The purpose of
the state board of education is to provide advocacy and strategic
oversight of public education; implement a standards-based
accountability system to improve student academic achievement;
provide leadership in the creation of a system that personalizes
education for each student and respects diverse cultures,
abilities, and learning styles; and promote achievement of the
goals of RCW 28A.150.210. In addition to any other powers and
duties as provided by law, the state board of education shall:
(1) Hold regularly scheduled meetings at such time and place
within the state as the board shall determine and may hold such
special meetings as may be deemed necessary for the transaction
of public business;
(2) Form committees as necessary to effectively and
efficiently conduct the work of the board;
(3) Seek advice from the public and interested parties
regarding the work of the board;
(4) For purposes of statewide accountability:
(a) Adopt and revise performance improvement goals in
reading, writing, science, and mathematics, by subject and grade
level, once assessments in these subjects are required statewide;
academic and technical skills, as appropriate, in secondary
career and technical education programs; and student attendance,
as the board deems appropriate to improve student learning. The
goals shall be consistent with student privacy protection
provisions of RCW 28A.655.090(7) and shall not conflict with
requirements contained in Title I of the federal elementary and
secondary education act of 1965, or the requirements of the Carl
D. Perkins vocational education act of 1998, each as amended.
The goals may be established for all students, economically
disadvantaged students, limited English proficient students,
students with disabilities, and students from disproportionately
academically underachieving racial and ethnic backgrounds. The
board may establish school and school district goals addressing
high school graduation rates and dropout reduction goals for
students in grades seven through twelve. The board shall adopt
the goals by rule. However, before each goal is implemented, the
board shall present the goal to the education committees of the
house of representatives and the senate for the committees'
review and comment in a time frame that will permit the
legislature to take statutory action on the goal if such action
is deemed warranted by the legislature;
(b) Identify the scores students must achieve in order to
meet the standard on the Washington assessment of student
learning and, for high school students, to obtain a certificate
of academic achievement. The board shall also determine student
scores that identify levels of student performance below and
beyond the standard. The board shall consider the incorporation
of the standard error of measurement into the decision regarding
the award of the certificates. The board shall set such
performance standards and levels in consultation with the
superintendent of public instruction and after consideration of
any recommendations that may be developed by any advisory
committees that may be established for this purpose. The initial
performance standards and any changes recommended by the board in
the performance standards for the tenth grade assessment shall be
presented to the education committees of the house of
representatives and the senate by November 30th of the school
year in which the changes will take place to permit the
legislature to take statutory action before the changes are
implemented if such action is deemed warranted by the
legislature. The legislature shall be advised of the initial
performance standards and any changes made to the elementary
level performance standards and the middle school level
performance standards;
(c) Adopt objective, systematic criteria to identify
successful schools and school districts and recommend to the
superintendent of public instruction schools and districts to be
recognized for two types of accomplishments, student achievement
and improvements in student achievement. Recognition for
improvements in student achievement shall include consideration
of one or more of the following accomplishments:
(i) An increase in the percent of students meeting
standards. The level of achievement required for recognition may
be based on the achievement goals established by the legislature
and by the board under (a) of this subsection;
(ii) Positive progress on an improvement index that measures
improvement in all levels of the assessment; and
(iii) Improvements despite challenges such as high levels of
mobility, poverty, English as a second language learners, and
large numbers of students in special populations as measured by
either the percent of students meeting the standard, or the
improvement index. When determining the baseline year or years
for recognizing individual schools, the board may use the
assessment results from the initial years the assessments were
administered, if doing so with individual schools would be
appropriate;
(d) Adopt objective, systematic criteria to identify schools
and school districts in need of assistance and those in which
significant numbers of students persistently fail to meet state
standards. In its deliberations, the board shall consider the
use of all statewide mandated criterion-referenced and
norm-referenced standardized tests;
(e) Identify schools and school districts in which state
intervention measures will be needed and a range of appropriate
intervention strategies after the legislature has authorized a
set of intervention strategies. After the legislature has
authorized a set of intervention strategies, at the request of
the board, the superintendent shall intervene in the school or
school district and take corrective actions. This chapter does
not provide additional authority for the board or the
superintendent of public instruction to intervene in a school or
school district;
(f) Identify performance incentive systems that have
improved or have the potential to improve student achievement;
(g) Annually review the assessment reporting system to
ensure fairness, accuracy, timeliness, and equity of opportunity,
especially with regard to schools with special circumstances and
unique populations of students, and a recommendation to the
superintendent of public instruction of any improvements needed
to the system; and
(h) Include in the biennial report required under RCW 28A.305.035, information on the progress that has been made in
achieving goals adopted by the board;
(5) Accredit, subject to such accreditation standards and
procedures as may be established by the state board of education,
all private schools that apply for accreditation, and approve,
subject to the provisions of RCW 28A.195.010, private schools
carrying out a program for any or all of the grades kindergarten
through twelve: PROVIDED, That no private school may be approved
that operates a kindergarten program only: PROVIDED FURTHER,
That no private schools shall be placed upon the list of
accredited schools so long as secret societies are knowingly
allowed to exist among its students by school officials;
(6) Articulate with the institutions of higher education,
workforce representatives, and early learning policymakers and
providers to coordinate and unify the work of the public school
system;
(7) Hire an executive director and an administrative
assistant to reside in the office of the superintendent of public
instruction for administrative purposes. Any other personnel of
the board shall be appointed as provided by RCW 28A.300.020. The
board may delegate to the executive director by resolution such
duties as deemed necessary to efficiently carry on the business
of the board including, but not limited to, the authority to
employ necessary personnel and the authority to enter into,
amend, and terminate contracts on behalf of the board. The
executive director, administrative assistant, and all but one of
the other personnel of the board are exempt from civil service,
together with other staff as now or hereafter designated as
exempt in accordance with chapter 41.06 RCW; and
(8) Adopt a seal that shall be kept in the office of the
superintendent of public instruction.
[2008 c 27 § 1; 2006 c 263 § 102; 2005 c 497 § 104; 2002 c 205 § 3; 1997 c 13 § 5; 1996 c 83 § 1; 1995 c 369 § 9; 1991 c 116 § 11; 1990 c 33 § 266. Prior: 1987 c 464 § 1; 1987 c 39 § 1; prior: 1986 c 266 § 86; 1986 c 149 § 3; 1984 c 40 § 2; 1979 ex.s. c 173 § 1; 1975-'76 2nd ex.s. c 92 § 1; 1975 1st ex.s. c 275 § 50; 1974 ex.s. c 92 § 1; 1971 ex.s. c 215 § 1; 1971 c 48 § 2; 1969 ex.s. c 223 § 28A.04.120; prior: 1963 c 32 § 1; 1961 c 47 § 1; prior: (i) 1933 c 80 § 1; 1915 c 161 § 1; 1909 c 97 p 236 § 5; 1907 c 240 § 3; 1903 c 104 § 12; 1897 c 118 § 27; 1895 c 150 § 1; 1890 p 352 § 8; Code 1881 § 3165; RRS § 4529. (ii) 1919 c 89 § 3; RRS § 4684. (iii) 1909 c 97 p 238 § 6; 1897 c 118 § 29; RRS § 4530. Formerly RCW 28A.04.120, 28.04.120, 28.58.280, 28.58.281, 28.58.282, 43.63.140.]
NOTES:
Findings -- Purpose -- Part headings not law -- 2006 c 263: See notes following RCW 28A.150.230.
Effective date -- 2005 c 497 §§ 104, 302, 402, and 406 through 408: "Sections 104, 302, 402, and 406 through 408 of this act are necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and take effect July 1, 2005." [2005 c 497 § 410.]
Intent -- Part headings not law -- 2005 c 497: See notes following RCW 28A.305.011.
Findings -- Severability -- Effective dates -- 2002 c 205 §§ 2, 3, and 4: See notes following RCW 28A.320.125.
Effective date -- 1995 c 369: See note following RCW 43.43.930.
Severability -- 1986 c 266: See note following RCW 38.52.005.
Severability -- 1984 c 40: See note following RCW 28A.195.050.
Severability -- 1975-'76 2nd ex.s. c 92: "If any provision of this 1976 amendatory act, or its application to any person or circumstance is held invalid, the remainder of the act, or the application of the provision to other persons or circumstances is not affected." [1975-'76 2nd ex.s. c 92 § 6.]
Child abuse and neglect -- Development of primary prevention program: RCW 28A.300.160.
Districts to develop programs and establish programs regarding child abuse and neglect prevention: RCW 28A.225.200.
Professional certification not required of superintendents or deputy or assistant superintendents: RCW 28A.410.120.
Use of force on children -- Policy -- Actions presumed unreasonable: RCW 9A.16.100.