[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,99],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6281055,"mediaKeyId","2608355-f2f65de65876c5aeaa3102f8e8201f38","parentId",2608355,"title","Bill would extend timeline and offer experience pathway for childcare worker qualifications","audioSeconds",3408,"startMs",1401000,"endMs",4809000,"viewUrl","/Search/View?dp=1&key=2608355-f2f65de65876c5aeaa3102f8e8201f38&start=1401&end=4809","thumbnailUrl","https://assets.pipeline.soar.com/2608355-f2f65de65876c5aeaa3102f8e8201f38/thumbnail_1401000.jpg","articleUrl","/articles/6281055/Washington/Bill-would-extend-timeline-and-offer-experience-pathway-for-childcare-worker-qualifications","mediaUrl","https://secure.pipeline.soar.com/6281055-ffdcb8aa221b1ce2f3c00e18989dec1c/orig.mp4?Expires=1771208704&Signature=JPL4hNRCUopuTiTIW4Tjlgfus2WQF6~vkC9nG7d3jClwIXemTeGEu9QU8ZCmS2onrM~j4KKrAyRA~IjlJz4QTLsKrcVZ7nVutUuhXZwkbvvGZE4klwH-HlM-~rCyv3GZqY1hReVRNAmJSSMfvDhnH-D80cN1WHoWhL6yf9mkf6RrItdAkV6wFIxH0TI7EYa1wDvwQE437w3mrxqGIFngZtjg38obYXEJSITfpdg7hh~fw7ZlkXTczm-TiI7-fFgGsUK60Wd-abXwrUvZdUmxgHIN3VN0rnxCBRc-WcB3Wb8DnTAmOoRZEEvlw-Q7bPBwHSbytxdwvoX9ly4b50rqsg__&Key-Pair-Id=KUT5TJCACFTXG","author","Washington Legislature","date","2025-03-13T00:00:00Z","article","House Bill 16-48 would extend the timeframe for licensed child care providers to meet staff qualification requirements and create a temporary stakeholder group to identify strategies for improving staff qualification rules and verification processes.

Eileen Cotto, committee staff, told the committee the bill directs the Department of Children, Youth and Families (DCYF) to allow licensed providers until at least Aug. 1, 2030, or five years from the date of hire — whichever is later — to comply with rules that require a provider to hold an initial or state certificate, complete community‑based training pathways, or demonstrate an experience‑based competency after at least five years of continuous service in a licensed facility. \"The bill before you directs DCYF to allow licensed childcare providers until at least 08/01/2030 or 5 years from the date of hire, whichever is later, to comply with childcare licensing rules that require a provider to hold an initial, short or state certificate,\" Cotto said. She also said DCYF must convene a temporary stakeholder group and produce a report by Dec. 1, 2026; the fiscal note indicates no fiscal impact and the stakeholder group is to be convened using existing resources.

Sponsors and many provider witnesses said the extension responds to persistent workforce shortages, pandemic disruption and limited access to training and scholarships in some communities. Representative Tom Dent, a sponsor, said the bill is the product of multi-year work with childcare providers and associations and is intended to give experienced providers relief while state partners develop more accessible training and credential pathways. \"This bill is a result of them working with staff. It's not me sitting now with staff and doing this. ... I think that they know their business much better than I do and that's why I listen to them and I've tried to help them get to this point,\" Representative Tom Dent said.

Opponents and some higher-education and early‑childhood professional groups urged amendments. Heather Robison, an early childhood instructor at Bates Technical College, said experience alone should not substitute for postsecondary education and that the bill should require credit‑bearing or accountable pathways if experience were to be accepted. Several other speakers, including instructors, student‑teachers and parent advocates, said formal education and ongoing professional development improve outcomes for children and that eliminating annual in‑service training as a condition for experience‑based competency would be harmful.

Committee members and DCYF representatives discussed the availability of community‑based training (PACE), scholarship supports such as Early Achievers and community college offerings, and whether current capacity could meet demand. DCYF testified that roughly 25% of the early‑childhood workforce currently meets requirements through existing pathways, and extending the deadline would increase that share. Several providers said PACE cohorts and scholarships are not yet large enough to serve statewide demand.

The transcript records testimony for and against the bill but no formal committee vote. The stakeholder group and report deadline in the bill will shape next steps if the Legislature advances the measure.","mediaType","Video","parentTitle","Senate Early Learning & K-12 Education Committee March 13, 2025 10:30 AM","oneSentenceSummary","House Bill 16-48 would let licensed childcare providers in Washington delay meeting certain educational and credential requirements until at least Aug. 1, 2030, or five years from hire, and would create a DCYF‑led stakeholder group to recommend improvements to qualification and verification systems.","taxTitle","Early Learning & K-12 Education, Senate, Legislative Sessions, Washington","taxId",20501,"location","Washington","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6281061,"Bill asks CTE task force to add maritime careers, ferries representative and Coast Guard credential pathway",2052,363000,2415000,"/Search/View?dp=1&key=2608355-f2f65de65876c5aeaa3102f8e8201f38&start=363&end=2415","https://assets.pipeline.soar.com/2608355-f2f65de65876c5aeaa3102f8e8201f38/thumbnail_363000.jpg","/articles/6281061/Washington/Bill-asks-CTE-task-force-to-add-maritime-careers-ferries-representative-and-Coast-Guard-credential-pathway","https://secure.pipeline.soar.com/6281061-370f0f6d4b4bce1769274447bf55e07f/orig.mp4?Expires=1771208704&Signature=JIQomqzlxcIoKqh0fUIeTDV54thCZDJrzSBMYNFgVTi-kTWKd5ToeJHpngxZsC1tAPNL6pPWitFfofeoZZQTETBcbw2ccZiWLVr5SU0OioFWWqLJ1kkshE6Lf6maSAEiwekn~mf28ZZIqAW08dy~t8Baq0Z05Dj6M0wGkZP~thiVSJO052L6Dp2FPnYxZZV8U6nVq3CKzSYhwik-IlQ23qHGcDb9qWlqL-7dYw7tW9sUHRChqOppQlgDE7SRUB3N-hKoTJbGAGPEH8sr6fd-fdY0tjlsLkIZRY5aI-ae-Zq7JUEeHryVRPdDP8y7h5OmweqLmsB-tpyZZVH8NFJUuQ__&Key-Pair-Id=KUT5TJCACFTXG","House Bill 11-67 asks the statewide career and technical education (CTE) task force to expand and strengthen pathways for maritime careers and adds a representative from the Washington State Department of Transportation Ferries Division to the task force.

Committee staff Elena Becker described the bill as building on the work of the CTE core plus model and the task force established in 2024. \"The bill before you asks the task force to do two additional things. First, it modifies the task force's membership by adding a representative from the Washington State Department of Transportation or WSDOT's Ferries Division. And the bill also directs the task force to develop recommendations for expanding and strengthening opportunities that lead or articulate to public and private post secondary education programs approved by the U.S. Coast Guard for awarding the standards of training, certification, and watchkeeping credentials,\" Becker said. She said a preliminary fiscal note shows no fiscal impact to OSPI; the Department of Transportation's fiscal analysis was still outstanding.

Representative Shavers, who carried the bill in the House, told the committee the measure would help close workforce gaps in maritime trades and build on existing CTE work. \"Washington State has a rich maritime heritage, a rich maritime culture. And this will allow us to utilize that, tap into that, you know, ensure that our driven and talented young adults can serve in these public sector roles,\" Representative Shavers said.

Several industry and program witnesses testified in support. Tim Canoe, executive director of the Washington Association for Career and Technical Education, said maritime training can supply work skills for rural and urban employers, including ferry operations and dam-related industries. \"With this type of training ... it starts with this kind of training,\" Canoe said, urging passage and noting minimal fiscal cost.

Dave Gehring, executive director for Core Plus Maritime, said the program already enrolls more than 2,000 students in nearly 30 high schools statewide in boat-building and related skills and that adding marine transportation would create a pathway to deckhand and merchant-marine positions. Captain Ryan C. Davis and Tony Adams, a professional mariner employed with Washington State Ferries and tribal maritime leader, described the Coast Guard certification processes and the ability for students as young as 16 to begin accruing sea time that can count toward later credentials. Captain Davis noted the Coast Guard form CG‑719S and other certificate requirements that programs helping students meet credentialing standards should address.

Witnesses with career-technical centers emphasized the diversity of maritime careers — including shipbuilding, composites manufacturing, recreational boating and underway transportation — and recommended the task force clearly define maritime sectors and align industry sponsors, school programs and credentialing opportunities.

No formal committee votes were recorded in the hearing transcript. Committee staff and witnesses said the bill would proceed to further committee work and that the task force's recommendations would be the venue for technical alignment and any fiscal implications.","House Bill 11-67 would add a WSDOT Ferries Division representative to the statewide career and technical education task force and direct the task force to develop recommendations to expand maritime career pathways aligned with U.S. Coast Guard credentialing.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6281066,"Bill would let students wear items of cultural significance at graduation",0,2282000,"/Search/View?dp=1&key=2608355-f2f65de65876c5aeaa3102f8e8201f38&start=2282&end=2282","https://assets.pipeline.soar.com/2608355-f2f65de65876c5aeaa3102f8e8201f38/thumbnail_2282000.jpg","/articles/6281066/Washington/Bill-would-let-students-wear-items-of-cultural-significance-at-graduation","https://secure.pipeline.soar.com/6281066-e50b585c2544cfeec0cc8a98548e054e/orig.mp4?Expires=1771208704&Signature=XfgUVZ6yeULayV6sbtHhs3QvSzlHnoFYzdWe0mKuw98fR1AR-PIZ3HUaHPj0oeXbmvuuwo3bUWyB8ZRru0iLZMcVxndkE~RZvJ3UQWjJ2h56Jk3c4btVx8MDEpClow~uTW3cwKjY7vaLwYd4SlMDXbWofCXbnTRvtpV23WuMRBfB35G2NdY8MwJ~LMAGzwhAPxpgaUGFH1A5YmEdk5lPzUYAMgvtJ7PTErTjNOakFdSCoULzyPVJFfliVSiRxfhus21HqoNJeQr~~mN9ciD-LU9Ins~QXh2uOSpyB3ckMm8kH6A-mJWCZgyzynm74uba88sujq3Gi-cBCd2GOrxzxQ__&Key-Pair-Id=KUT5TJCACFTXG","House Bill 13-93 would require public school districts, charter schools and state tribal education compact schools to permit students to wear items of cultural significance with or attached to their gown at high school commencement ceremonies and other official graduation events.

The bill was presented to the committee by Elena Becker, committee staff, who said the proposal clarifies existing protections for Native American regalia and expands them to cover other items of cultural significance. \"The bill before you is engrossed House Bill 13‑93 relating to providing public school students with opportunities for cultural expression at commencement ceremonies,\" Becker said. She told the committee that under current state law districts and schools may not prohibit federally recognized tribal members from wearing tribal regalia and that this bill requires districts to allow an item \"that is befitting of the ceremony or event and adhere to the school's decorum requirements.\" Becker reported the fiscal note shows no fiscal impact.

Representative Joel McIntyre, who introduced the bill in the House, described a case that prompted the proposal: a student with immigrant parents who was told by a school administrator that she could not wear a traditional sash at graduation and that she would be removed and denied her diploma if she did. \"I just think that it would be, it's a great balance between allowing the decorum and the uniformity that we want at the ceremony, but also allowing free expression,\" Representative Joel McIntyre said, describing the measure as a way to let graduates express pride in heritage during a once-in-a-lifetime event.

Committee members discussed scope and practical limits. One member noted the variety of personal cap decorations they had seen at other graduations and questioned whether the bill would require formal rules for what is allowed; Becker and members emphasized that the bill permits schools to enforce decorum requirements and that multiple items may be worn if traditionally used together.

No formal committee action or vote was recorded in the transcript. A witness who had signed up to testify on the bill did not appear on Zoom; another committee member repeated support for allowing students to express cultural identity at commencement.

The bill now moves forward in the committee process for further consideration.","House Bill 13-93 would require public schools, charter schools and state tribal education compact schools to permit students to wear items or objects of cultural significance at commencements, while allowing schools to require items be befitting the ceremony and meet decorum rules. Committee staff said the bill has no fiscal impact.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6281051,"Bill extends OSPI transition timeline for education of justice-involved students, asks for more planning",4527,590000,5117000,"/Search/View?dp=1&key=2608355-f2f65de65876c5aeaa3102f8e8201f38&start=590&end=5117","https://assets.pipeline.soar.com/2608355-f2f65de65876c5aeaa3102f8e8201f38/thumbnail_590000.jpg","/articles/6281051/Washington/Bill-extends-OSPI-transition-timeline-for-education-of-justice-involved-students-asks-for-more-planning","https://secure.pipeline.soar.com/6281051-0e37e1435739bced4313d1b56ae896a2/orig.mp4?Expires=1771208704&Signature=N3WHfATumF6uBjpLKKlVmFyWSs7bQdftr5yCZs9L54YqtuTP-fEPstcqxQvG3cNgB9MP32J3Ktc4na7SptjMUQKpN2cnIhqnqJumDo4IHxuvJfa9xLckGTOnnN9DwTYVzRbcF5ywNCPeNBzFOEW6W4CrvNj-vxNy9HoTTFerMSyHCq9cqklW0Q-YpZzc5AAyUJkB83mCCGjBcFV~VNXPe6bPEtO3eStZpZQuuYZ9w6HKSWPVQvwFZPeFIQuiccG904ZaAxPOJbvT21VuMfm31u9ynJ8cdZqSVCngEKgW5HCcGxClkwUavTw2ClgGDbK0jQsUvpq7FPmWKFnX9OsfYg__&Key-Pair-Id=KUT5TJCACFTXG","House Bill 18-27 would modify the statutory duties tied to the Office of Superintendent of Public Instruction (OSPI) assuming responsibility for delivering and overseeing basic education for certain justice‑involved students and would extend the statutory timeline for that transition from September 2027 to September 2028.

Committee staff Alex Fair Fortune summarized the legislative background: 2023 legislation made OSPI responsible for delivery and oversight of basic education services to certain justice‑involved students beginning in 2027 and established a Joint Select Committee on Governance and Funding for Institutional Education to recommend changes. The committee's report recommended that OSPI research service delivery options, including expanded roles for educational service districts (ESDs). The bill heard on this date modifies OSPI's duties, extends planning time by one year, requires OSPI to consult with stakeholders and to examine an additional service delivery option that preserves school districts’ roles. A fiscal note provided to the committee reflected estimated expenditures of approximately $19,000 per year for OSPI staff time.

OSPI witnesses and K‑12 stakeholders described the complex service delivery environment for juvenile justice education. Misha Chernisky, representing the superintendent of public instruction, told the committee there were 21 juvenile detention centers (JDCs) across the state and that education in those facilities is delivered by 16 entities: 12 school districts and four ESDs. Chernisky provided data showing 2,431 unduplicated students served and 3,884 duplicated student occurrences (the higher figure counts students who cycle in and out of facilities during a school year). She and other witnesses described frequent transfers between school districts, detention centers, long‑term rehabilitation centers such as Green Hill and Echo Glen, and community facilities that complicate credit transfer and continuity of instruction.

Simone Bowe of the Washington Education Association said educators favor thoughtful, well‑funded transitions that preserve educators' working conditions and allow districts that currently provide institutional education to remain engaged where appropriate. Representatives of ESDs urged additional stakeholder engagement time and recommended piloting new models before making statewide structural changes. ESD witnesses described an existing Education Advocate program that provides transition case management and noted that, last year, more than 91 percent of students supported by education advocates re-enrolled and returned to school after incarceration.

Supporters told the committee the extra year would permit OSPI and stakeholders to more thoroughly evaluate governance, funding and service delivery options, pilot models where appropriate, and address staffing, funding and labor implications before shifting statewide responsibility. The transcript records discussion and testimony but no formal committee vote on the measure during this hearing.","House Bill 18-27 would modify duties tied to OSPI assuming responsibility for delivery and administration of basic education to justice-involved students and extend the timeline from Sept. 2027 to Sept. 2028; staff estimated OSPI expenditures of about $19,000 per year for planning. OSPI and ESDs told the committee that student transitions, credit","actionData","errors"]

Article not found

Bill would extend timeline and offer experience pathway for childcare worker qualifications

Bill asks CTE task force to add maritime careers, ferries representative and Coast Guard credential pathway

Bill would let students wear items of cultural significance at graduation

Bill extends OSPI transition timeline for education of justice-involved students, asks for more planning