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Best practices.

(1) Best practices are to be used to provide learning assistance program services to identified learning assistance students. The district must select and implement the best practices that are designed to increase student achievement and are aligned with research. To the extent they are included as a best practice or strategy in one of the state menus on or an alternative allowed under subsection (2)(b) of this section, the following are services and activities that may be supported by the learning assistance program:
(a) Extended learning opportunities occurring:
(i) Before or after the regular school day;
(ii) On Saturday; and
(iii) Beyond the regular school year.
(b) Extended learning opportunities provided under RCW 28A.320.190. Eligibility is for:
(i) Eleventh and twelfth grade students not on track to meet local or state graduation requirements; and
(ii) Students identified in eighth grade in need of high school transition services which could continue up through the end of ninth grade.
(c) Professional development for certificated and classified staff that focuses on:
(i) The needs of a diverse student population;
(ii) Specific literacy and mathematics content and instructional strategies; and
(iii) The use of student work to guide effective instruction and appropriate assistance.
(d) Consultant teachers to assist in implementing effective instructional practices by teachers serving participating students.
(e) Tutoring support for participating students.
(f) Outreach activities and support for parents of participating students, including employing parent and family engagement coordinators.
(g) Up to five percent of district's learning assistance program allocation may be used to deliver a readiness to learn program. Students served are to be significantly at-risk of not being successful in school and services must be focused on reducing barriers to learning, increasing student engagement, and enhancing students' readiness to learn. The program may include academic or nonacademic supports offered by the district or through development of partnerships with community-based organizations, educational service districts, and other local agencies. The school board must approve in an open meeting any community-based organization or local agency before learning assistance program funds may be expended.
(2) Beginning in the 2016-17 school year districts must either:
(a) Select a practice or strategy that is on one of the state-approved menus for the learning assistance program; or
(b) Use a practice or strategy that is not on the state menus for up to two years. Districts must annually notify the office of the superintendent of public instruction if selecting an alternative practice or strategy. At the end of the two years, the district must be able to demonstrate improved outcomes for participating learning assistance program students. If the district is able to demonstrate improved outcomes commensurate with the state approved menu for such students, the office of the superintendent of public instruction will approve the use of the alternative practice for one additional year. For each subsequent year, the district must provide data that demonstrates that participating students are meeting or exceeding academic achievement compared to those students who are being served by a state approved best practices and strategy.
(3) School districts may enter into cooperative agreements with state agencies, local governments, or school districts for administrative or operational costs needed to provide services in accordance with the state menus developed beginning in 2016-17.
[Statutory Authority: RCW 28A.165.075 and 28A.150.290. WSR 16-16-078, § 392-162-041, filed 7/29/16, effective 9/1/16. Statutory Authority: RCW 28A.165.075. WSR 14-08-067, § 392-162-041, filed 3/31/14, effective 5/1/14.]
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