With a packed agenda today, the House Education Committee heard bills that would support expanded learning opportunities, eliminate the culminating project as a state requirement, and delay implementation of the 1,080 hour requirement to the 2015-16 school year.
A student from East Valley (Yakima) spoke in favor of HB 2402, which would remove the culminating project as a state graduation requirement. In her remarks, the student mentioned that most students just see the culminating project as a hoop to jump through on their way to graduation. She pointed out that most students don't take the requirement seriously, particularly if they don't see any value in the effort.
Also speaking in favor were representatives from the League of Women Voters, WASA and a teacher from East Valley High School, LWV and WASA emphasized local control, and the option that this would still be available to districts that wanted to keep it as part of the mix. The teacher said that some students may conduct significant projects while others either don't have the time or don't have the inclination to make the senior project a meaningful event.
Signing in with concerns was the Workforce Development & Education Training Board, which emphasized that their concern was making sure students had an opportunity to reach into the community for workforce experience, but it didn't have to take place through the culminating project . The school principals association indicated a recent survey of members was split 2 to 1 in favor of eliminating the culminating project and shared some comments from both sides.
Signing in against the bill was the State Board of Education.
Committee members also heard from many in support of HB 2548, which would delay the 1,080 hour requirement from the 2014-15 school year to the 2015-16 school year and fix the instructional hours issue related to students graduating from high school who currently have the a five-day grace period at the end of the school year.
The bill was requested by Superintendent Dorn and is sponsored by Rep. Steve Bergquist, D-Renton.
Speaking in favor were representatives from OSPI, WEA, AWSP, WASA, Pat Jenkins, a school director from the Puyallup School District, and district superintendent Tim Yeomans.
Shawn Lewis of WEA suggested lawmakers pass the bill and keep the funding in the budget and allow districts the opportunity to use the funding in a flexible way and focus on students who are struggling.
Yeomans said that 24 credits, under the most recent State Board of Education framework, is important and asked lawmakers to redirect the funding to be used for phasing in the 24-credit requirement.
Ben Rarick of the State Board of Education said they were technically opposed to the bill, but supported the fix for seniors. Their opposition is to the section that would delay implementation of 1,080 hours. "We have made a commitment to an extra 80 hours, whether it is a few minutes in the day or an extra 15 days, and this bill would be a step backward."
The hearing is available on TVW.
Updates on the Legislature and state government from the Washington State School Directors' Association.
Thursday, January 30, 2014
Thursday, January 23, 2014
Educators speak against 24 credit requirement bill
Superintendents from the greater Spokane area and WEA lobbyist Shawn Lewis raised concerns about HB 2181 which would authorize the 24-credit framework adopted by the State Board of Education on January 9, 2014.
Specifically, Lewis flagged the lack of funding to truly implement a 24-credit framework in schools across the state, including the need for additional staffing, materials and supplies, and building space for new course requirements. He mentioned several OSPI capacity reports that described the funding necessary to get to 24 credits for high school students.
With a full agenda, and more than 20 people signed in to testify, Chair Sharon Tomiko Santos left the public hearing open on HB 2181 after hearing from a few speakers.
Acting Executive Director James Koval signed in to testify with concerns, mainly about the bill's assumption that funding provided in the 2013-15 biennial budget was sufficient to meet the 24 credits proposed by the SBE. In addition, a consistent message from school directors has been to ensure sufficient choice is available to students to keep them engaged in school and graduate with meaningful diplomas.
Koval's recommendation would be to hold off on authorizing the 24-credit framework created by the Board until the Legislature has a clear plan for phasing in the funding to meet all aspects of the state's redefined program of basic education and the system was better funded.
Another bill, proposed substitute House Bill 1656, also focused on graduation credits with an attempt to create even more flexibility for students. Kim Reykdal, a Tumwater School District school director who is a school counselor in her "day job," spoke to the need for strong high school and beyond plans and counselors to help students and parents find their way through maze of credit requirements.
Ranking member Cathy Dahlquist, R-Enumclaw, questioned Reykdal about the funding, listing increases to MSOC, LAP, instructional hours, guidance counselors, and family engagement. Reykdal responded by focusing on the guidance counselor allocation of $11 million, which wouldn't sufficiently fund the prototypical schools model for school counselors.
Specifically, Lewis flagged the lack of funding to truly implement a 24-credit framework in schools across the state, including the need for additional staffing, materials and supplies, and building space for new course requirements. He mentioned several OSPI capacity reports that described the funding necessary to get to 24 credits for high school students.
With a full agenda, and more than 20 people signed in to testify, Chair Sharon Tomiko Santos left the public hearing open on HB 2181 after hearing from a few speakers.
Acting Executive Director James Koval signed in to testify with concerns, mainly about the bill's assumption that funding provided in the 2013-15 biennial budget was sufficient to meet the 24 credits proposed by the SBE. In addition, a consistent message from school directors has been to ensure sufficient choice is available to students to keep them engaged in school and graduate with meaningful diplomas.
Koval's recommendation would be to hold off on authorizing the 24-credit framework created by the Board until the Legislature has a clear plan for phasing in the funding to meet all aspects of the state's redefined program of basic education and the system was better funded.
Another bill, proposed substitute House Bill 1656, also focused on graduation credits with an attempt to create even more flexibility for students. Kim Reykdal, a Tumwater School District school director who is a school counselor in her "day job," spoke to the need for strong high school and beyond plans and counselors to help students and parents find their way through maze of credit requirements.
Ranking member Cathy Dahlquist, R-Enumclaw, questioned Reykdal about the funding, listing increases to MSOC, LAP, instructional hours, guidance counselors, and family engagement. Reykdal responded by focusing on the guidance counselor allocation of $11 million, which wouldn't sufficiently fund the prototypical schools model for school counselors.
Wednesday, January 22, 2014
School directors and superintendents speak in favor of HB 2207
School directors from the Mount Baker, Sequim, and Centralia school boards and superintendents from the Davenport and Tonasket districts testified in favor of a bill that would restore basic education funding that is reduced, dollar for dollar, to school districts that receive federal forest payments.
This bill supports a long-standing WSSDA position, which was ranked 15th at the 2013 Legislative Assembly. WSSDA has taken the lead, working with Whatcom County school districts and the other 215 districts that would see a boost in basic education funding for the 2014-15 school year.
Will Clark, a research analyst for WSSDA, also spoke on the legislation, encouraging the committee to support the bill and include restored basic education funding in the 2014 supplemental budget.
Legislative committee staff mentioned that the fiscal impact could vary each year, based on the federal forest payments to districts, but is initially estimated at about $7 million for the next year. In the 2012-13 school year, 215ndistricts had reductions in basic education by $8.3 million.
This bill supports a long-standing WSSDA position, which was ranked 15th at the 2013 Legislative Assembly. WSSDA has taken the lead, working with Whatcom County school districts and the other 215 districts that would see a boost in basic education funding for the 2014-15 school year.
Will Clark, a research analyst for WSSDA, also spoke on the legislation, encouraging the committee to support the bill and include restored basic education funding in the 2014 supplemental budget.
Legislative committee staff mentioned that the fiscal impact could vary each year, based on the federal forest payments to districts, but is initially estimated at about $7 million for the next year. In the 2012-13 school year, 215ndistricts had reductions in basic education by $8.3 million.
Superintendents, school directors challenge bill that would limit early release, late start days
School director Michael Howe, Sequim, was joined by seven superintendents from the greater Spokane area to oppose SB 5982, a bill that would limit the number of late starts and early releases to seven in a 180-day school calendar.
Testifying before the Senate Early Learning & K-12 Education Committee, school leaders emphasized that limiting the number of times a school district can bring its staff together to talk about student achievement and improve instruction could be detrimental to student outcomes.
Riverside School District Superintendent Roberta Kramer compared a high school basketball team that practices together, evaluates team performance, and shares ways to improve for the next game with the way her district approaches the collaborative time associated with late start and early release days.
Jim Kowalkowski, Davenport's superintendent, asked lawmakers whether they would be more likely to send their child who needs brain surgery to a surgeon who has training once a year or a surgeon who talks regularly with peers and is on the cutting edge of the best technology and practices. Kowalkowski said he'd pick the one more current.
Listening to the testimony, Sen. Andy Billig, D-Spokane, asked whether the number of early releases and late starts had increased with the elimination of learning improvement days. The answer, overwhelmingly, was yes.
Chairman Steve Litzow, R-Mercer Island, asked each panelist what was their high school graduation rates and percentage of students eligible for free and reduced price meals. District superintendents shared graduation rates ranging from 90 percent to 98 percent, which received positive feedback from Litzow.
Hearing from local education leaders such as our superintendents and school directors is critical in this short session, and legislators truly appreciate hearing from you.
Testifying before the Senate Early Learning & K-12 Education Committee, school leaders emphasized that limiting the number of times a school district can bring its staff together to talk about student achievement and improve instruction could be detrimental to student outcomes.
Riverside School District Superintendent Roberta Kramer compared a high school basketball team that practices together, evaluates team performance, and shares ways to improve for the next game with the way her district approaches the collaborative time associated with late start and early release days.
Jim Kowalkowski, Davenport's superintendent, asked lawmakers whether they would be more likely to send their child who needs brain surgery to a surgeon who has training once a year or a surgeon who talks regularly with peers and is on the cutting edge of the best technology and practices. Kowalkowski said he'd pick the one more current.
Listening to the testimony, Sen. Andy Billig, D-Spokane, asked whether the number of early releases and late starts had increased with the elimination of learning improvement days. The answer, overwhelmingly, was yes.
Chairman Steve Litzow, R-Mercer Island, asked each panelist what was their high school graduation rates and percentage of students eligible for free and reduced price meals. District superintendents shared graduation rates ranging from 90 percent to 98 percent, which received positive feedback from Litzow.
Hearing from local education leaders such as our superintendents and school directors is critical in this short session, and legislators truly appreciate hearing from you.
House Education Committee moves bills
After a quick public hearing on HB 2167 that would change the date for OSPI to identify school districts for Required Action District status from December 1 to February 1, the House Education Committee moved five bills out of committee this morning.
The bills included:
HB 2017 - would authorize school districts and ESDs to send contract nonrenewal notices to certificated employees by June 15 if the omnibus budget wasn’t adopted in the regular session.
SHB 1709 - would direct the Office of the Education Ombuds to examine the feasibility of creating an education interpreter training program, including the use of volunteer interpreters. The study is due February 1, 2015.
SHB 1815 - would direct WSSDA to convene a work group to develop a model policy and procedures on the use of adult language interpreters and to define what constitutes "high stakes educational situations." The model policy and procedures would be due June 1, 2015; districts would have until August 1, 2016 to adopt the model policy and procedures.
3SHB 1424 - would enhance the statewide K-12 dropout prevention, intervention, and re-engagement system, including adding this to the prototypical funding formula and basic education. The bill passed out of committee on a party-line vote, with ranking member Cathy Dahlquist, R-Enumclaw, stating Republicans supported the concept but couldn't agree with adding this to basic education at this time.
SHB 2158 - would add dropout prevention, intervention, and re-engagement activities by educational service districts as a core service and would allow, through interagency agreement, an ESD under contract with a district to award credit for the official transcript for students residing in the district.
The bills included:
HB 2017 - would authorize school districts and ESDs to send contract nonrenewal notices to certificated employees by June 15 if the omnibus budget wasn’t adopted in the regular session.
SHB 1709 - would direct the Office of the Education Ombuds to examine the feasibility of creating an education interpreter training program, including the use of volunteer interpreters. The study is due February 1, 2015.
SHB 1815 - would direct WSSDA to convene a work group to develop a model policy and procedures on the use of adult language interpreters and to define what constitutes "high stakes educational situations." The model policy and procedures would be due June 1, 2015; districts would have until August 1, 2016 to adopt the model policy and procedures.
3SHB 1424 - would enhance the statewide K-12 dropout prevention, intervention, and re-engagement system, including adding this to the prototypical funding formula and basic education. The bill passed out of committee on a party-line vote, with ranking member Cathy Dahlquist, R-Enumclaw, stating Republicans supported the concept but couldn't agree with adding this to basic education at this time.
SHB 2158 - would add dropout prevention, intervention, and re-engagement activities by educational service districts as a core service and would allow, through interagency agreement, an ESD under contract with a district to award credit for the official transcript for students residing in the district.
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