HB 2590 — Regarding the transitional bilingual instruction program.

H-4349.1SUBSTITUTEH-3656.1HOUSE HOUSE BILL 2590State of Washington65th Legislature2018 Regular SessionBy House Education (originally sponsored by Representatives Ortiz-Self, Harris, Kilduff, Stonier, Lovick, Gregerson, McBride, Fitzgibbon, Peterson, Valdez, Stanford, Doglio, and Macri)READMacriRead FIRSTfirst TIMEtime 02/02/18.AN01/10/18. ACT Relating to the transitional bilingual instruction program;

creatingReferred newto sections;Committee on Education.AN ACT Relating to the transitional bilingual instruction program;

andamending providingRCW an28A.180.040; expiration date.BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:NEW SECTION.  Sec. 1.  (1) The legislature acknowledges that state and federal civil rights and education laws require public schools to provide opportunities for English learners to participate meaningfully and equally in educational programs.

Inand Washington,adding new sections to chapter 28A.180 RCW.BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:NEW SECTION.  Sec. 1.  A new section is added to chapter 28A.180 RCW to read as follows:Beginning in the 2019-20 school year, school districts must meet the following requirements when assigning staff to provide supplemental instruction for eligible pupils using funds for the transitional bilingual instruction program,program:(1) partClassroom teachers must hold an endorsement in bilingual education or English language learner, or both.(2) School districts with more than two thousand pupils are limited to a maximum ratio of two paraeducators per classroom teacher.(3) School districts with program enrollment sufficient to fund a 1.0 full-time equivalent certificated instructional staff position must spend, after indirect costs, at least seventy-five percent of the state'stransitional bilingual instruction program allocation on qualified certificated staff, if such staff are available.(4)(a) Paraeducators may not take the place of basicqualified education,classroom isteachers designedexcept toas helpan Englishinterim learnersmeasure meetwhile statethe standardsschool anddistrict develophires, languagetrains, proficiencyor inotherwise secures enough qualified classroom teachers to serve its eligible pupils.(b) School districts using paraeducators as an environmentinterim wheremeasure languagemust submit a strategy and culturaltimeline assetsto aresecure recognizedenough asqualified valuableclassroom resourcesteachers forin learning.(2)the Theprogram legislatureplan findsthat overthe tendistrict percentannually ofsubmits publicto schoolthe studentssuperintendent areof Englishpublic learners.instruction for approval.

TheseStrategies studentsmay comeinclude fromsupport linguisticallyfor paraeducators to pursue teacher certification with a bilingual education or English language learner endorsement.(5) Paraeducators must instruct eligible pupils under the direct supervision of a qualified classroom teacher and culturallyearn diversethe backgrounds,paraeducator subject matter certificate in English language learner, in accordance with RCW 28A.413.080 and rules adopted by the paraeducator board, within twenty-four months of employment in the program.Sec. 2.  RCW 28A.180.040 and 2016 c 72 s 301 are sometimeseach newamended to Washingtonread as follows:(1) Every school district board of directors shall:(a) Make available to each eligible pupil transitional bilingual instruction to achieve competency in English, in accord with rules of the superintendent of public instruction;(b) Wherever feasible, ensure that communications to parents emanating from the schools shall be appropriately bilingual for those parents of pupils in the bilingual instruction program;(c) Determine, by administration of an English test approved by the superintendent of public instruction the number of eligible pupils enrolled in the school district at the beginning of a school year and thereafter during the year as necessary in individual cases;(d) Ensure that a student who is a child of a military family in transition and who has been assessed as in need of, or enrolled in, a bilingual instruction program, the receiving school shall initially honor placement of the student into a like program.(i) The receiving school shall determine whether the district's program is a like program when compared to the Unitedsending States.school's program;

Asand(ii) aThe category,receiving school may conduct subsequent assessments pursuant to RCW 28A.180.090 to determine appropriate placement and continued enrollment in the program;(e) Before the conclusion of each school year, measure each eligible pupil's improvement in learning the English learnerslanguage haveby somemeans of a test approved by the lowestsuperintendent proficiencyof ratespublic oninstruction;(f) federallyProvide requiredin-service statetraining assessmentsfor teachers, counselors, and someother ofstaff, who are involved in the lowestdistrict's graduationtransitional rates.bilingual program.

Unfortunately,Such these needy students are frequently taught by the least qualified school staff, including paraeducators and classroom teachers with little training onshall workinginclude withappropriate Englishinstructional learners.(3)strategies Thefor legislaturechildren recognizesof thatculturally itdifferent enactedbackgrounds, legislationuse inof 2016curriculum thatmaterials, requiresand all classroom teachers assigned using funds for the transitional bilingual instruction program tomodels; provide supplemental instruction for eligible pupils to hold an endorsement in bilingual education or English language learner, or both, by the 2019-20 school year.

Theand(g) legislatureMake intendsavailable toa determineprogram the qualifications of schoolinstructional staffsupport currentlyfor providingup supplementalto instructiontwo toyears Englishimmediately learners,after thepupils numberexit offrom vacantthe positionsprogram, for schoolexited staffpupils withwho trainingneed onassistance workingin withreaching Englishgrade-level learners,performance and whether programs and processes are in placeacademic tosubjects prepareeven enoughthough qualifiedthey staffhave toachieved meetEnglish theproficiency 2019-20for schoolpurposes year deadline.NEW SECTION.  Sec. 2.  (1) By December 15, 2018, and in compliance with RCW 43.01.036, the office of the superintendenttransitional ofbilingual publicinstructional instructionprogram.(2) and((Beginning thein professional educator standards board must work together to compile the information2019-20 requiredschool inyear, thisall sectionclassroom andteachers reportassigned itusing tofunds thefor appropriate committees of the legislature.(2)(a) The following transitional bilingual instruction program datato fromprovide thesupplemental 2017-18instruction schoolfor yeareligible pupils must behold collectedan atendorsement thein schoolbilingual level:(i)education Theor numberEnglish oflanguage eligiblelearner, pupils;(ii)or both.(3))) The numberdefinitions ofin full-timeArticle equivalentII classroomof teachersRCW with28A.705.010 andapply withoutto ansubsection endorsement(1)(d) inof bilingualthis educationsection.NEW orSECTION.  Sec. 3.  A Englishnew languagesection learner,is oradded both;(iii)to Thechapter number28A.180 ofRCW full-timeto equivalentread paraeducators;(iv)as Thefollows:(1)(a) numberTo ofensure paraeducatorsthat whoschool havedistricts receivedare trainingmeeting orthe professionalrequirements developmentof relatedthis tochapter, Englishthe learners;(v)superintendent The number of classroompublic teacherinstruction applicantsshall withmonitor antransitional endorsement in bilingual educationinstruction orprograms Englishat languageleast learner,once orevery both;(vi)five Theyears numberby ofreviewing vacantthe full-timecomponents equivalentdescribed positionsin for(b) classroomof teachersthis withsubsection.(b) anProgram endorsementmonitoring inmust bilingualbe educationdesigned orto Englishsupport languageeffective learner,program orimplementation both;(vii)by Theschools numberand ofschool vacantdistricts full-timeand equivalentto paraeducatorimprove positionseducational outcomes for Englisheligible learnerpupils. paraeducators;

and(viii)Program Themonitoring barriers to hiring classroom teachers with an endorsement in bilingual education or English language learner, or both.(b) The data collected and reported under this subsection (2) must alsoinclude bea calculatedreview as ratios of staffthe to students, where applicable.(3) The following datacomponents:(i) aboutIdentification the preparation of classroomeligible teacherspupils;(ii) andLanguage paraeducatorsdevelopment withsupport specialtiesto ineligible bilingualpupils, educationwith orfidelity Englishto languageapproved learner, or both, from the 2017-18 academic year must be collected from each community and technical college, and each teacher preparation program approvedmodels;(iii) byImplementation the professional educator standards board:(a) The number of students in the pipeline to become English learner paraeducators by the 2019-20 school year;(b) The number of students in the pipeline to become classroom teachers with an endorsementapproved in bilingual education orprogram Englishthat, languagewhen learner,feasible, orprioritizes both,a bytwo-way thedual 2019-20language schoolprogram year;model.

and(c)When If a collegetwo-way ordual language program doesis not havefeasible, anythe studentspriority inshifts eitherto pipeline,a theone-way barriersdual tolanguage developingprogram afor pipelineEnglish forlearners;(iv) preparationQualifications of classroomcertificated teachersand orclassified paraeducatorsstaff withfunded specialtiesthrough inthe bilingualprogram;(v) educationAcademic orsupport Englishto languageeligible learner,exited orpupils;(vi) both.(4)Effective Theuse publicof schools,funds consistent with the communityintent and technicalpurpose colleges,of andthe program, including the teachersupplemental preparationuse of program funds to provide comprehensive educational programs approvedto byEnglish thelearners;(vii) professionalProgram educatorevaluation standardsand boardprogram mustplanning, cooperateincluding witha thefocus officeon ofbuilding thesupports superintendentfor ofstruggling publicEnglish instructionlearners in high school and thefor professionaleligible educatorpupils standardswho boardare more age-appropriately suited for a postsecondary learning environment than for a high school, but who need more time to collectdevelop andlanguage submitproficiency;(viii) theOpportunities datafor requiredsystemic underimprovement thisto section.(5)strengthen Thiseducational sectionoutcomes expiresfor AugustEnglish 1,learners;(ix) 2019.---Ongoing ENDsupport ---and oversight for implementation of corrective action plans related to program services;

and(x) Targeted technical assistance.(2) Program monitoring under this section may be conducted concurrently with other program reviews and monitoring conducted by the office of the superintendent of public instruction.(3) The superintendent of public instruction must establish a program compliance timetable, rules, and guidelines for enforcement of this chapter.

By January 1, 2019, and in compliance with RCW 43.01.036, the superintendent must submit this information to the appropriate committees of the legislature.(4) The superintendent of public instruction may adopt rules to implement this section.--- END ---