Official Text and Analysis.

Creates a permanent committee to promote and expand social emotional learning (SEL) with certain duties and members. Requires the Office of the Superintendent of Public Instruction to adopt SEL standards and align the programs it oversees with the standards and integrate where appropriate. Directs the Professional Educator Standards Board to incorporate SEL standards along the entire career continuum for teachers.

Creates a permanent committee to promote and expand social emotional learning (SEL) with certain duties and members, subject to appropriation.

Strikes the requirement that the Office of the Superintendent of Public Instruction (OSPI) adopt the standards and benchmarks recommended by the social emotional learning (SEL) benchmarks work group in its October 1, 2016, final report. Adds that the OSPI must: (1) review the recommendations of the SEL work group convened as directed in the 2017 omnibus appropriations act and the recommendations of the SEL committee created in section 1 of this act; and (2) adopt SEL standards and benchmarks by January 1, 2020, and revise the SEL standards and benchmarks as appropriate.

Maintains provisions creating the social emotional learning (SEL) committee, but modifies the list of entities between which the SEL committee must identify strategies for improved coordination so that it includes youth-serving community partners and culturally-based providers. (2) Strikes the requirement that the OSPI adopt the standards and benchmarks recommended by the SEL benchmarks work group in its October 1, 2016, final report and adds that the OSPI must: (a) Review the recommendations of the SEL work group convened as directed in the 2017 omnibus appropriations act and the recommendations of the SEL committee; and (b) adopt SEL standards and benchmarks by January 1, 2020, and revise the SEL standards and benchmarks as appropriate. (3) Adds that the Professional Educator Standards Board (PESB) and the Paraeducator Board must, by January 1, 2020, incorporate SEL standards and benchmarks into standards for principals and paraeducators (in addition to standards for teachers). Specifies that the boards must include related competencies, such as trauma-informed practices, consideration of adverse childhood experiences, mental health literacy, antibullying strategies, and culturally sustaining practices, in the standards for principals, teachers, and paraeducators. (4) Directs the OSPI to, subject to state funding, create and publish on its web site a list of resources available for professional development of school district staff on the following topics: SEL, trauma-informed practices, recognition and response to emotional or behavioral distress, consideration of adverse childhood experiences, mental health literacy, antibullying strategies, and culturally sustaining practices. Requires that the list include professional development opportunities and resources identified by the SEL committee. (5) Requires, beginning in the 2020-21 school year, and every other school year thereafter, school districts to use one of the state-funded professional learning days to train staff in the topics identified for the resource list. (6) Directs the PESB to periodically review approved preparation programs to assess whether and to what extent the programs are meeting knowledge, skill, and performance standards, and publish on its web site the results of the review in a format that facilitates program comparison. (7) Makes the bill null and void unless funded in the budget.