Reading skills—Meeting for grade placement and strategies for student improvement—Exemptions.
(1) The definitions in this subsection apply throughout this section and RCW 28A.655.235
unless the context clearly requires otherwise.
(a) "Basic" means a score on the statewide student assessment at a level two in a four-level scoring system.
(b) "Below basic" means a score on the statewide student assessment at a level one in a four-level scoring system.
(c) "Not meet the state standard" means a score on the statewide student assessment at either a level one or a level two in a four-level scoring system.
(2) Beginning in the 2014-15 school year, for any student who receives a score of below basic on the third grade statewide student assessment in English language arts, a meeting must be scheduled before the end of the school year between the student's parent or guardian, teacher, and the principal of the school the student attends or the principal's designee to discuss appropriate grade placement and recommended intensive strategies to improve the student's reading skills. For students to be placed in fourth grade, the strategies discussed must include an intensive improvement strategy provided, supported, or contracted by the school district that includes a summer program or other option identified by the parents, teacher, principal, or principal's designee as appropriately meeting the student's need to prepare for fourth grade. The parents or guardians must be fully informed about the strategies and the parent's or guardian's consent must be obtained regarding the appropriate grade placement and the intensive improvement strategy to be implemented. The school district must implement the strategy selected in consultation with the student's parents or guardians.
(3) If a student does not have a score in English language arts on the third grade statewide student assessment but the district determines, using district or classroom-based diagnostic assessments or another standardized assessment, that the student's performance is equivalent to below basic in English language arts, the policy in subsection (2) of this section applies.
(4) Students participating in the transitional bilingual instruction program are exempt from the policy in subsection (2) of this section, unless the student has participated in the transitional bilingual instruction program for three school years and receives a score of below basic on the third grade statewide student assessment in English language arts.
(5) Students with disabilities whose individualized education program includes specially designed instruction in reading or English language arts are exempt from subsections (2), (3), and (4) of this section. Communication and consultation with parents or guardians of such students shall occur through the individualized education program process required under chapter 28A.155
RCW and associated administrative rules. [2013 2nd sp.s. c 18 § 105.
[2013 2nd sp.s. c 18 § 105.]
Application—Enforcement of laws protecting health and safety—2013 2nd sp.s. c 18:
See note following RCW 28A.600.022