State law requires districts to adopt community involvement plans or policies.
Closing Opportunity Gaps
This document encourages districts to develop formal plans or policies to encourage community involvement in schools.
Revised Code of Washington 28A.300.130 Center for the improvement of student learning — Educational improvement and research — Clearinghouse for information regarding educational improvement and parental involvement programs — Web site development and maintenance — Reports to the legislature.
(1) To facilitate access to information and materials on educational improvement and research, the superintendent of public instruction, subject to the availability of amounts appropriated for this specific purpose, shall establish the center for the improvement of student learning. The center shall work in conjunction with parents, educational service districts, institutions of higher education, and education, parent, community, and business organizations.
(2) The center, subject to the availability of amounts appropriated for this specific purpose, and in conjunction with other staff in the office of the superintendent of public instruction, shall:
- (b) Provide best practices research that can be used to help schools develop and implement: Programs and practices to improve instruction; systems to analyze student assessment data, with an emphasis on systems that will combine the use of state and local data to monitor the academic progress of each and every student in the school district; comprehensive, school-wide improvement plans; school-based shared decision-making models; programs to promote lifelong learning and community involvement in education;
Revised Code of Washington 28A.655.140 Technical assistance
(1) In order to increase the availability and quality of technical assistance statewide, the superintendent of public instruction, subject to available funding, may employ school improvement coordinators and school improvement specialists to provide assistance to schools and districts. The improvement specialists shall serve on a rotating basis and shall not be permanent employees.
(2) The types of assistance provided by the improvement coordinators and specialists may include, but need not be limited to:
- (f) Assistance in developing and implementing family and community involvement programs.
Washington Administrative Code 180-16-220 Supplemental basic education program approval requirements.
(b) At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan. For the purpose of this section "positive impact on student learning" shall mean:
- (i) Supporting the goal of basic education under RCW 28A.150.210, "...to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives...";
- (ii) Promoting continuous improvement of student achievement of the state learning goals and essential academic learning requirements; and
- (iii) Recognizing nonacademic student learning and growth related, but not limited to: Public speaking, leadership, interpersonal relationship skills, teamwork, self-confidence, and resiliency. (c) The school improvement plan shall be based on a self-review of the school's program for the purpose of annual building approval by the district. The self-review shall include active participation and input by building staff, students, families, parents, and community members. (d) The school improvement plan shall address, but is not limited to:
- (i) The characteristics of successful schools as identified by the superintendent of public instruction and the educational service districts, including safe and supportive learning environments;
- (ii) Educational equity factors such as, but not limited to: Gender, race, ethnicity, culture, language, and physical/mental ability, as these factors relate to having a positive impact on student learning. The state board of education strongly encourages that equity be viewed as giving each student what she or he needs and when and how she or he needs it to reach their achievement potential;
- (iii) The use of technology to facilitate instruction and a positive impact on student learning; and
- (iv) Parent, family, and community involvement, as these factors relate to having a positive impact on student learning.