below basic in English language arts, the policy in subsections 14
(2) through (6) of this section applies. 15
(8) Students participating in the transitional bilingual 16
instruction program are exempt from the policy in subsections (2) 17
through (6) of this section, unless the student has participated in 18
the transitional bilingual instruction program for three school years 19
and receives a score of below basic on the third grade statewide 20
student assessment in English language arts. 21
(9) Students with disabilities whose individualized education 22
program includes specially designed instruction in reading or English 23
language arts are exempt from subsections (2) through (8) of this 24
section. Communication and consultation with parents or guardians of 25
such students ((shall)) must occur through the individualized 26
education program development and revision process required under 27
chapter 28A.155 RCW and associated administrative rules.28
(10) Intensive reading improvement strategies must be implemented 29
as required by RCW 28A.655.235.30
Sec. 14. RCW 28A.655.235 and 2013 2nd sp.s. c 18 s 106 are each 31
amended to read as follows: 32
(1)(a) ((Beginning in the 2015-16 school year, except )) Except as 33
otherwise provided in this subsection (1), for any student who 34
received a score of basic or below basic on the third grade statewide 35
student assessment in English language arts in the previous school 36
year, the school district must implement an intensive reading ((and 37
literacy)) improvement strategy as follows:38
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(i) Through August 31, 2027, the strategy must be from a state 1
menu of best practices ((established in accordance with subsection 2
(3) of this section or an alternative strategy in accordance with 3
subsection (4) of this section)); and4
(ii) Beginning September 1, 2027, the strategy must meet the 5
requirements of RCW 28A.320.202(2) (a) through (e) (as recodified by 6
this act). 7
(b) ((Reading and literacy )) Intensive reading improvement 8
strategies for students with disabilities whose individualized 9
education program includes specially designed instruction in reading 10
or English language arts ((shall)) must be as provided in the 11
individualized education program : PROVIDED, That, beginning September 12
1, 2027, for students who are identified as having a disability 13
related to dyslexia, the specially designed instruction must include 14
instruction that meets the requirements of RCW 28A.320.202(2) (a) 15
through (e) (as recodified by this act). 16
(2)(a) ((Also beginning in the 2015-16 school year, in )) In any 17
school where more than forty percent of the tested students received 18
a score of basic or below basic on the third grade statewide student 19
assessment in English language arts in the previous school year, as 20
calculated under this subsection (2), the school district must 21
implement an intensive reading ((and literacy )) improvement strategy 22
for all students in grades kindergarten through four at the school as 23
follows:24
(i) Through August 31, 2027, the strategy must be from a state 25
menu of best practices ((established in accordance with subsection 26
(3) of this section or an alternative strategy in accordance with 27
subsection (4) of this section for all students in grades 28
kindergarten through four at the school)); and29
(ii) Beginning September 1, 2027, the strategy must meet the 30
requirements of RCW 28A.320.202(2) (a) through (e) (as recodified by 31
this act). 32
(b) For the purposes of this subsection (2), the office of the 33
superintendent of public instruction shall exclude the following from 34
the calculation of a school's percentage of tested students receiving 35
a score of basic or below basic on the third grade statewide student 36
assessment: 37
(i) Students enrolled in the transitional bilingual instruction 38
program unless the student has participated in the transitional 39
bilingual instruction program for three school years;40
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(ii) Students with disabilities whose individualized education 1
program specifies a different standard to measure reading performance 2
than is required for the statewide student assessment; and3
(iii) Schools with fewer than ten students in third grade.4
(3) ((The office of the superintendent of public instruction 5
shall convene a panel of experts, including the Washington state 6
institute for public policy, to develop a state menu of best 7
practices and strategies for intensive reading and literacy 8
improvement designed to assist struggling students in reaching grade 9
level in reading by the end of fourth grade. The state menu must also 10
include best practices and strategies to improve the reading and 11
literacy of students who are English language learners and for system 12
improvements that schools and school districts can implement to 13
improve reading instruction for all students. The office of the 14
superintendent of public instruction shall publish the state menu by 15
July 1, 2014, and update the state menu by each July 1st thereafter.16
(4) School districts may use an alternative practice or strategy 17
that is not on a state menu developed under subsection (3) of this 18
section for two school years initially. If the district is able to 19
demonstrate improved outcomes for participating students over the 20
previous two school years at a level commensurate with the best 21
practices and strategies on the state menu, the office of the 22
superintendent of public instruction must approve use of the 23
alternative practice or strategy by the district for one additional 24
school year. Subsequent annual approval by the superintendent of 25
public instruction to use the alternative practice or strategy is 26
dependent on the district continuing to demonstrate an increase in 27
improved outcomes for participating students )) Beginning September 1, 28
2027, teachers and other educators implementing the intensive reading 29
improvement strategies must have completed the educator training 30
program described in RCW 28A.300.530. 31
Sec. 15. RCW 28B.10.033 and 2019 c 295 s 202 are each amended to 32
read as follows: 33
(1)(a) Each Washington professional educator standards board-34
approved teacher preparation program, including an alternative route 35
teacher certification program, must develop a plan describing how the 36
program will partner with school districts in the general geographic 37
region of the program regarding field placement of student teachers. 38
The plans must be developed in collaboration with school districts 39
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desiring to partner with the programs, and may include use of 1
unexpended federal or state funds to support residencies and 2
mentoring for students who are likely to continue teaching in the 3
district in which they have a supervised field placement.4
(b) Beginning July 1, 2020, the following goals must be 5
considered when developing the plans required under this section:6
(i) Field placement of student teachers should be targeted to 7
high-need subject areas, including special education and English 8
learner, and high-need geographic areas, including Title I and rural 9
schools; and 10
(ii) Student teacher mentors should be highly effective as 11
evidenced by the mentors having received level 3 or above on both 12
criteria 3 (recognizing individual student learning needs and 13
developing strategies to address those needs) and criteria 6 (using 14
multiple student data elements to modify instruction and improve 15
student learning) on their most recent comprehensive performance 16
evaluation under RCW 28A.405.100. Student teacher mentors should also 17
have received or be concurrently receiving professional development 18
in mentoring skills. 19
(c) Beginning September 1, 2027, student teacher mentors with an 20
assignment related to reading and writing literacy competencies, as 21
determined by the Washington professional educator standards board 22
under section 3 of this act, must have completed the educator 23
training program described in RCW 28A.300.530.24
(2) The plans required under subsection (1) of this section must 25
be submitted to the Washington professional educator standards board 26
and updated by July 1st every even-numbered year. 27
(3) The Washington professional educator standards board shall 28
post the plans and updates required under this section on its 29
website. 30
NEW SECTION. Sec. 16. RCW 28A.320.202 is recodified as a 31
section in chapter 28A.230 RCW.32
NEW SECTION. Sec. 17. RCW 28B.10.033 is recodified as a section 33
in chapter 28A.410 RCW.34
NEW SECTION. Sec. 18. The following acts or parts of acts are 35
each repealed:36
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(1) RCW 28A.300.290 (Effective reading programs — Identification) 1
and 1996 c 273 s 1; 2
(2) RCW 28A.300.300 (Effective reading programs — Information— 3
Development and implementation of strategies) and 1998 c 245 s 11 & 4
1996 c 273 s 4; 5
(3) RCW 28A.300.330 (Primary grade reading grant program) and 6
1997 c 262 s 4; 7
(4) RCW 28A.300.340 (Primary grade reading grant program — 8
Timelines— Rules) and 1997 c 262 s 7; 9
(5) RCW 28A.410.285 (Teacher preparation programs) and 2019 c 295 10
s 203; 11
(6) RCW 28A.415.350 (Professional development learning 12
opportunities— Partnerships) and 2009 c 539 s 4 & 2007 c 402 s 7;13
(7) RCW 28A.415.360 (Learning improvement days — Eligibility— 14
Reports) and 2019 c 252 s 117, 2009 c 548 s 403, & 2007 c 402 s 9; 15
and 16
(8) RCW 28A.415.400 (Reading instruction and early literacy — 17
Professional development) and 2013 2nd sp.s. c 18 s 103.18
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