OSPI Reports to the Legislature

The SEL K–12 Standards, benchmarks and indicators along with the guiding principles provide a foundation and system for effective SEL implementation. This framework outlines key SEL skills and defines SEL as a process through which individuals build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and life.

This report includes The Washington Social Emotional Learning Committee accomplishments, state-level data regarding implementation of SEL, identification of systemic barriers, and recommendations. For each recommendation, the Committee offers relevant context and rationale in the Recommendations section of this report to inform decision-making.

In 2018, House Bill 2824 shifted responsibility of certain school waiver applications from the State Board of Education (SBE) to the Office of Superintendent of Public Instruction. Under this authority, OSPI may grant certain school day waivers that would assist the school district in implementing a local plan to provide all students an effective education system designed to enhance the educational program for each student. OSPI is required by to report annually to the State Board of Education and to the education committees of the Legislature regarding the applications OSPI received for these waivers during the prior school year.

The Office of Superintendent of Public Instruction (OSPI) collects and reports district use of educational technology assessments. Since 2011, OSPI has made optional classroom-based assessments available to support implementation of Washington’s K–12 Learning Standards. The survey data summarized in this report reflects district-reported use of assessment strategies across elementary, middle, and high school grade bands, including teacher-developed assessments, student self-reflection, technological tools for formative assessment, and OSPI-developed resources.

This report summarizes data for secondary students with an Individualized Education Program (IEP) who left high school during the 2023–24 school year one year after permanently exiting. From June 1–November 1, 2025, surveys were conducted with former students who were receiving special education services at the time that they left school. Survey data were collected and reported by all 262 Washington state school districts with high schools (251 districts and 11 state entities).

In 2021, the Washington State Legislature passed House Bill 1365, codified in RCW 28A.650, to improve equitable access to educational technology by accelerating student access to learning devices, expanding technology training and technical assistance, and building school and district capacity to provide digital navigation services for students and families. This 2026 update describes Washington’s progress toward those goals and identifies the sustainability challenges that remain as dedicated state grant funding has been reduced or discontinued.

The Project Education Impact (PEI) Workgroup was established by the Washington State Legislature to develop recommendations that advance educational parity for students experiencing foster care, homelessness, and involvement in juvenile justice systems. The workgroup is tasked with identifying strategies to eliminate disparities in educational outcomes and reduce racial and ethnic inequities for these student populations. This report represents the first year of a two-year effort focused on understanding the underlying causes of persistent educational disparities and establishing a foundation for future policy recommendations.

Every year on January 16, Washington’s public schools participate in Temperance and Good Citizenship Day (TAGCD). On this day, social studies teachers must coordinate a voter registration event in each social studies class attended by high school seniors, providing the necessary materials and instructional time for students to complete the registration process in class. The Office of Superintendent of Public Instruction in consultation with the Office of the Secretary of State (OSOS), prepares and publishes materials for educators to support the teaching of elections and voting in Washington.  

Washington State has made meaningful progress since the 2020 Transition Collaborative Summative Report in strengthening coordinated transition services for students with disabilities, particularly students with developmental disabilities who have the most significant support needs and are likely to become eligible for adult services through Developmental Disabilities Administration (DDA). 

This report fulfills the requirements of Engrossed Second Substitute Senate Bill 5253 (E2SSB 5253), directing OSPI, DSHS, DSB, and partner transition agencies to collaboratively update the state’s transition implementation plan. 

As required, this plan addresses: 
(a) Provision of coordinated transition services; 
(b) Examples of coordinated transition services for students ages 16–22; and 
(c) Assurance that transition services supplement and do not supplant special education funding. 

State law (Revised Code of Washington RCW 28A.320.130) requires OSPI to annually report to the Legislature the number of incidents in violation of RCW 9.41.280, which involves the possession of weapons on school premises, transportation systems, or in areas of facilities while being used exclusively by public or private schools.