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2013 Legislation: Guidance & Counseling Impacts. School Counselor summer institute June 26-27, 2013. http://www.leg.wa.gov/LawsAndAgencyRules/Pages/default.aspx. ESHB 1336 – increasing the capacity of school districts to recognize and respond to troubled youth.
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2013 Legislation: Guidance & Counseling Impacts School Counselor summer institute June 26-27, 2013
ESHB 1336 – increasing the capacity of school districts to recognize and respond to troubled youth • Required training on suicide screening and referral as condition for certification • Frequency of training: Every 5 years • OSPI develop model of a school district plan by 2014 • ESDs to develop and maintain capacity to train • OSPI taskforce to identify best practices, model programs, and successful strategies for school districts to form partnerships with qualified health, mental health, and social services agencies in the community to coordinate and improve support for youth in need • OSPI report to the education committee members of the Legislature by December 1, 2013
SHB 1376 – suicide assessment training • Training in suicide assessment, treatment, and management that counselors, marriage and family therapists, mental health counselors, occupational therapists, psychologists and advanced social workers must take as part of the requirements for their licensure must be at least six hours in length unless a disciplinary authority has determined that training that includes only screening and referral elements is appropriate for the profession in question, in which case the training must be at least three hours long.
2SHB 1566 – relating to educational outcomes of youth in out-of-home care • DSHS required to identify an educational liaison for all hearings. • Ed liaison must attend school meetings, serve as advocate, understand barriers, strengths goals, and opportunities for extra-curricular activities • DSHS is responsible for helping get records for enrollment, paying any unpaid school fines, and documenting factors contributing to school disruption • Passport to College program expanded to include more foster youth • School district required to review and determine causes of unexcused absences and proactively support the student so the student does not fall behind academically • A university based research group must submit an annual report to the legislature examining educational outcomes for kids in foster care
ESHB 1412 – relating to community service as a graduation requirement • Requires each school district to adopt a policy that is supportive of community service and provides an incentive for students who participate in community service by September 1, 2013.
SHB 1472 – relating to initiative to improve and expand computer science education • Requires school boards to approve AP computer science as equivalent to high school mathematics or science and must denote on a student’s transcript that AP computer science qualifies as a math-based quantitative course for students who take the course in their senior year. • Specifies that in order for the board to approve the AP computer science course as equivalent to high school mathematics the student must have taken or be concurrently enrolled in Algebra II.
SHB 1556 Cardiac Arrest/High Schools • Requires OSPI to develop guidelines for a medical emergency response and automated external defibrillator program for high schools. • Requires that CPR instruction be included in the instruction for one health class necessary for graduation.
2ESHB 1642 – establishing policies to support academic acceleration for high school students • Encourages each school districts to adopt an academic acceleration policy for high school students which specifies that students who pass the state assessment in a given content area should automatically be enrolled in the next most rigorous course in that subject area with the object that those students will eventually be enrolled in courses that offer the opportunity to earn dual credit. • Requires districts to notify students and parents about the academic acceleration policy and to provide parents or guardians with an opportunity to opt out. • Creates the academic acceleration incentive program subject to the availability of funds. • Requires OSPI to report to the Legislature by January 1st of each year regarding the information about the demographics of the students earning dual credits in the schools receiving grants from the academic acceleration incentive program. • Requires OSPI to collect and post the rates at which students earn college credit through a dual credit course on the Report Card.
SHB 1686 – concerning high school equivalency certificates • Replaces all references in statue to the GED to a “high school equivalency certificate.” • Provides a definition of a high school equivalency certificate.
SB 5114 – relating to access to K-12 campuses for occupational or educational information • Requires school districts to provide official recruiters of job corps, peace corps, and AmeriCorps with access to school campuses that is equal to and no less than access provided to other postsecondary occupational or educational representatives.
SB 5180 – improving access to higher education for students with disabilities • Establishes a legislative taskforce on improving access to higher education for students with disabilities, and includes two representatives from OSPI • Task force responsibilities include: • Making transitions more seamless and successful • Sharing best practices • Improving outreach • Creating statewide database of accommodation resources owned by schools and postsecondary institutions
2SSB 5197 – relating to safe school buildings • Requires school districts to work with local law enforcement and school security personnel to develop an emergency response system to expedite the response and arrival of law enforcement in the event of a threat or emergency at a school, and encourages school districts to use the OSPI as a resource. • Requires each school district to submit a progress report on its implementation of an emergency response system to OSPI by December 1, 2014. • Requires the school safety advisory committee to create model policies and strategies for school districts and local law enforcement to use to design emergency response systems. • Requires OSPI to provide grants to districts to implement emergency response systems, subject to the appropriation of funds for this purpose. • Mental health response not specifically called out in this legislation – case needs to be made locally about it’s importance in an emergency response system
SSB 5316 – adopting a model policy to require a third person be present during interviews with law enforcement • Current law requires DSHS or law enforcement agency to have a third person present if it is the wishes of the student during an interview. • Requires the Washington State School Directors’ Association to adopt a model policy addressing protocols for interviews with children that are conducted on school premises regarding a suspicion that a child is being abused or neglected.
E2SSB 5329 – persistently failing schools • Updates the SBE framework to be used by OSPI to identify persistently lowest-achieving schools to conform to revised federal rules and guidance, to be applied equally to both Title I and non-Title I schools. • Permits state as well as federal funds to be used for school improvement in a Required Action District (RAD). • Replaces a requirement that a RAD use one of four federal intervention models with a requirement for use of a school improvement model approved by OSPI. • Authorizes SBE to designate a RAD that has implemented a required action plan for at least three years and has not made adequate progress to a new Level II RAD process. • Directs that OSPI work with the school board to develop a Level II Plan that includes specified interventions and conditions binding on the district.
ESSB 5491 – designating statewide indicators of educational health • Establishes a discrete set of statewide data points to serve as a snapshot of the overall health of the educational system and a means for evaluating progress in achieving the outcomes set for the system and students it serves. • Requires the SBE in consultation with OSPI, and the WASAC to establish a process for identifying realistic by challenging system-wide performance goals and measurements for each indicator. • Requires the SBE, OSPI, and the WASAC to align their strategic planning and education reform efforts with the statewide indicators and performance goals established through the process outlined above • Requires the SBE to work with OSPI, and the WASAC to create a report to the Legislature on progress toward meeting these goals beginning December 1, 2013.
ESSB 5563 – training school employees in the prevention of sexual abuse • Adds commercial sexual abuse of a minor to the list of types of abuse that must be included in the abuse training that is required for initial teacher certification. • Requires OSPI to work in collaboration with several other agencies to update educational materials that are made available to parents and provide information about the laws related to and strategies for recognizing and preventing different forms of abuse by June 1, 2014. • Changes language in statute that specifies that the training both certificated and classified staff are required to receive upon hire, and once every three years thereafter, regarding their reporting obligations from “shall be incorporated into existing training programs” to “may be incorporated.”
2SSB 5624 – aligning high-demand secondary STEM or CTE programs with applied baccalaureate programs • Requires the OSPI STEM director to work with the SBCTC to develop high-demand applied baccalaureate programs that align with high quality secondary STEM programs and CTE programs subject to the availability of funds for this purpose.
SB 5712 – encouraging community colleges to use, and inform students of the use of, multiple measures to determine the need for precollege courses • SBCTC responsible to “encourage colleges to use multiple measures to determine whether a student must enroll in a precollege course including, but not limited to, placement tests, the SAT, high school transcripts, college transcripts, or initial class performance, and a requirement that colleges post all the available options for course placement on their website and in their admission materials.”
What to watch for The caucuses have identified their “Go Home” bills. Some of these bills are Necessary to Implement the Budget (NTIB) and some are not.
