Youth mental health/schools

AN ACT Relating to enhancing youth mental health and well-being 1
through advanced training and expansion of the workforce in schools; 2
amending RCW 28A.410.044, 28A.320.280, and 28A.310.235; reenacting 3
and amending RCW 28A.150.260; adding a new section to chapter 28A.310 4
RCW; and creating a new section. 5
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:6
NEW SECTION. Sec. 1. The legislature finds that Washington 7
youth require additional support in order to thrive. Washington has 8
the ninth highest school refusal rate in the country, with 30 percent 9
of K-12 students missing more than 10 percent of the school year. A 10
significant number of Washington's youth experience high rates of 11
emotional, developmental, or behavioral distress, or thoughts of 12
suicide.13
The legislature further finds that school social workers are 14
uniquely positioned to contribute to K-12 student safety, address 15
student behavioral health care needs, and support students with 16
individualized education programs. School social workers collaborate 17
with school personnel, families, and community organizations to 18
reduce absenteeism, support student mental health, and create 19
inclusive learning environments that prepare students for success in 20
a diverse society. 21
S-0614.1
SENATE BILL 5369
State of Washington 69th Legislature 2025 Regular Session
By Senators Orwall, Hasegawa, Krishnadasan, Liias, Nobles, Valdez,
and C. Wilson
Read first time 01/20/25. Referred to Committee on Early Learning &
K-12 Education.
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The legislature further finds that the national association of 1
school social workers recommends a ratio of one school social worker 2
to every 250 students, but that Washington has only one school social 3
worker for every 3,798 students. Washington would need to increase 4
this ratio by 93 percent to meet the national standard.5
It is therefore the intent of the legislature to increase student 6
access to school social workers through workforce development, 7
collaboration with community organizations, and increased funding.8
Sec. 2. RCW 28A.410.044 and 2018 c 200 s 3 are each amended to 9
read as follows: 10
(1) A school psychologist is a professional educator who holds a 11
valid school psychologist certification as defined by the 12
professional educator standards board. Pursuant to the national 13
association of school psychologists' model for comprehensive and 14
integrated school psychological services, school psychologists 15
deliver services across ten domains of practice. Two domains permeate 16
all areas of service delivery: Data-based decision making; and 17
consultation and collaboration. Five domains encompass direct and 18
indirect services to children and their families: Student-level 19
services, interventions, and instructional supports to develop 20
academic skills; student-level interventions and mental health 21
services to develop social and life skills; systems-level school-wide 22
practices to promote learning; systems-level preventive and 23
responsive services; and systems-level family school collaboration 24
services. The three foundational domains include: Knowledge and 25
skills related to diversity in development and learning; research and 26
program evaluation; and legal and ethical practice.27
(2)(a) A school social worker is a professional in the fields of 28
social work and education who holds a valid school social worker 29
certification as defined by the professional educator standards 30
board. The purpose and role of the school social worker is to 31
((provide)) serve as an integral link between school, home, and 32
community ((in)), helping students achieve academic and social 33
success. This is accomplished by removing barriers and providing 34
services that may include: Mental health ((and academic counseling, 35
support for students and parents, crisis prevention and intervention, 36
professional case management, collaboration with other professionals, 37
organizations, and community agencies, and advocacy for students and 38
parents. School social workers work directly with school 39
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administrators as well as students and families, at various levels 1
and as part of an interdisciplinary team in the educational system, 2
including at the building, district, and state level. School social 3
workers provide leadership and professional expertise regarding the 4
formation of school discipline policies and procedures, and through 5
school-based mental health services, crisis management, the 6
implementation of social-emotional learning, and other support 7
services that impact student academic and social-emotional success. 8
School social workers also facilitate community involvement in the 9
schools while advocating for student success )) counseling; crisis 10
intervention; behavioral consultation; trauma-informed care; support 11
and advocacy for students and families; professional case management; 12
and developing and implementing individualized education programs and 13
plans developed under section 504 of the federal rehabilitation act 14
of 1973.15
(b) School social workers provide leadership and professional 16
expertise in the development of school discipline policies and 17
procedures, emphasizing best practices. School social workers also 18
leverage data to track trends, monitor student progress, and assess 19
the effectiveness of interventions. As trained mental health 20
clinicians, school social workers support implementation of social-21
emotional learning and foster supportive school environments for all 22
students. 23
Sec. 3. RCW 28A.320.280 and 2018 c 200 s 2 are each amended to 24
read as follows: 25
The school counselor works with developing and leading a 26
comprehensive guidance and counseling program to focus on the 27
academic, career, personal, and social needs of all students. School 28
psychologists carry out special education evaluation duties, among 29
other things. School social workers ((promote and support students' 30
health, academic, and social success with counseling and support, and 31
by providing and coordinating specialized services and resources )) 32
have the role and scope explicated in RCW 28A.410.044(2). All of 33
these professionals are also involved in multitiered systems of 34
support for academic and behavioral skills. These professionals focus 35
on student mental health, work with at-risk and marginalized 36
students, perform risk assessments, and collaborate with mental 37
health professionals to promote student achievement and create a safe 38
learning environment. In order that school counselors, school social 39
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workers, and school psychologists have the time available to 1
prioritize these functions, in addition to other activities requiring 2
direct student contact, responsibilities such as data input and data 3
tracking should be handled by nonlicensed, noncertified staff, where 4
possible. 5
NEW SECTION. Sec. 4. A new section is added to chapter 28A.310 6
RCW to read as follows: 7
Subject to the availability of amounts appropriated for this 8
specific purpose, each educational service district may coordinate 9
with: 10
(1) Local mental health agencies and local school districts to 11
arrange for in-school placements of social worker associates licensed 12
under RCW 18.225.145 and to coordinate clinical supervision for 13
approved supervisors that meet the requirements as defined in rule by 14
the department of health to provide the necessary supervision to the 15
social worker associates; 16
(2) Local school districts and accredited university programs to 17
support masters of social work candidates in obtaining an in-school 18
placement and a conditional educational staff associate certificate 19
as provided by the professional educator standards board; and20
(3) Local school districts, accredited university programs, and 21
behavioral health agencies to support postmasters of social work 22
professionals in obtaining an in-school placement. These positions 23
must be coordinated between the educational service district and 24
behavioral health agencies. 25
Sec. 5. RCW 28A.310.235 and 2019 c 295 s 102 are each amended to 26
read as follows: 27
(1) For the purpose of this section, "educator" means a 28
paraeducator, teacher, principal, administrator, superintendent, 29
school counselor, school psychologist, school social worker, school 30
nurse, school physical therapist, school occupational therapist, or 31
school speech-language pathologist or audiologist.32
(2) An educational service district may employ a person whose 33
duties are to provide to local school districts the following 34
services related to educator recruitment: 35
(a) Serve as a liaison between local school districts and 36
educator preparation programs, between their region and other regions 37
in the state, and between the local school districts and agencies 38
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that may be helpful in educator recruitment efforts, including the 1
office of the superintendent of public instruction, the Washington 2
professional educator standards board, the paraeducator board, the 3
student achievement council, the state board for community and 4
technical colleges, the state department of veterans affairs, the 5
state military department, and the workforce training and education 6
coordinating board; 7
(b) Encourage and support local school districts to develop or 8
expand a recruiting Washington teachers program under RCW 9
28A.415.370, a career and technical education careers in education 10
program, or an alternative route teacher certification program under 11
chapter 28A.660 RCW; 12
(c) Provide outreach to community members who may be interested 13
in becoming educators, including high school and college students, 14
subject matter experts, and former military personnel and their 15
spouses; 16
(d) Support persons interested in becoming educators by providing 17
resources and assistance with navigating transition points on the 18
path to a career in education; ((and))19
(e) Provide resources and technical assistance to local school 20
districts on best hiring processes and practices; and21
(f) Support the coordination efforts prescribed under section 4 22
of this act. 23
(3) A person employed to provide the services described in 24
subsection (2) of this section must be reflective of, and have an 25
understanding of, the local community. 26
Sec. 6. RCW 28A.150.260 and 2024 c 262 s 2 and 2024 c 191 s 2 27
are each reenacted and amended to read as follows:28
The purpose of this section is to provide for the allocation of 29
state funding that the legislature deems necessary to support school 30
districts in offering the minimum instructional program of basic 31
education under RCW 28A.150.220. The allocation shall be determined 32
as follows: 33
(1) The governor shall and the superintendent of public 34
instruction may recommend to the legislature a formula for the 35
distribution of a basic education instructional allocation for each 36
common school district. 37
(2)(a) The distribution formula under this section shall be for 38
allocation purposes only. Except as may be required under subsections 39
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(4)(b) and (c), (5)(((b) and)) (c) and (d), (8), and (9) of this 1
section, chapter 28A.155, 28A.165, 28A.180, or 28A.185 RCW, or 2
federal laws and regulations, nothing in this section requires school 3
districts to use basic education instructional funds to implement a 4
particular instructional approach or service. Nothing in this section 5
requires school districts to maintain a particular classroom teacher-6
to-student ratio or other staff-to-student ratio or to use allocated 7
funds to pay for particular types or classifications of staff. 8
Nothing in this section entitles an individual teacher to a 9
particular teacher planning period. 10
(b) To promote transparency in state funding allocations, the 11
superintendent of public instruction must report state per-pupil 12
allocations for each school district for the general apportionment, 13
special education, learning assistance, transitional bilingual, 14
highly capable, and career and technical education programs. The 15
superintendent must report this information in a user-friendly format 16
on the main page of the office's website. School districts must 17
include a link to the superintendent's per-pupil allocations report 18
on the main page of the school district's website. In addition, the 19
budget documents published by the legislature for the enacted omnibus 20
operating appropriations act must report statewide average per-pupil 21
allocations for general apportionment and the categorical programs 22
listed in this subsection. 23
(3)(a) To the extent the technical details of the formula have 24
been adopted by the legislature and except when specifically provided 25
as a school district allocation, the distribution formula for the 26
basic education instructional allocation shall be based on minimum 27
staffing and nonstaff costs the legislature deems necessary to 28
support instruction and operations in prototypical schools serving 29
high, middle, and elementary school students as provided in this 30
section. The use of prototypical schools for the distribution formula 31
does not constitute legislative intent that schools should be 32
operated or structured in a similar fashion as the prototypes. 33
Prototypical schools illustrate the level of resources needed to 34
operate a school of a particular size with particular types and grade 35
levels of students using commonly understood terms and inputs, such 36
as class size, hours of instruction, and various categories of school 37
staff. It is the intent that the funding allocations to school 38
districts be adjusted from the school prototypes based on the actual 39
number of annual average full-time equivalent students in each grade 40
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level at each school in the district and not based on the grade-level 1
configuration of the school to the extent that data is available. The 2
allocations shall be further adjusted from the school prototypes with 3
minimum allocations for small schools and to reflect other factors 4
identified in the omnibus appropriations act. 5
(b) For the purposes of this section, prototypical schools are 6
defined as follows: 7
(i) A prototypical high school has 600 average annual full-time 8
equivalent students in grades nine through 12; 9
(ii) A prototypical middle school has 432 average annual full-10
time equivalent students in grades seven and eight; and11
(iii) A prototypical elementary school has 400 average annual 12
full-time equivalent students in grades kindergarten through six.13
(4)(a)(i) The minimum allocation for each level of prototypical 14
school shall be based on the number of full-time equivalent classroom 15
teachers needed to provide instruction over the minimum required 16
annual instructional hours under RCW 28A.150.220 and provide at least 17
one teacher planning period per school day, and based on the 18
following general education average class size of full-time 19
equivalent students per teacher: 20
General education21
average class size22
Grades K-3. . . . . . . . . . . . . . . . . . . . . . . . . . 17.0023
Grade 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27.0024
Grades 5-6. . . . . . . . . . . . . . . . . . . . . . . . . . . 27.0025
Grades 7-8. . . . . . . . . . . . . . . . . . . . . . . . . . . 28.5326
Grades 9-12. . . . . . . . . . . . . . . . . . . . . . . . . . 28.7427
(ii) The minimum class size allocation for each prototypical high 28
school shall also provide for enhanced funding for class size 29
reduction for two laboratory science classes within grades nine 30
through 12 per full-time equivalent high school student multiplied by 31
a laboratory science course factor of 0.0833, based on the number of 32
full-time equivalent classroom teachers needed to provide instruction 33
over the minimum required annual instructional hours in RCW 34
28A.150.220, and providing at least one teacher planning period per 35
school day: 36
Laboratory science37
average class size38
Grades 9-12. . . . . . . . . . . . . . . . . . . . . . . . . . 19.9839
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(b)(i) Beginning September 1, 2019, funding for average K-3 class 1
sizes in this subsection (4) may be provided only to the extent of, 2
and proportionate to, the school district's demonstrated actual class 3
size in grades K-3, up to the funded class sizes. 4
(ii) The office of the superintendent of public instruction shall 5
develop rules to implement this subsection (4)(b). 6
(c)(i) The minimum allocation for each prototypical middle and 7
high school shall also provide for full-time equivalent classroom 8
teachers based on the following number of full-time equivalent 9
students per teacher in career and technical education:10
Career and technical11
education average12
class size13
Approved career and technical education offered at14
the middle school and high school level. . . . . . . . . . . . 23.0015
Skill center programs meeting the standards established16
by the office of the superintendent of public 17
instruction. . . . . . . . . . . . . . . . . . . . . . . . . . 19.0018
(ii) Funding allocated under this subsection (4)(c) is subject to 19
RCW 28A.150.265. 20
(d) In addition, the omnibus appropriations act shall at a 21
minimum specify: 22
(i) A high-poverty average class size in schools where more than 23
50 percent of the students are eligible for free and reduced-price 24
meals; and 25
(ii) A specialty average class size for advanced placement and 26
international baccalaureate courses. 27
(5)(a) The minimum allocation for each level of prototypical 28
school shall include allocations for the following types of staff in 29
addition to classroom teachers: 30
31
32
Elementary
School
Middle
School
High
School
33
34
Principals, assistant principals, and other certificated building-level
administrators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.253

1.353

1.880
35
36
Teacher-librarians, a function that includes information literacy, technology,
and media to support school library media programs. . . . . . . . . . . . . . . . . . . .

0.663

0.519

0.523
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1
2
Paraeducators, including any aspect of educational instructional services
provided by classified employees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.012

0.776

0.728
3 Office support and other noninstructional aides. . . . . . . . . . . . . . . . . . . . . . . . . 2.088 2.401 3.345
4 Custodians. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.657 1.942 2.965
5 Nurses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.585 0.888 0.824
6 Social workers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.311 0.088 0.127
7 Psychologists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.104 0.024 0.049
8 Counselors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.993 1.716 3.039
9 Classified staff providing student and staff safety. . . . . . . . . . . . . . . . . . . . . . . 0.079 0.092 0.141
10 Parent involvement coordinators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.0825 0.00 0.00
(b) In addition to the allocations provided under (a) of this 11
subsection, the following staffing units must be provided to 12
qualifying schools, as defined under subsection (10)(a)(ii) of this 13
section:14
15
16
Elementary
School
Middle
School
High
School
17 Social workers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.060 0.060 0.060
(c)(i) The superintendent may only allocate funding, up to the 18
combined minimum allocations, for nurses, social workers, 19
psychologists, counselors, classified staff providing student and 20
staff safety, and parent involvement coordinators under (a) and (b) 21
of this subsection to the extent of and proportionate to a school 22
district's demonstrated actual ratios of: Full-time equivalent 23
physical, social, and emotional support staff to full-time equivalent 24
students. 25
(ii) The superintendent must adopt rules to implement this 26
subsection (5)(((b))) (c) and the rules must require school districts 27
to prioritize funding allocated as required by (((b))) (c)(i) of this 28
subsection for physical, social, and emotional support staff who hold 29
a valid educational staff associate certificate appropriate for the 30
staff's role. 31
(iii) For the purposes of this subsection (5)(((b))) (c), 32
"physical, social, and emotional support staff" include nurses, 33
social workers, psychologists, counselors, classified staff providing 34
student and staff safety, parent involvement coordinators, and other 35
school district employees and contractors who provide physical, 36
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social, and emotional support to students as defined by the 1
superintendent. 2
(((c))) (d) The superintendent shall develop rules that require 3
school districts to use the additional funding provided under (a) of 4
this subsection to support increased staffing, prevent layoffs, or 5
increase salaries for the following staff types in the 2024-25 school 6
year: Paraeducators, office support, and noninstructional aides. The 7
superintendent shall collect data from school districts on how the 8
increased allocations are used. 9
(6)(a) The minimum staffing allocation for each school district 10
to provide district -wide support services shall be allocated per one 11
thousand annual average full -time equivalent students in grades K -12 12
as follows: 13
Staff per 1,00014
K-12 students15
Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . 0.62816
Facilities, maintenance, and grounds. . . . . . . . . . . . . . 1.81317
Warehouse, laborers, and mechanics. . . . . . . . . . . . . . . 0.33218
(b) The minimum allocation of staff units for each school 19
district to support certificated and classified staffing of central 20
administration shall be 5.30 percent of the staff units generated 21
under subsections (4)(a) and (5) of this section and (a) of this 22
subsection. 23
(7) The distribution formula shall include staffing allocations 24
to school districts for career and technical education and skill 25
center administrative and other school-level certificated staff, as 26
specified in the omnibus appropriations act. 27
(8)(a) Except as provided in (b) of this subsection, the minimum 28
allocation for each school district shall include allocations per 29
annual average full-time equivalent student for the following 30
materials, supplies, and operating costs as provided in the 2023-24 31
school year, after which the allocations shall be adjusted annually 32
for inflation as specified in the omnibus appropriations act:33
Per annual average34
full-time equivalent student35
in grades K-1236
Technology. . . . . . . . . . . . . . . . . . . . . . . . . $178.9837
Utilities and insurance. . . . . . . . . . . . . . . . . . . $430.2638
Curriculum and textbooks. . . . . . . . . . . . . . . . . . $164.4839
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Other supplies . . . . . . . . . . . . . . . . . . . . . . . $326.541
Library materials. . . . . . . . . . . . . . . . . . . . . . . $22.652
Instructional professional development for certificated and3
classified staff. . . . . . . . . . . . . . . . . . . . . . . $28.944
Facilities maintenance. . . . . . . . . . . . . . . . . . . $206.225
Security and central office administration. . . . . . . . . $146.376
(b) In addition to the amounts provided in (a) of this 7
subsection, beginning in the 2023-24 school year, the omnibus 8
appropriations act shall provide the following minimum allocation for 9
each annual average full-time equivalent student in grades nine 10
through 12 for the following materials, supplies, and operating 11
costs, to be adjusted annually for inflation: 12
Per annual average13
full-time equivalent student14
in grades 9-1215
Technology. . . . . . . . . . . . . . . . . . . . . . . . . . $44.0516
Curriculum and textbooks. . . . . . . . . . . . . . . . . . . $48.0617
Other supplies . . . . . . . . . . . . . . . . . . . . . . . $94.0718
Library materials. . . . . . . . . . . . . . . . . . . . . . . $6.0519
Instructional professional development for certificated and20
classified staff. . . . . . . . . . . . . . . . . . . . . . . . $8.0121
(c) The increased allocation amount of $21 per annual average 22
full-time equivalent student for materials, supplies, and operating 23
costs provided under (a) of this subsection is intended to address 24
growing costs in the enumerated categories and may not be expended 25
for any other purpose. 26
(9) In addition to the amounts provided in subsection (8) of this 27
section and subject to RCW 28A.150.265, the omnibus appropriations 28
act shall provide an amount based on full-time equivalent student 29
enrollment in each of the following: 30
(a) Exploratory career and technical education courses for 31
students in grades seven through 12; 32
(b) Preparatory career and technical education courses for 33
students in grades nine through 12 offered in a high school; and34
(c) Preparatory career and technical education courses for 35
students in grades 11 and 12 offered through a skill center.36
(10) In addition to the allocations otherwise provided under this 37
section, amounts shall be provided to support the following programs 38
and services: 39
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(a)(i) To provide supplemental instruction and services for 1
students who are not meeting academic standards through the learning 2
assistance program under RCW 28A.165.005 through 28A.165.065, 3
allocations shall be based on the greater of either: The district 4
percentage of students in kindergarten through grade 12 who were 5
eligible for free or reduced-price meals for the school year 6
immediately preceding the district's participation, in whole or part, 7
in the United States department of agriculture's community 8
eligibility provision, or the district percentage of students in 9
grades K-12 who were eligible for free or reduced-price meals in the 10
prior school year. The minimum allocation for the program shall, 11
except as provided in (a)(iii) of this subsection, provide for each 12
level of prototypical school resources to provide, on a statewide 13
average, 2.3975 hours per week in extra instruction with a class size 14
of 15 learning assistance program students per teacher.15
(ii) In addition to funding allocated under (a)(i) of this 16
subsection, to provide supplemental instruction and services for 17
students who are not meeting academic standards in qualifying 18
schools. A qualifying school, except as provided in (a)(iv) of this 19
subsection, means a school in which the three-year rolling average of 20
the prior year total annual average enrollment that qualifies for 21
free or reduced-price meals equals or exceeds 50 percent or more of 22
its total annual average enrollment. A school continues to meet the 23
definition of a qualifying school if the school: Participates in the 24
United States department of agriculture's community eligibility 25
provision; and met the definition of a qualifying school in the year 26
immediately preceding their participation. The minimum allocation for 27
this additional high poverty-based allocation must provide for each 28
level of prototypical school resources to provide, on a statewide 29
average, 1.1 hours per week in extra instruction with a class size of 30
15 learning assistance program students per teacher, under RCW 31
28A.165.055, school districts must distribute the high poverty-based 32
allocation to the schools that generated the funding allocation.33
(iii) For the 2024-25 and 2025-26 school years, allocations under 34
(a)(i) of this subsection for school districts providing meals at no 35
charge to students under RCW 28A.235.135 that are not participating, 36
in whole or in part, in the United States department of agriculture's 37
community eligibility provision shall be based on the school district 38
percentage of students in grades K-12 who were eligible for free or 39
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reduced-price meals in school years 2019-20 through 2022-23 or the 1
prior school year, whichever is greatest. 2
(iv) For the 2024-25 and 2025-26 school years, a school providing 3
meals at no charge to students under RCW 28A.235.135 that is not 4
participating in the department of agriculture's community 5
eligibility provision continues to meet the definition of a 6
qualifying school under (a)(ii) of this subsection if the school met 7
the definition during one year of the 2019-20 through 2022-23 school 8
years, or in the prior school year. 9
(b)(i) To provide supplemental instruction and services for 10
students whose primary language is other than English, allocations 11
shall be based on the head count number of students in each school 12
who are eligible for and enrolled in the transitional bilingual 13
instruction program under RCW 28A.180.010 through 28A.180.080. The 14
minimum allocation for each level of prototypical school shall 15
provide resources to provide, on a statewide average, 4.7780 hours 16
per week in extra instruction for students in grades kindergarten 17
through six and 6.7780 hours per week in extra instruction for 18
students in grades seven through 12, with 15 transitional bilingual 19
instruction program students per teacher. Notwithstanding other 20
provisions of this subsection (10), the actual per-student allocation 21
may be scaled to provide a larger allocation for students needing 22
more intensive intervention and a commensurate reduced allocation for 23
students needing less intensive intervention, as detailed in the 24
omnibus appropriations act. 25
(ii) To provide supplemental instruction and services for 26
students who have exited the transitional bilingual program, 27
allocations shall be based on the head count number of students in 28
each school who have exited the transitional bilingual program within 29
the previous two years based on their performance on the English 30
proficiency assessment and are eligible for and enrolled in the 31
transitional bilingual instruction program under RCW 32
28A.180.040(1)(g). The minimum allocation for each prototypical 33
school shall provide resources to provide, on a statewide average, 34
3.0 hours per week in extra instruction with 15 exited students per 35
teacher. 36
(c) To provide additional allocations to support programs for 37
highly capable students under RCW 28A.185.010 through 28A.185.030, 38
allocations shall be based on 5.0 percent of each school district's 39
full-time equivalent basic education enrollment. The minimum 40
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allocation for the programs shall provide resources to provide, on a 1
statewide average, 2.1590 hours per week in extra instruction with 2
fifteen highly capable program students per teacher.3
(11) The allocations under subsections (4)(a), (5), (6), and (8) 4
of this section shall be enhanced as provided under RCW 28A.150.390 5
on an excess cost basis to provide supplemental instructional 6
resources for students with disabilities. 7
(12)(a) For the purposes of allocations for prototypical high 8
schools and middle schools under subsections (4) and (10) of this 9
section that are based on the percent of students in the school who 10
are eligible for free and reduced-price meals, the actual percent of 11
such students in a school shall be adjusted by a factor identified in 12
the omnibus appropriations act to reflect underreporting of free and 13
reduced-price meal eligibility among middle and high school students.14
(b) Allocations or enhancements provided under subsections (4), 15
(7), and (9) of this section for exploratory and preparatory career 16
and technical education courses shall be provided only for courses 17
approved by the office of the superintendent of public instruction 18
under chapter 28A.700 RCW. 19
(13)(a) This formula for distribution of basic education funds 20
shall be reviewed biennially by the superintendent and governor. The 21
recommended formula shall be subject to approval, amendment or 22
rejection by the legislature. 23
(b) In the event the legislature rejects the distribution formula 24
recommended by the governor, without adopting a new distribution 25
formula, the distribution formula for the previous school year shall 26
remain in effect. 27
(c) The enrollment of any district shall be the annual average 28
number of full-time equivalent students and part-time students as 29
provided in RCW 28A.150.350, enrolled on the first school day of each 30
month, including students who are in attendance pursuant to RCW 31
28A.335.160 and 28A.225.250 who do not reside within the servicing 32
school district. The definition of full-time equivalent student shall 33
be determined by rules of the superintendent of public instruction 34
and shall be included as part of the superintendent's biennial budget 35
request. The definition shall be based on the minimum instructional 36
hour offerings required under RCW 28A.150.220. Any revision of the 37
present definition shall not take effect until approved by the house 38
ways and means committee and the senate ways and means committee.39
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(d) The office of financial management shall make a monthly 1
review of the superintendent's reported full-time equivalent students 2
in the common schools in conjunction with RCW 43.62.050.3
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