Comprehensive K-3 foundations program — Demonstration projects — Evaluation — Reports. (Expires September 1, 2010.)
Subject to funds appropriated for the purposes of this section:
(1) Four demonstration projects are authorized for schools serving kindergarten through third grade students to develop, implement, and document the effects of a comprehensive K-3 foundations program. At least two demonstration projects shall be in schools that are participating in the public-private early learning partnerships in the Highline and Yakima school districts. A third demonstration project shall be in the Spokane school district.
(2) The superintendent of public instruction shall select project participants based on the criteria in this section, the commitment to a school-wide program, and the degree to which applicants articulate an understanding of development and implementation of a comprehensive K-3 foundations program.
(3) Successful school applicants shall:
(a) Demonstrate that there is engaged and committed school and district leadership and support for the project;
(b) Demonstrate that school staff is engaged and committed and believes in high expectations for all students;
(c) Have a history of successfully using data to guide decision making for students and the program;
(d) Plan for the use of staff learning improvement days to support project implementation;
(e) Demonstrate successful linkages with the early learning providers in their communities;
(f) Outline the steps taken to develop this application and the general plan for implementation of a comprehensive K-3 foundations program; and
(g) Commit to individualized learning opportunities in early grades by using district resources, such as funding under RCW 28A.505.210, to reduce class sizes in grades kindergarten through three.
(4) Program resources provided to demonstration projects are:
(a) Support to implement an all-day kindergarten program;
(b) Support for class sizes at a ratio of one teacher to eighteen students, and the additional resources for materials generated by that ratio through associated nonemployee-related costs;
(c) Support for a one-half full-time equivalent instructional coach; and
(d) Support for professional development time related to program implementation.
(5) Demonstration projects shall provide:
(a) A program that implements an educational philosophy that supports child-centered learning;
(b) Learning opportunities through personal exploration and discovery, hands-on experiences, and by working independently, in small groups and in large groups;
(c) Rich and varied subject matter that includes: Reading, writing, mathematics, science, social studies, a world language other than English, the arts, and health and physical education;
(d) Opportunities to learn and feel accomplishment, diligence, creativity, and confidence;
(e) Social and emotional development opportunities;
(f) Personalized assessment for each student that addresses academic knowledge and skill development, social and emotional skill development, critical thinking and decision-making skills, large and fine motor skill development, and knowledge of personal interests, strengths, and goals;
(g) For students to progress to the upper elementary grades when a solid foundation is in place and reading and mathematics primary skills have been mastered;
(h) Class sizes that do not exceed one certificated instructional staff to eighteen students; and
(i) Cooperation with project evaluators in an evaluation of the demonstration projects, including providing the data necessary to complete the work.
(6) The office of the superintendent of public instruction shall contract with the Northwest regional educational laboratory to conduct an evaluation of the demonstration projects under this section. Student, staff, program, and parent data shall be collected using various instruments including surveys, program and activity descriptions, student performance measures, observations, and other processes.
(7) Within available funding, findings from the evaluation under this section shall include conclusions regarding the degree to which students thrive in the education environment; student progress in academic, social, and emotional areas; the program components that have been most important to student success; the degree to which educational staff feel accomplished in their work and satisfied with student progress; and recommendations for continued implementation and expansion of the program.
(8) Findings shall be reported to the governor, the office of the superintendent of public instruction, and the appropriate early learning, education, and fiscal committees of the legislature. An interim report is due November 1, 2008. The final report is due December 1, 2009.
(9) This section expires September 1, 2010.
[2007 c 400 § 3.]
Notes: Captions not law -- 2007 c 400: See note following RCW 28A.150.210.
Comprehensive K-3 foundations program — Demonstration projects — Evaluation — Reports. (Expires September 1, 2010.)
Subject to funds appropriated for the purposes of this section:
(1) Four demonstration projects are authorized for schools serving kindergarten through third grade students to develop, implement, and document the effects of a comprehensive K-3 foundations program. At least two demonstration projects shall be in schools that are participating in the public-private early learning partnerships in the Highline and Yakima school districts. A third demonstration project shall be in the Spokane school district.
(2) The superintendent of public instruction shall select project participants based on the criteria in this section, the commitment to a school-wide program, and the degree to which applicants articulate an understanding of development and implementation of a comprehensive K-3 foundations program.
(3) Successful school applicants shall:
(a) Demonstrate that there is engaged and committed school and district leadership and support for the project;
(b) Demonstrate that school staff is engaged and committed and believes in high expectations for all students;
(c) Have a history of successfully using data to guide decision making for students and the program;
(d) Plan for the use of staff learning improvement days to support project implementation;
(e) Demonstrate successful linkages with the early learning providers in their communities;
(f) Outline the steps taken to develop this application and the general plan for implementation of a comprehensive K-3 foundations program; and
(g) Commit to individualized learning opportunities in early grades by using district resources, such as funding under RCW 28A.505.210, to reduce class sizes in grades kindergarten through three.
(4) Program resources provided to demonstration projects are:
(a) Support to implement an all-day kindergarten program;
(b) Support for class sizes at a ratio of one teacher to eighteen students, and the additional resources for materials generated by that ratio through associated nonemployee-related costs;
(c) Support for a one-half full-time equivalent instructional coach; and
(d) Support for professional development time related to program implementation.
(5) Demonstration projects shall provide:
(a) A program that implements an educational philosophy that supports child-centered learning;
(b) Learning opportunities through personal exploration and discovery, hands-on experiences, and by working independently, in small groups and in large groups;
(c) Rich and varied subject matter that includes: Reading, writing, mathematics, science, social studies, a world language other than English, the arts, and health and physical education;
(d) Opportunities to learn and feel accomplishment, diligence, creativity, and confidence;
(e) Social and emotional development opportunities;
(f) Personalized assessment for each student that addresses academic knowledge and skill development, social and emotional skill development, critical thinking and decision-making skills, large and fine motor skill development, and knowledge of personal interests, strengths, and goals;
(g) For students to progress to the upper elementary grades when a solid foundation is in place and reading and mathematics primary skills have been mastered;
(h) Class sizes that do not exceed one certificated instructional staff to eighteen students; and
(i) Cooperation with project evaluators in an evaluation of the demonstration projects, including providing the data necessary to complete the work.
(6) The office of the superintendent of public instruction shall contract with the Northwest regional educational laboratory to conduct an evaluation of the demonstration projects under this section. Student, staff, program, and parent data shall be collected using various instruments including surveys, program and activity descriptions, student performance measures, observations, and other processes.
(7) Within available funding, findings from the evaluation under this section shall include conclusions regarding the degree to which students thrive in the education environment; student progress in academic, social, and emotional areas; the program components that have been most important to student success; the degree to which educational staff feel accomplished in their work and satisfied with student progress; and recommendations for continued implementation and expansion of the program.
(8) Findings shall be reported to the governor, the office of the superintendent of public instruction, and the appropriate early learning, education, and fiscal committees of the legislature. An interim report is due November 1, 2008. The final report is due December 1, 2009.
(9) This section expires September 1, 2010.
[2007 c 400 § 3.]
Notes: Captions not law -- 2007 c 400: See note following RCW 28A.150.210.
Comprehensive K-3 foundations program — Demonstration projects — Evaluation — Reports. (Expires September 1, 2010.)
Subject to funds appropriated for the purposes of this section:
(1) Four demonstration projects are authorized for schools serving kindergarten through third grade students to develop, implement, and document the effects of a comprehensive K-3 foundations program. At least two demonstration projects shall be in schools that are participating in the public-private early learning partnerships in the Highline and Yakima school districts. A third demonstration project shall be in the Spokane school district.
(2) The superintendent of public instruction shall select project participants based on the criteria in this section, the commitment to a school-wide program, and the degree to which applicants articulate an understanding of development and implementation of a comprehensive K-3 foundations program.
(3) Successful school applicants shall:
(a) Demonstrate that there is engaged and committed school and district leadership and support for the project;
(b) Demonstrate that school staff is engaged and committed and believes in high expectations for all students;
(c) Have a history of successfully using data to guide decision making for students and the program;
(d) Plan for the use of staff learning improvement days to support project implementation;
(e) Demonstrate successful linkages with the early learning providers in their communities;
(f) Outline the steps taken to develop this application and the general plan for implementation of a comprehensive K-3 foundations program; and
(g) Commit to individualized learning opportunities in early grades by using district resources, such as funding under RCW 28A.505.210, to reduce class sizes in grades kindergarten through three.
(4) Program resources provided to demonstration projects are:
(a) Support to implement an all-day kindergarten program;
(b) Support for class sizes at a ratio of one teacher to eighteen students, and the additional resources for materials generated by that ratio through associated nonemployee-related costs;
(c) Support for a one-half full-time equivalent instructional coach; and
(d) Support for professional development time related to program implementation.
(5) Demonstration projects shall provide:
(a) A program that implements an educational philosophy that supports child-centered learning;
(b) Learning opportunities through personal exploration and discovery, hands-on experiences, and by working independently, in small groups and in large groups;
(c) Rich and varied subject matter that includes: Reading, writing, mathematics, science, social studies, a world language other than English, the arts, and health and physical education;
(d) Opportunities to learn and feel accomplishment, diligence, creativity, and confidence;
(e) Social and emotional development opportunities;
(f) Personalized assessment for each student that addresses academic knowledge and skill development, social and emotional skill development, critical thinking and decision-making skills, large and fine motor skill development, and knowledge of personal interests, strengths, and goals;
(g) For students to progress to the upper elementary grades when a solid foundation is in place and reading and mathematics primary skills have been mastered;
(h) Class sizes that do not exceed one certificated instructional staff to eighteen students; and
(i) Cooperation with project evaluators in an evaluation of the demonstration projects, including providing the data necessary to complete the work.
(6) The office of the superintendent of public instruction shall contract with the Northwest regional educational laboratory to conduct an evaluation of the demonstration projects under this section. Student, staff, program, and parent data shall be collected using various instruments including surveys, program and activity descriptions, student performance measures, observations, and other processes.
(7) Within available funding, findings from the evaluation under this section shall include conclusions regarding the degree to which students thrive in the education environment; student progress in academic, social, and emotional areas; the program components that have been most important to student success; the degree to which educational staff feel accomplished in their work and satisfied with student progress; and recommendations for continued implementation and expansion of the program.
(8) Findings shall be reported to the governor, the office of the superintendent of public instruction, and the appropriate early learning, education, and fiscal committees of the legislature. An interim report is due November 1, 2008. The final report is due December 1, 2009.
(9) This section expires September 1, 2010.
[2007 c 400 § 3.]
Notes: Captions not law -- 2007 c 400: See note following RCW 28A.150.210.
