Student performance

AN ACT Relating to improving student performance and success with 1
evidence-based practices, achievement-based incentives and 2
accountability and transparency measures; amending RCW 28A.165.100, 3
28A.400.200, 28A.320.202, 28A.300.530, 28A.300.570, 28A.150.220, 4
28A.300.720, 28A.320.260, 28A.415.265, 28A.655.230, 28A.655.235, and 5
28B.10.033; adding a new section to chapter 28A.165 RCW; adding a new 6
section to chapter 28A.405 RCW; adding a new section to chapter 7
28A.630 RCW; adding a new section to chapter 28A.300 RCW; adding new 8
sections to chapter 28A.410 RCW; adding a new section to chapter 9
28A.710 RCW; adding a new section to chapter 28A.715 RCW; creating 10
new sections; recodifying RCW 28A.320.202 and 28B.10.033; repealing 11
RCW 28A.405.415, 28A.300.290, 28A.300.300, 28A.300.330, 28A.300.340, 12
28A.410.285, 28A.415.350, 28A.415.360, and 28A.415.400; providing 13
effective dates; and providing expiration dates. 14
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:15
NEW SECTION. Sec. 1. (1) The legislature finds that a 16
significant number of students in Washington are struggling to meet 17
grade-level standards in core academic areas, with 60 percent of 18
students failing to meet grade-level standards in math and 50 percent 19
failing in English language arts. Specifically in reading, 36 percent 20
of third grade students and 40 percent of fourth grade students are 21
H-0920.2
HOUSE BILL 1832
State of Washington 69th Legislature 2025 Regular Session
By Representatives Keaton, Rude, Dufault, and Marshall
Read first time 02/04/25. Referred to Committee on Education.
p. 1 HB 1832
below grade level. On national assessments, 72 percent of Washington 1
eighth graders are not proficient in math. This persistent 2
underperformance poses a critical challenge to the academic success 3
and future opportunities of Washington's students. 4
(2) The legislature further finds that literacy is the foundation 5
upon which all other academic success is built. Learning to read and 6
write is a core element of the state's statutory program of basic 7
education, and these foundational skills are necessary for success in 8
all other subjects. By around the fourth grade, students must 9
transition from "learning to read" to "reading to learn," where they 10
rely on reading skills to access information in subjects like science 11
and social studies. If students do not achieve strong literacy skills 12
by this critical stage, their ability to succeed in these subjects 13
and beyond will be severely compromised. 14
(3) Given these alarming statistics and the importance of early 15
literacy and mathematics skills, the legislature intends to take 16
comprehensive and evidence-based actions to improve student outcomes. 17
The legislature intends to provide additional funding for school 18
districts to target support for students who are not meeting grade-19
level standards in math and English language arts. The legislature 20
also intends to provide bonuses to educators whose efforts directly 21
lead to improved student performance on assessments, incentivizing 22
excellence in teaching. 23
(4) In an effort to improve early literacy, and set high 24
expectations, the legislature intends to require all students to 25
enter the fourth grade equipped with the reading skills needed to 26
continue their learning. The legislature plans to provide multiple 27
pathways for students to demonstrate proficiency in order to enter 28
fourth grade and intends to allow for good cause exemptions for 29
specific students. However, the legislature believes students must 30
not move to the fourth grade prematurely. This is a critical juncture 31
in a student's education with far-reaching effects on the student's 32
future. Washington public schools have the potential to significantly 33
improve both academic performance and students' lives, similar to 34
states like Mississippi, which, despite having one of the highest 35
populations of low-income students, has achieved remarkable success 36
in reading outcomes. 37
(5) In order to aid schools in meeting this challenge, the 38
legislature intends to provide for the hiring of reading coaches in 39
elementary schools, ensuring students receive expert guidance in 40
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building essential literacy skills. Additionally, by the 2027-28 1
school year, the legislature intends to require public schools to 2
implement a structured literacy program that aligns with the science 3
of reading, an approach that research shows has an effectiveness rate 4
of at least 95 percent. This program incorporates the five pillars of 5
reading: Phonology and phonemic awareness; orthographic knowledge or 6
phonics; reading and writing fluency; vocabulary or oral language 7
knowledge and proficiency; and semantics or comprehension of written 8
language. The legislature intends for these programs to be evidence-9
based, systemic, sequential, and cumulative, ensuring high quality, 10
explicit, and rigorous instruction that meets the diverse needs of 11
all students. To that end, the legislature also intends to provide 12
further resources for teachers to support students with dyslexia.13
(6) To improve the quality of reading instruction, the 14
legislature also intends to prohibit ineffective methods that 15
encourage students to guess words. The legislature intends to require 16
the office of the superintendent of public instruction to monitor 17
school district literacy programs to ensure compliance with these new 18
requirements, facilitating continuous improvement across schools.19
(7) Furthermore, the legislature intends to update teacher 20
endorsement standards for reading and literacy. Teacher preparation 21
programs will be required to include these updated standards. To 22
support teachers in the field, the office of the superintendent of 23
public instruction will regularly update training programs and offer 24
refresher courses focused on evidence-based professional development. 25
This training is intended to address the science of reading and the 26
implementation of effective literacy instruction for students in 27
kindergarten through grade four. 28
(8) Finally, the legislature intends to call for a review of the 29
state's mathematics standards, including a comparison to Singapore 30
math, to assess whether updating the state's standards could improve 31
outcomes for Washington students in this critical subject area.32
(9) Through these actions, the legislature seeks to ensure that 33
every student in Washington has the foundational skills in literacy 34
and mathematics needed to succeed academically and beyond. These 35
measures align with the state's commitment to providing high quality 36
basic education, addressing the urgent need for intervention and 37
improvement in reading, writing, and mathematics. 38
p. 3 HB 1832
NEW SECTION. Sec. 2. A new section is added to chapter 28A.165 1
RCW to read as follows: 2
(1) Beginning September 1, 2025, according to the schedule 3
established under RCW 28A.510.250, in addition to the amounts 4
provided in RCW 28A.150.260(10), the superintendent of public 5
instruction must allocate up to $250 per eligible student to each 6
school district, increased for inflation from the 2025-26 school 7
year, to establish supplemental supports for students who are not 8
meeting academic standards. The allocation must be calculated as 9
follows: 10
(a) $125 multiplied by the percentage of students that, in the 11
prior school year, did not meet the standard on the statewide student 12
assessment in English language arts as provided for under RCW 13
28A.655.070, multiplied by the total enrollment of the school 14
district; and 15
(b) $125 multiplied by the percentage of students that, in the 16
prior school year, did not meet the standard on the statewide student 17
assessment in mathematics as provided for under RCW 28A.655.070, 18
multiplied by the total enrollment of the school district.19
(2) The school district must use the amounts provided under 20
subsection (1) of this section in the same manner as allocations for 21
the learning assistance program, under this chapter.22
(3) The policy established in this section and funding provided 23
for this policy are not part of the state's statutory program of 24
basic education under RCW 28A.150.200. 25
(4) This section governs school operation and management under 26
RCW 28A.710.040 and 28A.715.020 and applies to charter schools 27
established under chapter 28A.710 RCW and state-tribal education 28
compact schools subject to chapter 28A.715 RCW to the same extent as 29
it applies to school districts. 30
NEW SECTION. Sec. 3. A new section is added to chapter 28A.405 31
RCW to read as follows: 32
(1) Beginning September 1, 2026, and by September 1st annually 33
thereafter, the office of the superintendent of public instruction 34
shall allocate $1,000 per enrolled full-time equivalent student to 35
each school district that has met the assessment standard growth 36
threshold. 37
(2)(a) The school district shall use the amounts provided under 38
subsection (1) of this section to distribute bonuses to school staff 39
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who, as determined by the district, have directly contributed to 1
increasing the district's assessment standard growth. When 2
calculating the amount of the bonuses and selecting the staff to 3
receive the bonuses, the school district must consider which 4
certificated and classified staff directly contributed to supporting 5
students in meeting the standards on the state math assessment and 6
the state English language arts assessment. This consideration may 7
include teachers who work outside the assessed courses and grade 8
levels. 9
(b) The bonus amounts determined by the school district under (a) 10
of this subsection (2) must not exceed $12,000 per full-time 11
equivalent staff. 12
(c) School districts are prohibited from engaging in collective 13
bargaining on the distribution of the bonuses under (a) of this 14
subsection (2). 15
(d) The school district board of directors is encouraged to 16
establish an advisory committee that includes certificated 17
instructional staff and classified staff to develop recommendations 18
for the distribution of bonuses to school staff who have directly 19
contributed to increasing the district's assessment standard growth.20
(e) The bonuses provided under this section are in addition to 21
compensation received under the annual salary schedules adopted in 22
accordance with RCW 28A.405.200. 23
(3) The policy established in this section and funding provided 24
for this policy are not part of the state's statutory program of 25
basic education under RCW 28A.150.200. 26
(4) This section governs school operation and management under 27
RCW 28A.710.040 and 28A.715.020 and applies to charter schools 28
established under chapter 28A.710 RCW and state-tribal education 29
compact schools subject to chapter 28A.715 RCW to the same extent as 30
it applies to school districts. 31
(5) For purposes of this section, the following definitions 32
apply: 33
(a) "Assessment standard growth threshold" means:34
(i) For the 2025-26 and 2026-27 school years, a three percent 35
year-over-year growth in either the state math assessment or the 36
state English language arts assessment; 37
(ii) For the 2027-28 and 2028-29 school years, an eight percent 38
year-over-year growth in either the state math assessment or the 39
state English language arts assessment; and 40
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(iii) Beginning in the 2029-30 school year, 80 percent of 1
students met the standard on the state math assessment or the state 2
English language arts assessment. 3
(b) "State English language arts assessment" means the statewide 4
student assessment in English language arts as provided for under RCW 5
28A.655.070. 6
(c) "State math assessment" means the statewide student 7
assessment in mathematics as provided for under RCW 28A.655.070.8
NEW SECTION. Sec. 4. A new section is added to chapter 28A.630 9
RCW to read as follows: 10
(1) Subject to the availability of amounts appropriated for this 11
specific purpose, the reading to ensure academic development grant 12
program, known as the READ grant program, is established to improve 13
early elementary student literacy. 14
(2) Beginning September 1, 2025, the office of the superintendent 15
of public instruction must award up to 125 READ grants. Grants may 16
not exceed $75,000 per year for four years, per public elementary 17
school. Grants may be awarded to one or more elementary schools 18
within an applying school district. 19
(3)(a) In making grant allocations, the office of the 20
superintendent of public instruction must give priority to public 21
elementary schools with the highest percentages of tested students 22
receiving a score of basic or below basic, as defined in RCW 23
28A.655.230, on the third grade statewide student assessment in 24
English language arts as provided for under RCW 28A.655.070, in the 25
previous school year. The office may also consider the percentage of 26
students qualifying for free or reduced-price meals and the 27
percentage of students participating in English learner programs.28
(b) For the purposes of this subsection, the office of the 29
superintendent of public instruction must exclude the following from 30
the calculation of a school's percentage of tested students:31
(i) Students enrolled in the transitional bilingual instruction 32
program under chapter 28A.180 RCW unless the student has participated 33
in the program for three school years; and 34
(ii) Students with disabilities whose individualized education 35
program specifies a different standard to measure reading performance 36
than is required for the statewide student assessment in English 37
language arts. 38
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(4) Grant funds awarded under this section must be used to hire 1
reading coaches in the awarded public elementary school. As used in 2
this section, a reading coach is a classified staff person, with at 3
least two years of experience teaching literacy skills to students, 4
who provides additional educational support services to elementary 5
students to improve their reading skills. 6
(5)(a) The office of the superintendent of public instruction 7
must evaluate the READ grant program, in collaboration with 8
recipients of the grants in this section, and prepare a report on the 9
outcomes of the program. The report must include a comparison between 10
the third grade statewide student English language arts assessment 11
scores, both proficiency and growth rates, of the awarded elementary 12
schools and the scores of comparable schools. A preliminary report is 13
due November 30, 2028, and a final report is due November 30, 2029.14
(b) The report required by (a) of this subsection must be 15
submitted to the appropriate committees of the legislature, in 16
accordance with RCW 43.01.036. 17
(6) As used in this section, "public school" has the same meaning 18
as provided in RCW 28A.150.010. 19
(7) This section expires July 1, 2030. 20
Sec. 5. RCW 28A.165.100 and 2021 c 111 s 8 are each amended to 21
read as follows: 22
(1) School districts shall record in the statewide individual 23
student data system annual entrance and exit performance data for 24
each student participating in the learning assistance program 25
according to specifications established by the office of the 26
superintendent of public instruction. 27
(2) Annually (([by])) by September 30th, school districts shall 28
report to the office of the superintendent of public instruction, 29
using a common format prepared by the office: 30
(a) The amount of academic growth gained by students 31
participating in the learning assistance program; 32
(b) The number of students who gain at least one year of academic 33
growth; 34
(c) The specific practices, activities, and programs used by each 35
school building that received learning assistance program funding;36
(d) The percentage of learning assistance program funding used to 37
engage community partners, the number of students receiving direct 38
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supports and services from those community partners, and the types of 1
supports and services; ((and))2
(e) The amount of funding for students not meeting academic 3
standards that each school district received under section 2 (1) of 4
this act;5
(f) The number of public schools and the number of certificated 6
instructional staff that received assessment standard growth bonus 7
funding under section 3 of this act; and8
(g) Other data if required by the office of the superintendent of 9
public instruction to demonstrate the efficacy of the learning 10
assistance program expenditures to show student academic growth gains 11
including indicators aligned with the accountability framework for 12
schools receiving support under RCW 28A.657.110. 13
(3) By January 1, 2020, and each January 1st thereafter, the 14
office of the superintendent of public instruction shall compile the 15
school district data reported as required by subsection (2) of this 16
section, and report, in compliance with RCW 43.01.036, to the 17
appropriate committees of the legislature with the annual and 18
longitudinal gains for the specific practices, activities, and 19
programs used by the school districts and schools to show which are 20
the most effective. The data must be disaggregated by student 21
subgroups as described in RCW 28A.300.042(1) for student-level data.22
Sec. 6. RCW 28A.400.200 and 2018 c 266 s 205 are each amended to 23
read as follows: 24
(1) Every school district board of directors shall fix, alter, 25
allow, and order paid salaries and compensation for all district 26
employees in conformance with this section. 27
(2)(a) Through the 2017-18 school year, salaries for certificated 28
instructional staff shall not be less than the salary provided in the 29
appropriations act in the statewide salary allocation schedule for an 30
employee with a baccalaureate degree and zero years of service;31
(b) Salaries for certificated instructional staff with a master's 32
degree shall not be less than the salary provided in the 33
appropriations act in the statewide salary allocation schedule for an 34
employee with a master's degree and zero years of service; and35
(c) Beginning with the 2018-19 school year: 36
(i) Salaries for full-time certificated instructional staff must 37
not be less than forty thousand dollars, to be adjusted for regional 38
differences in the cost of hiring staff as specified in RCW 39
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28A.150.410, and to be adjusted annually by the same inflationary 1
measure as provided in RCW 28A.400.205; 2
(ii) Salaries for full-time certificated instructional staff with 3
at least five years of experience must exceed by at least ten percent 4
the value specified in (c)(i) of this subsection; 5
(iii) A district may not pay full-time certificated instructional 6
staff a salary that exceeds ninety thousand dollars, subject to 7
adjustment for regional differences in the cost of hiring staff as 8
specified in RCW 28A.150.410. This maximum salary is adjusted 9
annually by the inflationary measure in RCW 28A.400.205;10
(iv) These minimum and maximum salaries apply to the services 11
provided as part of the state's statutory program of basic education 12
and exclude supplemental contracts for additional time, 13
responsibility, or incentive pursuant to this section or for 14
enrichment pursuant to RCW 28A.150.276; 15
(v) These minimum and maximum salaries also exclude the 16
assessment standard growth bonuses provided under section 3 of this 17
act;18
(vi) A district may pay a salary that exceeds this maximum salary 19
by up to ten percent for full-time certificated instructional staff: 20
Who are educational staff associates; who teach in the subjects of 21
science, technology, engineering, or math; or who teach in the 22
transitional bilingual instruction or special education programs.23
(3)(a)(i) Through the 2017-18 school year the actual average 24
salary paid to certificated instructional staff shall not exceed the 25
district's average certificated instructional staff salary used for 26
the state basic education allocations for that school year as 27
determined pursuant to RCW 28A.150.410. 28
(ii) ((For the 2018-19 school year, salaries for certificated 29
instructional staff are subject to the limitations in RCW 41.59.800.30
(iii))) Beginning with the 2019-20 school year, for purposes of 31
subsection (4) of this section, RCW 28A.150.276, and 28A.505.100, 32
each school district must annually identify the actual salary paid to 33
each certificated instructional staff for services rendered as part 34
of the state's program of basic education. 35
(b) Through the 2018-19 school year, fringe benefit contributions 36
for certificated instructional staff shall be included as salary 37
under (a)(i) of this subsection only to the extent that the 38
district's actual average benefit contribution exceeds the amount of 39
the insurance benefits allocation, less the amount remitted by 40
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districts to the health care authority for retiree subsidies, 1
provided per certificated instructional staff unit in the state 2
operating appropriations act in effect at the time the compensation 3
is payable. For purposes of this section, fringe benefits shall not 4
include payment for unused leave for illness or injury under RCW 5
28A.400.210; employer contributions for old age survivors insurance, 6
workers' compensation, unemployment compensation, and retirement 7
benefits under the Washington state retirement system; or employer 8
contributions for health benefits in excess of the insurance benefits 9
allocation provided per certificated instructional staff unit in the 10
state operating appropriations act in effect at the time the 11
compensation is payable. A school district may not use state funds to 12
provide employer contributions for such excess health benefits.13
(c) Salary and benefits for certificated instructional staff in 14
programs other than basic education shall be consistent with the 15
salary and benefits paid to certificated instructional staff in the 16
basic education program. 17
(4)(a) Salaries and benefits for certificated instructional staff 18
may exceed the limitations in subsection (3) of this section only by 19
separate contract for additional time, for additional 20
responsibilities, or for incentives. Supplemental contracts shall not 21
cause the state to incur any present or future funding obligation. 22
Supplemental contracts must be accounted for by a school district 23
when the district is developing its four-year budget plan under RCW 24
28A.505.040. 25
(b) Supplemental contracts shall be subject to the collective 26
bargaining provisions of chapter 41.59 RCW and the provisions of RCW 27
28A.405.240, shall not exceed one year, and if not renewed shall not 28
constitute adverse change in accordance with RCW 28A.405.300 through 29
28A.405.380. No district may enter into a supplemental contract under 30
this subsection for the provision of services which are a part of the 31
basic education program required by Article IX, section 1 of the 32
state Constitution and RCW 28A.150.220. 33
(c)(i) Beginning September 1, 2019, supplemental contracts for 34
certificated instructional staff are subject to the following 35
additional restrictions: School districts may enter into supplemental 36
contracts only for enrichment activities as defined in and subject to 37
the limitations of RCW 28A.150.276. 38
(ii) For a supplemental contract, or portion of a supplemental 39
contract, that is time-based, the hourly rate the district pays may 40
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not exceed the hourly rate provided to that same instructional staff 1
for services under the basic education salary identified under 2
subsection (3)(a)(((iii))) (ii) of this section. For a supplemental 3
contract, or portion of a supplemental contract that is not time-4
based, the contract must document the additional duties, 5
responsibilities, or incentives that are being funded in the 6
contract. 7
(5) Employee benefit plans offered by any district shall comply 8
with RCW 28A.400.350, 28A.400.275, and 28A.400.280.9
NEW SECTION. Sec. 7. RCW 28A.405.415 (Bonuses— National board 10
for professional standards certification) and 2023 c 379 s 7, 2020 c 11
288 s 5, 2013 2nd sp.s. c 5 s 4, 2011 1st sp.s. c 18 s 4, 2009 c 539 12
s 6, 2008 c 175 s 2, & 2007 c 398 s 2 are each repealed, effective 13
September 1, 2025.14
NEW SECTION. Sec. 8. A new section is added to chapter 28A.300 15
RCW to read as follows: 16
The office of the superintendent of public instruction shall 17
publish longitudinal data on its website regarding public school and 18
school district performance across various student measures. The most 19
recent 10 years of student measures data must be published for the 20
following student measures, at a minimum: Assessment proficiency, 21
graduation rates, assessment growth, enrollment, and discipline. If 22
student measures data is unavailable or lacks sufficient quality for 23
publication, the office must provide an explanation on the relevant 24
webpage. 25
Sec. 9. RCW 28A.320.202 and 2013 2nd sp.s. c 18 s 102 are each 26
amended to read as follows: 27
(1) School districts ((are responsible for providing a 28
comprehensive system of instruction and services in reading and early 29
literacy to kindergarten through fourth grade students that is based 30
on the degree of student need for additional support. Reading and 31
early literacy systems provided by school districts must include:32
(1) Annual use of)) shall implement a structured literacy program 33
that uses evidence-based instructional practices to promote the early 34
literacy and reading and writing literacy of students in kindergarten 35
through fourth grade. School districts are encouraged to phase in use 36
of the program elements beginning with the 2025-26 school year and 37
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shall fully implement all program elements by the beginning of the 1
2027-28 school year. 2
(2) A structured literacy program required by subsection (1) of 3
this section must:4
(a) Include at least the following essential components: 5
Semantics or comprehending written language; reading and writing 6
fluency; orthographic knowledge or phonics; phonology and phonemic 7
awareness; and vocabulary or oral language knowledge and proficiency;8
(b) Be systemic, sequential, and cumulative;9
(c) Provide direct, explicit, and rigorous instruction that is 10
high quality and knowledge rich;11
(d) Be diagnostic of and responsive to individual student needs, 12
including by being multisensory and multimodal;13
(e) Provide instruction and services, including literacy 14
interventions under RCW 28A.320.260 within a multitiered system of 15
supports;16
(f) Use screening assessments and other tools to identify at-risk 17
readers in kindergarten through fourth grade, such as the Washington 18
kindergarten inventory of developing skills, the Washington state 19
early learning and development guidelines for birth through third 20
grade, literacy screenings for students in kindergarten through 21
second grade under RCW 28A.320.260, the second grade reading 22
assessment under RCW 28A.300.310, and locally used assessments and 23
other tools;24
(g) For students in third grade who are reading below grade 25
level, implement intensive reading improvement strategies under RCW 26
28A.655.230 and 28A.655.235; and 27
(((2) Research-based)) (h) Use research-based family involvement 28
and engagement strategies, including strategies to help families and 29
guardians assist in improving students' reading and early literacy 30
skills at home. 31
(3) A structured literacy program is encouraged to offer the 32
parents of a student who performs below grade level on a second grade 33
reading assessment selected under RCW 28A.300.310, a reading 34
improvement strategy that includes small group reading instruction, a 35
summer program, or other options developed to meet the needs of 36
students to prepare for third grade.37
(4) The three-cueing system model of reading instruction, which 38
relies on meaning, structure and syntax, and visual cues (commonly 39
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referred to as MSV), is prohibited in the structured literacy program 1
required by subsection (1) of this section. 2
NEW SECTION. Sec. 10. A new section is added to chapter 28A.410 3
RCW to read as follows: 4
(1) Within existing resources and by September 1, 2026, the 5
Washington professional educator standards board shall adopt revised 6
standards for teacher endorsements with reading and writing literacy 7
competencies. The revised standards must include those competencies 8
necessary to participate in the delivery of a structured literacy 9
program under RCW 28A.320.202 (as recodified by this act), which, 10
among other requirements, includes the essential components of 11
phonemic awareness, phonics, fluency, vocabulary, and comprehension.12
(2) The Washington professional educator standards board shall 13
require approved educator preparation programs offering teacher 14
endorsements with reading and writing literacy competencies to 15
incorporate the revised standards into their programs by the 16
beginning of the 2027-28 academic year. 17
(3) For the purposes of this section "teacher endorsements with 18
reading and writing literacy competencies" includes early childhood 19
education, early childhood special education, elementary education, 20
reading, special education, and other endorsements related to reading 21
and writing literacy as determined by the Washington professional 22
educator standards board. 23
NEW SECTION. Sec. 11. A new section is added to chapter 28A.410 24
RCW to read as follows: 25
(1) To renew a teacher certificate on or after September 1, 2028, 26
a teacher holding an endorsement in, or with an assignment related 27
to, reading and literacy competencies must complete training on the 28
skills and knowledge necessary to participate in the delivery of a 29
structured literacy program under RCW 28A.320.202 (as recodified by 30
this act). To meet the requirements of this section, the relevant 31
teachers must first complete the educator training program described 32
in RCW 28A.300.530 or an equivalent training program approved by the 33
Washington professional educator standards board, and may 34
subsequently either retake the full educator training program or the 35
refresher course described in RCW 28A.300.530. 36
(2) The Washington professional educator standards board shall 37
determine the endorsements and assignments to which the provisions of 38
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this section apply, after considering the definition of "teacher 1
endorsements with reading and writing literacy competencies" in 2
section 10 of this act. 3
NEW SECTION. Sec. 12. A new section is added to chapter 28A.710 4
RCW to read as follows: 5
RCW 28A.320.202 (as recodified by this act) governs school 6
operation and management under RCW 28A.710.040 and applies to charter 7
schools established under this chapter. 8
NEW SECTION. Sec. 13. A new section is added to chapter 28A.715 9
RCW to read as follows: 10
RCW 28A.320.202 (as recodified by this act) governs school 11
operation and management under RCW 28A.715.020 and applies to state-12
tribal education compact schools subject to this chapter.13
Sec. 14. RCW 28A.300.530 and 2009 c 546 s 2 are each amended to 14
read as follows: 15
(1) Within available resources, the office of the superintendent 16
of public instruction, in consultation with ((the school districts 17
that participated in the Lorraine Wojahn dyslexia pilot program, and 18
with an international )) appropriate experts, for example, the 19
educational service districts and international and state-level 20
nonprofit organization s dedicated to supporting efforts to provide 21
appropriate identification of and instruction for individuals with 22
dyslexia, shall((:23
(a) Develop)) develop, and periodically update, an educator 24
training program and a refresher course to enhance the reading, 25
writing, and spelling skills of ((students with dyslexia. The 26
training program must provide research-based, multisensory literacy 27
intervention professional development in the areas of dyslexia and 28
intervention implementation. The program shall )) kindergarten through 29
fourth grade students, including students who display indications of, 30
or areas of weakness associated with, dyslexia. The educator training 31
program and refresher course must provide evidence-based professional 32
development on the skills and knowledge necessary to participate in 33
the delivery of a structured literacy program under RCW 28A.320.202 34
(as recodified by this act).35
p. 14 HB 1832
(2) The educator training program and refresher course must be 1
posted on the website of the office of the superintendent of public 2
instruction. 3
(3) The educator training program and refresher course may be 4
regionally delivered through the educational service districts. The 5
educational service districts may seek assistance from ((the 6
international)) nonprofit organization s to deliver the educator 7
training((; and8
(b) Develop a dyslexia handbook to be used as a reference for 9
teachers and parents of students with dyslexia. The handbook shall be 10
modeled after other state dyslexia handbooks, and shall include 11
guidelines for school districts to follow as they identify and 12
provide services for students with dyslexia. Additionally, the 13
handbook shall provide school districts, and parents and guardians 14
with information regarding the state's relevant statutes and their 15
relation to federal special education laws. The handbook shall be 16
posted on the website of the office of the superintendent of public 17
instruction.18
(2) Beginning September 1, 2009, and annually thereafter, each )) 19
program and refresher course.20
(4) Each educational service district shall annually report to 21
the office of the superintendent of public instruction the number of 22
individuals who participate in the educator training ((developed and 23
offered by the educational service district )) program and refresher 24
course. The Washington professional educator standards board shall 25
annually report to the office of the superintendent of public 26
instruction the number of teachers holding an endorsement in, or with 27
an assignment related to, reading and writing literacy competencies 28
who have not completed the educator training program . The office of 29
the superintendent of public instruction shall report that 30
information to the legislative education committees by December 1st 31
annually and in compliance with RCW 43.01.036.32
(5) "Teachers holding an endorsement in, or with an assignment 33
related to, reading and writing literacy competencies" has the same 34
meaning as "teacher endorsements with reading and writing literacy 35
competencies" in section 10 of this act. 36
Sec. 15. RCW 28A.300.570 and 2018 c 58 s 29 are each amended to 37
read as follows: 38
p. 15 HB 1832
In support of reading and early literacy , including structured 1
literacy programs under RCW 28A.320.202 (as recodified by this act) , 2
the office of the superintendent of public instruction is responsible 3
for: 4
(1) Continuing to work collaboratively with state and regional 5
partners such as the department of children, youth, and families and 6
the educational service districts to establish early literacy 7
benchmarks and standards and to implement the Washington state 8
((comprehensive)) structured literacy plan; 9
(2) ((Disseminating)) Within existing resources, disseminating 10
research and information ((to school districts)) about evidence-based 11
programs and practices in reading readiness skills, early literacy, 12
and reading instruction to school districts, as well as local 13
government and community-based organizations that support families 14
with children; 15
(3) Providing statewide models to support ((school districts that 16
are implementing response to intervention initiatives, positive 17
behavior intervention support systems, or other similar comprehensive 18
models of data-based identification and early intervention )) public 19
schools to implement multitiered system of supports; ((and))20
(4) Within available funds and in partnership with the 21
educational service districts, providing technical assistance ((and 22
professional development opportunities for school districts )) to 23
public schools delivering a structured literacy program under RCW 24
28A.320.202 (as recodified by this act);25
(5) Developing, and periodically updating, a dyslexia handbook to 26
be used as a reference for teachers and parents of students who 27
display indications of, or areas of weakness associated with, 28
dyslexia. The handbook must include guidelines for school districts 29
to follow as they identify and provide services for students with 30
dyslexia. Additionally, the handbook must provide school districts 31
and parents with information regarding the state's relevant statutes 32
and their relation to federal special education laws, as well as 33
parental support resources. The handbook must be posted on the 34
website of the office of the superintendent of public instruction; 35
and36
(6) Within existing resources, reviewing and monitoring 37
structured literacy programs to ensure compliance with the 38
requirements of RCW 28A.320.202 (as recodified by this act), 39
including any curricula used to implement the structured literacy 40
p. 16 HB 1832
program, RCW 28A.320.260, 28A.655.230, and 28A.655.235, and sections 1
12 and 13 of this act. The reviews and monitoring required by this 2
subsection may be conducted concurrently with other oversight and 3
monitoring conducted by the office of the superintendent of public 4
instruction. 5
Sec. 16. RCW 28A.150.220 and 2024 c 66 s 10 are each amended to 6
read as follows: 7
(1) In order for students to have the opportunity to develop the 8
basic education knowledge and skills under RCW 28A.150.210, school 9
districts must provide instruction of sufficient quantity and quality 10
and give students the opportunity to complete graduation requirements 11
that are intended to prepare them for postsecondary education, 12
gainful employment, and citizenship. The program established under 13
this section shall be the minimum instructional program of basic 14
education offered by school districts. 15
(2) Each school district shall make available to students the 16
following minimum instructional offering each school year:17
(a) For students enrolled in grades one through 12, at least a 18
district-wide annual average of 1,000 hours, which shall be increased 19
beginning in the 2015-16 school year to at least 1,080 instructional 20
hours for students enrolled in grades nine through 12 and at least 21
1,000 instructional hours for students in grades one through eight, 22
all of which may be calculated by a school district using a district-23
wide annual average of instructional hours over grades one through 24
12; and 25
(b) For students enrolled in kindergarten, at least 450 26
instructional hours, which shall be increased to at least 1,000 27
instructional hours according to the implementation schedule under 28
RCW 28A.150.315. 29
(3) The instructional program of basic education provided by each 30
school district shall include: 31
(a) Instruction in the state learning standards under RCW 32
28A.655.070; 33
(b) Instruction that provides students the opportunity to 34
complete 24 credits for high school graduation. Course distribution 35
requirements may be established by the state board of education under 36
RCW 28A.230.090; 37
p. 17 HB 1832
(c) If the state learning standards include a requirement of 1
languages other than English, the requirement may be met by students 2
receiving instruction in one or more American Indian languages;3
(d) Supplemental instruction and services for students who are 4
not meeting academic standards through the learning assistance 5
program under RCW 28A.165.005 through 28A.165.065; 6
(e) Supplemental instruction and services for eligible and 7
enrolled students and exited students whose primary language is other 8
than English through the transitional bilingual instruction program 9
under RCW 28A.180.010 through 28A.180.080; 10
(f) The opportunity for an appropriate education at public 11
expense as defined by RCW 28A.155.020 for all eligible students with 12
disabilities as defined in RCW 28A.155.020; and 13
(g) Programs for highly capable students under RCW 28A.185.010 14
through 28A.185.030. 15
(4) Nothing contained in this section shall be construed to 16
require individual students to attend school for any particular 17
number of hours per day or to take any particular courses.18
(5)(a) Each school district's kindergarten through 12th grade 19
basic educational program shall be accessible to all students who are 20
five years of age, as provided by RCW 28A.225.160, and less than 21 21
years of age and shall consist of a minimum of 180 school days per 22
school year in such grades as are conducted by a school district, and 23
180 half-days of instruction, or equivalent, in kindergarten, to be 24
increased to a minimum of 180 school days per school year according 25
to the implementation schedule under RCW 28A.150.315.26
(b) Schools administering the Washington kindergarten inventory 27
of developing skills may use up to three school days at the beginning 28
of the school year to meet with parents and families as required in 29
the parent involvement component of the inventory.30
(c) In the case of students who are graduating from high school, 31
a school district may schedule the last five school days of the 180-32
day school year for noninstructional purposes including, but not 33
limited to, the observance of graduation and early release from 34
school upon the request of a student. All such students may be 35
claimed as a full -time equivalent student to the extent they could 36
otherwise have been so claimed for the purposes of RCW 28A.150.250 37
and 28A.150.260. Any hours scheduled by a school district for 38
noninstructional purposes during the last five school days for such 39
p. 18 HB 1832
students shall count toward the instructional hours requirement in 1
subsection (2)(a) of this section. 2
(6) Subject to RCW 28A.150.276, nothing in this section precludes 3
a school district from enriching the instructional program of basic 4
education, such as offering additional instruction or providing 5
additional services, programs, or activities that the school district 6
determines to be appropriate for the education of the school 7
district's students. 8
(7) The state board of education shall adopt rules to implement 9
and ensure compliance with the program requirements imposed by this 10
section, RCW 28A.150.250 ((and)), 28A.150.260, and 28A.320.202 (as 11
recodified by this act) , and such related supplemental program 12
approval requirements as the state board may establish.13
Sec. 17. RCW 28A.300.720 and 2018 c 75 s 5 are each amended to 14
read as follows: 15
(1) By June 1, 2021, the superintendent of public instruction 16
must review the dyslexia advisory council's recommendations required 17
under ((RCW 28A.300.710)) section 4, chapter 75, Laws of 2018 and 18
make available to school districts: 19
(a) Best practices for school district implementation of 20
screenings as required under RCW 28A.320.260, including trainings for 21
school district staff conducting the screenings , for example, the 22
educator training program and refresher course delivered under RCW 23
28A.300.530; 24
(b) Best practices for using a multitiered system ((s)) of 25
supports to provide interventions as required under RCW 28A.320.260, 26
including trainings for school district staff in instructional 27
methods specifically targeting students' areas of weakness;28
(c) Sample educational information for parents and families 29
related to dyslexia that includes a list of resources for parental 30
support, such as the dyslexia handbook developed under RCW 31
28A.300.570; and 32
(d) Best practices to address the needs of students above grade 33
two who show indications of, or areas of weakness associated with, 34
dyslexia. 35
(2) By February 15, 2022, the superintendent of public 36
instruction must review the dyslexia advisory council's updated 37
report required under ((RCW 28A.300.710)) section 4, chapter 75, Laws 38
of 2018 and revise the best practices and sample educational 39
p. 19 HB 1832
information made available to school districts required under 1
subsection (1) of this section. 2
(((3) By November 1, 2022, and in compliance with RCW 43.01.036, 3
the superintendent of public instruction must report to the house of 4
representatives and senate education committees with the following 5
information from the 2021-22 school year:6
(a) The number of students: (i) Screened pursuant to RCW 7
28A.320.260; (ii) with indications of, or areas of weakness 8
associated with, dyslexia identified under RCW 28A.300.700; and (iii) 9
provided interventions pursuant to RCW 28A.320.260;10
(b) Descriptions from school districts of the types of 11
interventions used in accordance with RCW 28A.320.260 and rates of 12
student progress, when available; and13
(c) Descriptions from school districts of the issues districts 14
had related to implementing the provisions of RCW 28A.320.260.))15
Sec. 18. RCW 28A.320.260 and 2018 c 75 s 2 are each amended to 16
read as follows: 17
(1) Beginning in the 2021-22 school year, and as provided in this 18
section, each school district must use a multitiered system ((s)) of 19
supports to provide interventions to students in kindergarten through 20
second grade who display indications of, or areas of weakness 21
associated with, dyslexia. In order to provide school districts with 22
the opportunity to intervene before a student's performance falls 23
significantly below grade level, school districts must screen 24
students in kindergarten through second grade for indications of, or 25
areas associated with, dyslexia as provided in this section.26
(2)(a) School districts must use screening tools and resources 27
that exemplify best practices, as described under RCW 28A.300.700.28
(b) School districts may use the screening tools and resources 29
identified by the superintendent of public instruction in accordance 30
with RCW 28A.300.700. 31
(3)(a) If a student shows indications of below grade level 32
literacy development or indications of, or areas of weakness 33
associated with, dyslexia, the school district must provide 34
interventions using an evidence-based multitiered system ((s)) of 35
supports, consistent with the ((recommendations of the dyslexia 36
advisory council under RCW 28A.300.710)) best practices made 37
available by the superintendent of public instruction under RCW 38
28A.300.720, and as required under this subsection (3).39
p. 20 HB 1832
(b) ((The)) (i) Through August 31, 2027, the interventions must 1
be evidence-based multisensory structured literacy interventions and 2
must be provided by an educator trained in instructional methods 3
specifically targeting students' areas of weakness.4
(ii) Beginning September 1, 2027, the interventions must meet the 5
requirements of RCW 28A.320.202 (2) (a) through (e) and (3) (as 6
recodified by this act) and be implemented by teachers or other 7
educators who have completed the educator training program described 8
in RCW 28A.300.530.9
(c) Whenever possible, a school district must begin by providing 10
student supports in the general education classroom. If screening 11
tools and resources indicate that, after receiving the initial tier 12
of student support, a student requires interventions, the school 13
district may provide the interventions in either the general 14
education classroom or a learning assistance program setting. If 15
after receiving interventions, further screening tools and resources 16
indicate that a student continues to have indications of, or areas of 17
weakness associated with, dyslexia, the school district must 18
recommend to the student's parents and family that the student be 19
evaluated for dyslexia or a specific learning disability.20
(4) For a student who shows indications of, or areas of weakness 21
associated with, dyslexia, each school district must notify the 22
student's parents and family of the identified indicators and areas 23
of weakness, as well as the plan for using a multitiered system((s)) 24
of supports to provide supports and interventions. The initial notice 25
must also include ((information relating to dyslexia and resources 26
for parental support )) the dyslexia handbook developed by the 27
superintendent of public instruction under RCW 28A.300.570. The 28
school district must regularly update the student's parents and 29
family of the student's progress. 30
(5) School districts may use state funds provided under chapter 31
28A.165 RCW to meet the requirements of this section.32
Sec. 19. RCW 28A.415.265 and 2019 c 295 s 302 are each amended 33
to read as follows: 34
(1) For the purposes of this section, a mentor educator is a 35
teacher, educational staff associate, or principal who:36
(a) Has successfully completed training in assisting, coaching, 37
and advising beginning principals, beginning educational staff 38
associates, beginning teachers, or student teachers as defined by the 39
p. 21 HB 1832
office of the superintendent of public instruction . Beginning 1
September 1, 2027, mentor educators with an assignment related to 2
reading and writing literacy competencies, as determined by the 3
Washington professional educator standards board under section 10 of 4
this act, must have also completed the educator training program 5
described in RCW 28A.300.530; 6
(b) Has been selected using mentor standards developed by the 7
office of the superintendent of public instruction; and8
(c) Is participating in ongoing mentor skills professional 9
development. 10
(2)(a) The beginning educator support team program is established 11
to provide professional development and mentoring for beginning 12
principals, beginning educational staff associates, beginning 13
teachers, and candidates in alternative route teacher certification 14
programs under chapter 28A.660 RCW. 15
(b) The superintendent of public instruction shall notify school 16
districts about the beginning educator support team program and 17
encourage districts to apply for program funds. 18
(3) Subject to the availability of amounts appropriated for this 19
specific purpose, the office of the superintendent of public 20
instruction shall allocate funds for the beginning educator support 21
team program on a competitive basis to individual school districts, 22
consortia of districts, or state-tribal compact schools. In 23
allocating funds, the office of the superintendent of public 24
instruction shall give priority to: 25
(a) Schools and districts identified for comprehensive or 26
targeted support and improvement as required under the federal 27
elementary and secondary education act; 28
(b) School districts with a large influx of beginning principals, 29
beginning educational staff associates, or beginning classroom 30
teachers; and 31
(c) School districts that demonstrate an understanding of the 32
research-based standards for beginning educator induction developed 33
by the office of the superintendent of public instruction.34
(4) A portion of the appropriated funds may be used for program 35
coordination and provision of statewide or regional professional 36
development through the office of the superintendent of public 37
instruction. 38
(5) A beginning educator support team program must include the 39
following components: 40
p. 22 HB 1832
(a) A paid instructional orientation or individualized assistance 1
before the start of the school year for program participants;2
(b) A trained and qualified mentor assigned to each program 3
participant for up to three years, with intensive support in the 4
first year and decreasing support in subsequent years;5
(c) A goal to provide program participants from underrepresented 6
populations with a mentor who has strong ties to underrepresented 7
populations; 8
(d) Ongoing professional development designed to meet the unique 9
needs of each program participant for supplemental training and skill 10
development; 11
(e) Initial and ongoing professional development for mentors;12
(f) Release time for mentors and program participants to work 13
together, as well as time for program participants to observe 14
accomplished peers; 15
(g) To the extent possible, a school or classroom assignment that 16
is appropriate for a beginning principal, beginning educational staff 17
associate, or beginning teacher; 18
(h) Nonevaluative observations with written feedback for program 19
participants; 20
(i) Support in understanding and participating in the state and 21
district evaluation process and using the instructional framework, 22
leadership framework, or both, to promote growth; 23
(j) Adherence to research-based standards for beginning educator 24
induction developed by the office of the superintendent of public 25
instruction; and 26
(k) A program evaluation that identifies program strengths and 27
gaps using the standards for beginning educator induction, the 28
retention of beginning educators, and positive impact on student 29
growth for program participants. 30
(6) The beginning educator support team program components under 31
subsection (5) of this section may be provided for continuous 32
improvement coaching to support educators on probation under RCW 33
28A.405.100. 34
Sec. 20. RCW 28A.655.230 and 2015 c 125 s 1 are each amended to 35
read as follows: 36
(1) The definitions in this subsection apply throughout this 37
section and RCW 28A.655.235 unless the context clearly requires 38
otherwise. 39
p. 23 HB 1832
(a) "Basic" means a score on the statewide student assessment at 1
a level two in a four-level scoring system. 2
(b) "Below basic" means a score on the statewide student 3
assessment at a level one in a four-level scoring system.4
(((c) "Not meet the state standard" means a score on the 5
statewide student assessment at either a level one or a level two in 6
a four-level scoring system.))7
(2) Prior to the return of the results of the statewide student 8
assessment in English language arts, elementary schools shall require 9
meetings between teachers and parents of students in third grade who 10
are reading below grade-level or who, based on formative or 11
diagnostic assessment, and other indicators, are likely to score in 12
the below basic level on the third grade statewide student assessment 13
in English language arts. At the meeting, the teacher shall inform 14
the parents or guardians of the requirements of this section and the 15
intensive reading improvement strategies that will be available to 16
students before fourth grade. The teacher also shall inform the 17
parents and guardians of the school district's grade placement policy 18
for the following year under subsection (3) of this section . Schools 19
that have regularly scheduled parent teacher conferences may use 20
those meetings to comply with this section. 21
(3)(a) For third grade students to be ((placed in )) promoted to 22
fourth grade, ((the strategies provided by the school district must 23
include)) they must either: (i) Meet grade level standard on the 24
statewide student assessment in English language arts; (ii) pass an 25
alternative assessment; or (iii) successfully demonstrate sufficient 26
third grade reading skills through a portfolio of student work.27
(b) For third grade students who do not meet the promotion 28
requirements in (a) of this subsection (3), the school district must 29
implement an intensive reading improvement strategy provided, 30
supported, or contracted by the school district that includes small 31
group reading instruction, a summer program , or other options 32
developed to meet the needs of students repeating third grade to 33
prepare for fourth grade. 34
(4) If a student in third grade scores below grade level on the 35
third grade statewide student assessment in English language arts, 36
and there was no meeting under subsection (2) of this section, the 37
principal or his or her designee shall notify the student's parents 38
or guardians of the following: 39
(a) The below basic score; 40
p. 24 HB 1832
(b) An explanation of the requirements of this section;1
(c) The intensive reading improvement strategy options that are 2
available; 3
(d) The school district's grade placement policy under subsection 4
(3) of this section; 5
(e) Contact information for a school district employee who can 6
respond to questions and provide additional information; and7
(f) A reasonable deadline for obtaining the parent's consent 8
regarding the student's intensive reading improvement strategies that 9
will be implemented ((and the student's grade placement)).10
(5) The parent's or guardian's consent must be obtained regarding 11
((the appropriate grade placement and )) the intensive reading 12
improvement strategy to be implemented. The school district must 13
implement the strategy selected in consultation with the student's 14
parents or guardians. If the school district does not receive a 15
response from a parent by the deadline or a reasonable time 16
thereafter, the principal or his or her designee shall make a 17
decision on ((the student's grade placement for the following year 18
and)) the intensive reading improvement strategies that will be 19
implemented during the following school year. 20
(6) If the school principal and parent cannot agree on ((the 21
appropriate grade placement and )) improvement strategies from the 22
list of available options, the parent's request ((will)) must be 23
honored. 24
(7) If a student does not have a score in English language arts 25
on the third grade statewide student assessment but the district 26
determines, or is able to anticipate from, using district or 27
classroom-based formative or diagnostic assessments or another 28
standardized assessment, that the student's performance is equivalent 29
to below basic in English language arts, the policy in subsections 30
(2) through (6) of this section applies. 31
(8) Students participating in the transitional bilingual 32
instruction program ((are exempt)) may be exempted from the policy in 33
subsections (2) through (6) of this section((, unless the student has 34
participated in the transitional bilingual instruction program for 35
three school years and receives a score of below basic on the third 36
grade statewide student assessment in English language arts )) for 37
reasons of good cause that recognize their special needs, 38
particularly if they were previously retained. 39
p. 25 HB 1832
(9) Students with disabilities whose individualized education 1
program includes specially designed instruction in reading or English 2
language arts ((are exempt from )) may be exempted from the policy in 3
subsections (2) through (8) of this section for reasons of good cause 4
that recognize their special needs, particularly if they were 5
previously retained . Communication and consultation with parents or 6
guardians of such students ((shall)) must occur through the 7
individualized education program development and revision process 8
required under chapter 28A.155 RCW and associated administrative 9
rules. 10
(10) Intensive reading improvement strategies must be implemented 11
as required by RCW 28A.655.235.12
Sec. 21. RCW 28A.655.235 and 2013 2nd sp.s. c 18 s 106 are each 13
amended to read as follows: 14
(1)(a) ((Beginning in the 2015-16 school year, except )) Except as 15
otherwise provided in this subsection (1), for any student who 16
received a score of basic or below basic on the third grade statewide 17
student assessment in English language arts in the previous school 18
year, the school district must implement an intensive reading ((and 19
literacy)) improvement strategy as follows:20
(i) Through August 31, 2027, the strategy must be from a state 21
menu of best practices ((established in accordance with subsection 22
(3) of this section or an alternative strategy in accordance with 23
subsection (4) of this section)); and24
(ii) Beginning September 1, 2027, the strategy must meet the 25
requirements of RCW 28A.320.202 (2) (a) through (e) and (3) (as 26
recodified by this act). 27
(b) ((Reading and literacy )) Intensive reading improvement 28
strategies for students with disabilities whose individualized 29
education program includes specially designed instruction in reading 30
or English language arts ((shall)) must be as provided in the 31
individualized education program : PROVIDED, That, beginning September 32
1, 2027, for students who are identified as having a disability 33
related to dyslexia, the specially designed instruction must include 34
instruction that meets the requirements of RCW 28A.320.202 (2) (a) 35
through (e) and (3) (as recodified by this act). 36
(2)(a) ((Also beginning in the 2015-16 school year, in )) In any 37
school where more than forty percent of the tested students received 38
a score of basic or below basic on the third grade statewide student 39
p. 26 HB 1832
assessment in English language arts in the previous school year, as 1
calculated under this subsection (2), the school district must 2
implement an intensive reading ((and literacy )) improvement strategy 3
for all students in grades kindergarten through four at the school as 4
follows:5
(i) Through August 31, 2027, the strategy must be from a state 6
menu of best practices ((established in accordance with subsection 7
(3) of this section or an alternative strategy in accordance with 8
subsection (4) of this section for all students in grades 9
kindergarten through four at the school)); and10
(ii) Beginning September 1, 2027, the strategy must meet the 11
requirements of RCW 28A.320.202 (2) (a) through (e) and (3) (as 12
recodified by this act). 13
(b) For the purposes of this subsection (2), the office of the 14
superintendent of public instruction shall exclude the following from 15
the calculation of a school's percentage of tested students receiving 16
a score of basic or below basic on the third grade statewide student 17
assessment: 18
(i) Students enrolled in the transitional bilingual instruction 19
program unless the student has participated in the transitional 20
bilingual instruction program for three school years;21
(ii) Students with disabilities whose individualized education 22
program specifies a different standard to measure reading performance 23
than is required for the statewide student assessment; and24
(iii) Schools with fewer than ten students in third grade.25
(3) ((The office of the superintendent of public instruction 26
shall convene a panel of experts, including the Washington state 27
institute for public policy, to develop a state menu of best 28
practices and strategies for intensive reading and literacy 29
improvement designed to assist struggling students in reaching grade 30
level in reading by the end of fourth grade. The state menu must also 31
include best practices and strategies to improve the reading and 32
literacy of students who are English language learners and for system 33
improvements that schools and school districts can implement to 34
improve reading instruction for all students. The office of the 35
superintendent of public instruction shall publish the state menu by 36
July 1, 2014, and update the state menu by each July 1st thereafter.37
(4) School districts may use an alternative practice or strategy 38
that is not on a state menu developed under subsection (3) of this 39
section for two school years initially. If the district is able to 40
p. 27 HB 1832
demonstrate improved outcomes for participating students over the 1
previous two school years at a level commensurate with the best 2
practices and strategies on the state menu, the office of the 3
superintendent of public instruction must approve use of the 4
alternative practice or strategy by the district for one additional 5
school year. Subsequent annual approval by the superintendent of 6
public instruction to use the alternative practice or strategy is 7
dependent on the district continuing to demonstrate an increase in 8
improved outcomes for participating students )) Beginning September 1, 9
2027, teachers and other educators implementing the intensive reading 10
improvement strategies must have completed the educator training 11
program described in RCW 28A.300.530. 12
Sec. 22. RCW 28B.10.033 and 2019 c 295 s 202 are each amended to 13
read as follows: 14
(1)(a) Each Washington professional educator standards board-15
approved teacher preparation program, including an alternative route 16
teacher certification program, must develop a plan describing how the 17
program will partner with school districts in the general geographic 18
region of the program regarding field placement of student teachers. 19
The plans must be developed in collaboration with school districts 20
desiring to partner with the programs, and may include use of 21
unexpended federal or state funds to support residencies and 22
mentoring for students who are likely to continue teaching in the 23
district in which they have a supervised field placement.24
(b) Beginning July 1, 2020, the following goals must be 25
considered when developing the plans required under this section:26
(i) Field placement of student teachers should be targeted to 27
high-need subject areas, including special education and English 28
learner, and high-need geographic areas, including Title I and rural 29
schools; and 30
(ii) Student teacher mentors should be highly effective as 31
evidenced by the mentors having received level 3 or above on both 32
criteria 3 (recognizing individual student learning needs and 33
developing strategies to address those needs) and criteria 6 (using 34
multiple student data elements to modify instruction and improve 35
student learning) on their most recent comprehensive performance 36
evaluation under RCW 28A.405.100. Student teacher mentors should also 37
have received or be concurrently receiving professional development 38
in mentoring skills. 39
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(c) Beginning September 1, 2027, student teacher mentors with an 1
assignment related to reading and writing literacy competencies, as 2
determined by the Washington professional educator standards board 3
under section 10 of this act, must have completed the educator 4
training program described in RCW 28A.300.530.5
(2) The plans required under subsection (1) of this section must 6
be submitted to the Washington professional educator standards board 7
and updated by July 1st every even-numbered year. 8
(3) The Washington professional educator standards board shall 9
post the plans and updates required under this section on its 10
website. 11
NEW SECTION. Sec. 23. (1) The office of the superintendent of 12
public instruction shall consider how the state learning standards in 13
mathematics compare to the mathematics method developed in the 14
country of Singapore that uses a three-step approach, referred to as 15
concrete-pictorial-abstract in order to help students learn math 16
concepts. By December 31, 2025, and in compliance with RCW 43.01.036, 17
the office of the superintendent of public instruction shall report 18
to the appropriate committees of the legislature with a 19
recommendation of whether the state should update its standards to 20
implement the Singapore mathematics method.21
(2) This section expires June 30, 2026. 22
NEW SECTION. Sec. 24. RCW 28A.320.202 is recodified as a 23
section in chapter 28A.230 RCW.24
NEW SECTION. Sec. 25. RCW 28B.10.033 is recodified as a section 25
in chapter 28A.410 RCW.26
NEW SECTION. Sec. 26. The following acts or parts of acts are 27
each repealed:28
(1) RCW 28A.300.290 (Effective reading programs — Identification) 29
and 1996 c 273 s 1; 30
(2) RCW 28A.300.300 (Effective reading programs — Information— 31
Development and implementation of strategies) and 1998 c 245 s 11 & 32
1996 c 273 s 4; 33
(3) RCW 28A.300.330 (Primary grade reading grant program) and 34
1997 c 262 s 4; 35
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(4) RCW 28A.300.340 (Primary grade reading grant program — 1
Timelines— Rules) and 1997 c 262 s 7; 2
(5) RCW 28A.410.285 (Teacher preparation programs) and 2019 c 295 3
s 203; 4
(6) RCW 28A.415.350 (Professional development learning 5
opportunities— Partnerships) and 2009 c 539 s 4 & 2007 c 402 s 7;6
(7) RCW 28A.415.360 (Learning improvement days — Eligibility— 7
Reports) and 2019 c 252 s 117, 2009 c 548 s 403, & 2007 c 402 s 9; 8
and 9
(8) RCW 28A.415.400 (Reading instruction and early literacy — 10
Professional development) and 2013 2nd sp.s. c 18 s 103.11
NEW SECTION. Sec. 27. Section 20 of this act takes effect 12
September 1, 2027.13
NEW SECTION. Sec. 28. This act shall be known and cited as the 14
building opportunities for student success (BOSS) act.15
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