SB6124 – Develops K-12 field work experiences in environmental and sustainability education.
Prime Sponsor – Senator Hunt (D; 22nd District; Thurston County)
Current status – Had a hearing in the Senate Committee on Early Learning & K-12 Education January 15th. Failed to make it out of committee by 2020 cutoff; dead bill.
Next step would be –
Legislative tracking page for the bill.
(There’s a Senate Bill Report.)
HB2811 is a companion bill in the House.

Comments –
The list of requirements for the “qualified non-profit” eligible for funding under the bill essentially specify some particular organization, apparently the Pacific Education Institute.

Summary –
Subject to funding, the bill would have OSPI contract with a “qualified non-profit” to work with K-12 teachers and communities to develop local stewardship projects and work based learning opportunities in environmental science and engineering, natural resources, sustainability, renewable energy, agriculture, and outdoor recreation. The program’s supposed to integrate the state learning standards in English language arts, mathematics, and science with the FieldSTEM model of outdoor field studies and project-based and work-based learning opportunities. It’s supposed to provide models for integrating the history, culture, and government of the nearest tribe or tribes in the curriculum. It’s to prioritize schools that have been identified for improvement through the Washington framework and communities historically underserved by science education including tribal compact schools, ones with high free and reduced-price lunch populations, rural and remote schools, and schools serving migrant students, students in alternative learning environments, students of color, English language learner students, and students receiving special education services.

Details –
The bill specifies that any “qualified non-profit” contracted to develop these programs must be physically located in Washington; have at least fifteen years of experience collaborating with school districts across the state to provide professional development to K-12 educators about teaching students real-world environmental science and engineering outside the classroom; must deliver project-based learning materials and resources that incorporate career connections to local businesses and community-based organizations, contain professional development support for classroom teachers, have measurable assessment objectives, and have demonstrated community support; and that its materials must align with the State’s learning standards and emphasize the next generation science standards…