2022

Dual Credit Exam Costs

Dual credit courses give high school students the potential to earn both college and high school credit simultaneously, either through completion of a college-level course or through performance on an exam. Multiple state and national reports have demonstrated that the cost of dual credit courses, books and materials, and exam fees is a significant barrier to participation, with students from low-income families participating in dual credit at a 14.5% lower rate than their peers in the 2020–21 school year. As directed by the Legislature, this report includes research on the options for entering into statewide agreements with companies providing dual credit exams to reduce costs to all students and eliminate them for students from low-income families.

Authorizing legislation: Senate Bill 5693, Sec. 522(1) [2022 Supplemental Operating Budget]

UPDATE: Washington AIM Program

The AIM program is intended to support community-based youth development organizations that deliver educational services, mentoring, and recreational activities for youth ages 6–18. Following a competitive grant process in spring 2021, OSPI approved the Boys & Girls Clubs of Washington State Association for a two-year AIM grant, which provided funding to 12 sites across the state. This report includes outcomes from those sites.

Authorizing legislation: RCW 28A.215.080

Holocaust Instruction

The 2019 Legislature established a framework to prepare and make instructional materials on the Holocaust and other genocides available to students and educators in Washington state. The bill required OSPI, in partnership with a non-profit organization who is an expert in this area, develop and distribute instructional materials, best practices, guidelines, and training for educators. The legislation also required OSPI and the selected non-profit organization to develop recommendations for further implementation. This report contains an update on the work to date, as well as those recommendations. 

Authorizing legislation: Senate Bill 5612 (2019)

Innovative Learning Pilot Program

The 2020 Legislature created an innovative learning pilot program to explore options to break away from traditional credits and course requirements and to provide new and more equitable access to learning options that prepare students for post-high school pathways. In collaboration with the State Board of Education (SBE), OSPI must report to the Legislature the efficiency, cost, and impacts of the funding model or models used under the pilot program. The research indicated that costs of the programs had many similarities to traditional education models. OSPI reviewed data on state assessments, attendance, and graduation rates. While performance on these varied between pilots, analysis suggests that these were even with or improved from programs serving similar populations of students.

Authorizing legislation: RCW 28A.300.810

Requirements and Challenges for a Junior Year Career Day

The 2022 Legislature tasked OSPI, in collaboration with Career Connect Washington (CCW), with describing requirements for, options for, and any barriers to Washington's high schools having a Career Pathways Day once per year for students in their junior year. This report details their findings, including their recommendation that career exploration should begin sooner than a student's junior year in order to have the most impact.

Authorizing legislation: Senate Bill 5600 (2022)

Concerning the Sustainability and Expansion of High-Quality Career & Technical Education

To support post-pandemic workforce needs, the 2022 Legislature tasked OSPI and the apprenticeship section of the Department of Labor & Industries with identifying opportunities and challenges with expansion, enhancement, and sustainability of high-quality career and technical education (CTE). This report provides information about the identified opportunities and challenges.

Authorizing legislation: Senate Bill 5600 (2022)

Preliminary Report on Supporting Survivors of Sexual Assault in K–12 Schools

To promote survivor-centered and trauma-informed responses to sexual assault and to support survivors of sexual assault in Washington's public schools, the 2022 Legislature required OSPI to complete research on best practices, review mandatory reporting laws, conduct listening sessions, update model protocols, and develop a training plan for schools. This preliminary report outlines the work that has begun and is planned for 2023.

Authorizing legislation: Senate Bill 5693, Sec. 501(4)(ee)(i) [2022 Supplemental Operating Budget]

UPDATE: The State of Native Education

During the 2021–22 school year, Washington’s public and tribal schools served 70,356 students that identified as American Indian/Alaskan Native (AI/AN). The Office of Native Education (ONE), established in the 1960s and housed within OSPI, assists AI/AN students to achieve basic education goals and meet state standards while supporting cultural identity. This report addresses the accomplishments and recommendations of ONE from July 2021 through June 2022.

Authorizing legislation: RCW 28A.300.105

Post-School Outcomes for Students with Disabilities

Each year, data are collected from former students with an Individualized Education Program (IEP) about their post-school outcomes in their first year out of school – how they have been engaged in the workforce and/or higher education. This report includes data from students who left school in the 2019–20 school year. 

Authorizing legislation: RCW 28A.155.220

UPDATE: Financial Education Public-Private Partnership

*This report was produced by the Financial Education Public-Private Partnership (FEPPP), an agency separate from, but administratively housed within, OSPI.

FEPPP is a partnership between public and private stakeholders to improve and advocate for financial education within Washington's K–12 schools. FEPPP provides professional development and instructional tools for teachers, and works to raise awareness about the importance of personal finance education. This report highlights the work of the FEPPP since its last report in December 2018.

Authorizing legislation: RCW 28A.300.460

180-Day Waivers for the 2021–22 School Year

Every school year, each school district in Washington state is required to make a minimum of 180 days and 1,027 average annual hours of instructional time available to students. In some circumstances, OSPI has authority to grant a waiver to districts if they do not meet these requirements – whether that is planned or due to an emergency school closure. This report provides information about various waivers received and approved for the 2021–22 school year.

Authorizing legislation: RCW 28A.300.760

UPDATE: Safety Net Survey

The Legislature provides Safety Net funding for local education agencies (LEAs) who need additional funds to provide special education services beyond what the state has provided. Each year, OSPI surveys LEAs about their satisfaction with the Safety Net process in order to improve the process. More than 500 people from LEAs that applied for Safety Net received the survey in September 2022. The survey included 13 questions and was open for two weeks. OSPI received 97 responses.

Authorizing legislation: RCW 28A.150.392

UPDATE: K–4 Reading Levels

Washington schools and school districts are required to identify students’ reading levels according to evidence-based state and district selected assessments. OSPI received data on 82% of elementary students in grades K–4 for the 2021–22 school year showing that 38.3% of students in reporting districts were reading below grade level. In addition, 198 school districts reported data on the reading interventions utilized to support students in 2021–22.

Authorizing legislation: RCW 28A.320.203

UPDATE: World Languages and the Washington State Seal of Biliteracy

Washington’s students embody a heritage of many cultures and languages. The Legislature created the Washington State Seal of Biliteracy (the Seal) in 2014 to recognize the importance of multilingual communication skills and the value of the cultural backgrounds of the state’s students. The Seal is an award earned by graduating seniors who meet certain proficiency standards in both English and a second language. In the 2021–22 school year, 4,689 high school seniors earned the Seal in 120 school districts.

Authorizing legislation: RCW 28A.300.575

UPDATE: Career & Technical Education Course Equivalencies

Career and Technical Education (CTE) course equivalencies provide students with the opportunity to meet the learning standards for a specific core subject while earning credit for the aligned CTE course within a single CTE class. This report reflects the CTE equivalency course data collected during the 2021–22 school year. The number of offered state and local equivalency courses and the number of students enrolled in approved high school equivalency courses continued to increase.

Authorizing legislation: RCW 28A.300.236

Improving Institutional Education Outcomes: Final Report

*This report was produced jointly with the Washington State Department of Children, Youth, and Families (DCYF).

Aiming to make progress in addressing the education and related support needs of youth in secure facilities, the 2021 Legislature passed House Bill 1295. The legislation required OSPI and DCYF to convene a workgroup to develop recommendations for the establishment, implementation, and funding of a reformed institutional education system. This report provides the workgroup's final recommendations, as well as a letter by the leaders of OSPI and DCYF calling for transformative changes in governance, oversight and accountability, and continuity of education for youth.

Authorizing legislation: RCW 28A.190.130

Running Start Summer School Pilot Program

The Legislature established the Running Start Summer School Pilot program in 2020 to determine whether there is enough student interest for the summer Running Start term should be funded. The participating colleges reported an average completion rate of 90% and an 87% summer-to-fall Running Start retention rate. OSPI collaborated with the State Board for Community and Technical Colleges (SBCTC) to implement the pilot and produce this report, and based on the results of the pilot, both OSPI and SBCTC support the expansion of Running Start into the summer term.

Authorizing legislation: RCW 28A.630.600

Teacher Residency Workgroup Findings

The 2021 Legislature tasked OSPI with convening a technical advisory workgroup to explore residency options for pre-service educators, with a focus on educators of color and educators who are multilingual. This report contains the workgroup's final recommendations to the Legislature, including establishing a sustainable infrastructure, determining requirements, expanding mentor capacity, and more.

Authorizing legislation: Senate Bill 5092 (2021), Sec. 522(33)(k) [2021–23 Operating Budget]

UPDATE: School Safety and Student Well-Being Advisory Committee

In 2019, at the direction of the Legislature, OSPI created the School Safety and Student Well-Being Advisory Committee to advise the State Superintendent and our state's public and private schools on all matters related to comprehensive school safety and student well-being. This report includes an overview of the Committee's work from 2020–22, as well as four recommendations to the Legislature to improve school safety and student well-being in Washington.

Authorizing legislation: RCW 28A.300.635

Social Emotional Learning in Washington State

The 2019 Legislature tasked OSPI with convening a workgroup to to promote and expand the implementation of social emotional learning in a manner that helps students build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and life. This report contains recommendations to the Legislature to meet the legislative intent.

Authorizing legislation: RCW 28A.300.477

Graduation Pathways Snapshot, Class of 2021

In 2019, the Legislature established different pathways for students to meet state graduation requirements in a manner consistent with their postsecondary interests and goals. In the Class of 2021, 58.4% of students completed a math and English language arts course or exam pathway, 43.5% completed a CTE pathway, and 4.4% completed a military pathway (note: students may complete more than one pathway). This report contains information and data about the pathways available in each school district; the number of students who utilized each graduation pathway; as well as student participation in each pathway disaggregated by race, ethnicity, gender, and income status.

Authorizing legislation: RCW 28A.655.260

UPDATE: Student Transportation Allocation Determination

This report outlines the method used in determining the funding provided to school districts to cover the costs of student transportation to and from school.

Authorizing legislation: RCW 28A.160.180

UPDATE: School Transportation Efficiency

Each year, school districts receive an efficiency rating of their student transportation operations using previous school year data recorded in the transportation funding system. Data was not available to determine efficiency ratings because of lack of ridership in the 2020–21 school year due to the pandemic.

Authorizing legislation: RCW 28A.160.117

K–12 Basic Education Compensation Advisory Committee

The 2021 Legislature tasked OSPI with convening a workgroup to develop recommendations to support recruiting and retaining a multicultural and multilingual educator workforce with state salary allocations that are competitive and reflective of current economic conditions. This report includes the Committee's comprehensive recommendations, as well as OSPI's streamlined recommendations.

Authorizing legislation: Senate Bill 5092, Sec. 951 [2021–23 Operating Budget]

UPDATE: Online Learning

Due to the impacts of the COVID-19 pandemic, the number of students, schools, and school districts participating in online learning increased. In the 2020–21 school year, 60.35% more students participated in online courses than the prior year. This report provides information about online learning participation in the 2020–21 school year.

Authorizing legislation: RCW 28A.250.040

UPDATE: Dual Credit Programs Enrollment

Dual credit courses provide high school students the potential to earn both high school and college credit at the same time, either through completion of a college-level course or through performance on an exam. Research shows students who complete dual credit courses are more likely to graduate on time, enroll and persist in post-secondary education, or transition into a career. This annual report provides updates on dual credit enrollment from the 2020–21 school year.

Authorizing legislation: RCW 28A.600.280

UPDATE: Temperance and Good Citizenship Day – Voter Registration

Every year on January 16, Washington's public schools participate in "Temperance and Good Citizenship Day" (TAGCD), as required by state law. On TAGCD, social studies teachers provide high school seniors the opportunity to register to vote during class time. Combined with efforts by the Secretary of State and the Department of Licensing, between March 1, 2021 and February 28, 2022, 45,717 Washingtonians aged 17 and 18 registered to vote. This report contains more data, as well as recommendations for expanding youth voter registrations.

Authorizing legislation: RCW 28A.230.150

2021

UPDATE: K–4 Reading Levels

To improve early literacy, each year, the Legislature requires Washington's school districts to assess all students in grades K–4 and determine the number who are reading below grade level and report which intensive reading strategies and/or interventions they are utilizing to improve those students' reading skills. For the 2020–21 school year, OSPI received data on 92% of our state's students in grades K–4. Of those students, 42% were reported as reading below grade level. This report provides more detailed data, as well as the strategies being utilized to support students.

Authorizing legislation: RCW 28A.320.203

UPDATE: Educational Technology Assessments

Educators use educational technology assessments to determine if Washington's students meet standards for educational technology. In the 2020–21 school year, 90% of elementary schools, 91% of middle schools, and 92% of high schools reported providing instruction to students in hardware/software training, digital citizenship, media literacy, internet safety, and online tools/search techniques. Less than half of elementary and middle schools, and just over half of high schools, reported assessing their students on these skills.

Authorizing legislation: RCW 28A.655.075

UPDATE: The State of Native Education

In the 2020–21 school year, Washington's schools served more than 64,000 public school students that identified as American Indian/Alaskan Native (AI/AN). The Office of Native Education, housed within OSPI, supports AI/AN students as they achieve education goals and standards while supporting cultural identity. This report includes the Office's accomplishments from July 2020 through June 2021.

Authorizing legislation: RCW 28A.300.105

180-Day Waivers for the 2020–21 School Year

Every school year, each school district in Washington state is required to make a minimum of 180 days and 1,027 average annual hours of instructional time available to students. In some circumstances, OSPI has authority to grant a waiver to districts if they do not meet these requirements – whether that is planned or due to an emergency school closure. This report provides information about various waivers received and approved for the 2020–21 school year.

Authorizing legislation: RCW 28A.300.760

UPDATE: Washington Comprehensive Assessment Program

This report summarizes state standardized assessments for the 2020–21 school year. Given the impacts of the COVID-19 pandemic, the U.S. Department of Education granted some flexibility for some statewide assessments during that year, but for other assessments, expectations were the same as in a typical year.

Authorizing legislation: RCW 28A.300.041

Washington K–12 Transcript Weighted GPA

The 2020 Legislature tasked OSPI with convening a workgroup to review and provide recommendations to the standardized high school transcript, including whether Washington should allow for the use of a weighted grade point average (GPA) for accelerated coursework. The workgroup reviewed policies, practices, and data and ultimately recommended that weighted GPAs not be adopted at this time. Instead, the workgroup recommends this issue be revisited after school districts have sufficient time to put their policies around academic acceleration in place.

Authorizing legislation: Senate Bill 6168 (2020) Sec. 501 (4)(ff) [2020 Supplemental Operating Budget]

UPDATE: Building Bridges

The Legislature established the Building Bridges program and workgroup in 2007 to support all students in remaining on track to graduate. The state's ongoing student engagement and reengagement efforts focused on building local prevention and intervention systems, creating a dropout reengagement system, and coordinating supports with youth- and family-serving agencies. This report provides an annual update.

Authorizing legislation: RCW 28A.175.075

UPDATE: Data on Students Experiencing Homelessness

The federal McKinney-Vento Act broadly defines homelessness in an effort to provide protections and supports for students living in a variety of unstable housing situations. This helps to ensure school stability and continued enrollment at a time when a student's nighttime residence may be constantly changing. Due to the widespread school building closures over the past couple of years to combat the spread of COVID-19, school districts had difficulty identifying and serving students experiencing homelessness during the 2020–21 school year; identifying a significant decrease from the previous year (from 36,996 identified students in 2019–20 to 32,335 in 2020–21). This report provides more information about the data and about how Washington's schools support students experiencing homelessness.

Authorizing legislation: RCW 28A.300.540

UPDATE: School District Supplemental Contracts

Each year, the Legislature requires school districts to report to OSPI with information about any supplemental contracts they enter into for additional time, responsibility, or incentive. The total statewide supplemental pay school districts reported for the 2020-21 school year is estimated at $886 million.

Authorizing legislation: RCW 28A.400.2001

UPDATE: Learning Assistance Program Growth Data

The Learning Assistance Program (LAP) provides supplemental instruction and services to students who are not meeting academic standards in basic skill areas (reading, writing, and math). During the 2020–21 school year, 13.8% of Washington's students received LAP services. Of these students, over 70% were identified as low-income and over 26% were receiving English learner services. This report includes further updates on LAP and the students served using LAP funds.

Authorizing legislation: RCW 28A.165.100

UPDATE: Academic, Innovation, and Mentoring (AIM) Program

The AIM program is intended to support community-based youth development organizations that deliver educational services, mentoring, and recreational activities for youth ages 6–18. Following a competitive grant process in spring 2019, OSPI approved the Boys & Girls Clubs of Washington State Association for a two-year AIM grant. This report reflects outcomes from the second year of the grant. 

Authorizing legislation: RCW 28A.215.080

UPDATE: Career and Technical Education Course Equivalencies

Career and technical education (CTE) course equivalencies are courses that provide students the opportunity to meet standard in core subject areas through CTE courses. This report summarizes data reported to OSPI by school districts about the number of students participating in state-approved equivalency courses, as well as the number of state-approved courses offered.

Authorizing legislation: RCW 28A.300.236

UPDATE: School Resource Officer Program, Training, and Grants

The 2019 Legislature and further, the 2021 Legislature established a definition and training requirements for school districts that choose to employ a school resource officer (SRO). The Legislature directed OSPI to make resources available to support the training of SROs, including in areas of civil rights of children in schools, trauma-informed approaches to working with youth, collateral consequences of arrest and court involvement, restorative justice principles and practices, and more. This report provides an update on the implementation of statewide SRO program requirements and training.

Authorizing legislation: RCW 28A.300.650

UPDATE: Financial Education Public-Private Partnership - 2019, 2020, & 2021

The Financial Education Public-Private Partnership (FEPPP) promotes personal financial education and is administratively housed within OSPI. The FEPPP provides professional development and instructional tools for teachers so they can teach personal finance in their classrooms. The Partnership's end goal is to equip Washington's youth with the skills they need to become financially capable adults. This report highlights the work of the FEPPP since the last report published in December 2018.

Authorizing legislation: RCW 28A.300.460

UPDATE: Gangs in Schools Task Force

The Gangs in Schools Task Force was created by the Legislature to examine current adult and youth gang activities that are affecting school safety. The task force met regularly from 2008 to 2013. The task force has not met since that time, though their recommendations still stand and the School Safety and Student Well-being Advisory Committee is poised to address any needed policy solutions related to gang activities in schools.

Authorizing legislation: RCW 28A.300.490

Post-School Outcomes for Students with Disabilities

Each year, data are collected from former students with an Individualized Education Program (IEP) about their post-school outcomes in their first year out of school – how they have been engaged in the workforce and/or higher education. This report includes data from students who left school in the 2017–18 school year. 

Authorizing legislation: RCW 28A.155.220

UPDATE: World Languages and the Washington State Seal of Biliteracy

Washington's students bring with them a rich heritage of many cultures and languages. Recognizing the importance of multilingual communication skills and valuing the cultural backgrounds of our students, the 2014 Legislature established the Washington State Seal of Biliteracy, an award earned by graduating seniors who meet certain proficiency standards in both English and a second language. In 2020–21, the Seal was earned by 3,574 high school seniors. 

Authorizing legislation: Senate Bill 5092 (2021) Sec, 501(1)(a)(v) [Supplemental Operating Budget]

Improving Institutional Education Outcomes: Interim Status Report 

*This report was produced jointly with the Washington State Department of Children, Youth, and Families (DCYF).

Aiming to make progress in addressing the education and related support needs of youth in secure facilities, the 2021 Legislature passed House Bill 1295. In meeting the requirements of the bill, OSPI and DCYF formed an advisory group to develop recommendations to OSPI and DCYF on the elements of an implementable plan for reforming institutional education in Washington state. This interim report shares progress from the first year of implementation. A final report will be published in November 2022.

Authorizing legislation: RCW 28A.190.130

Regional Educator Recruitment Program

In 2019, the Legislature passed a bill aiming to expand Washington's current and future educator workforce supply through evidence-based strategies – particularly focusing on the recruitment and retention of highly effective educators in high-need subjects, grade levels, and geographic areas. The bill directed OSPI to administer a regional educator recruitment program to the three regional educational service districts (ESDs) with the least access to alternative route teacher certification programs. The selected ESDs are 114 (Olympic Peninsula), 123 (Tri-Cities), and 171 (North Central). Across the three ESDs, the primary focus centered on recruiting systems for American Indian/Alaska Native educators serving both tribal and non-tribal students in the state.

Authorizing legislation: House Bill 1139 (2019)

Institutional Education Rules Summary

Washington state provides K–12 basic education services to incarcerated and previously incarcerated juveniles. This report, required by the 2021 Legislature, includes a summary of adopted and pending rules to inform the Legislature of any policy and funding changes that may be necessary to accomplish the objective of improving institutional education programs and outcomes. 

Authorizing legislation: RCW 28A.190.100

UPDATE: School Transportation Efficiency

Each year, school districts receive an efficiency rating of their student transportation operations using previous school year data recorded in the transportation funding system. Data were not available to determine efficiency ratings because of school building closures in the spring of 2020 due to the COVID-19 pandemic. Therefore, efficiency reviews were not conducted in 2021.

Authorizing legislation: RCW 28A.160.117

Post-resident Youth – Dropout Prevention System Examination

The 2021 Legislature directed OSPI to examine Washington's dropout prevention, intervention, and retrieval system, as well as recommend new or modified dropout reengagement requirements and practices that will promote credit earning and high school completion by youth and post-resident youth. OSPI focused this analysis on Washington's statewide dropout reengagement system: Open Doors. This report includes three recommendations by OSPI to promote better outcomes for post-resident youth and all youth who engage in the state's youth reengagement programs.

Authorizing legislation: House Bill 1295 (2021)

UPDATE: Safety Net Survey

Safety Net funding is available to local education agencies (LEAs) that demonstrate need for additional special education funding. Applicants must show need beyond state and federal funding already available to the LEA. The Legislature requires OSPI to annually survey LEAs about their satisfaction with the Safety Net process. The survey is used to consider feedback from LEAs to improve the Safety Net process.

Authorizing legislation: RCW 28A.150.392

Teacher Residency Technical Advisory Workgroup

The 2021 Legislature tasked OSPI with convening a technical advisory workgroup to explore residency options for pre-service educators, with a focus on educators of color and educators who are multilingual. This report contains preliminary recommendations aimed to support the workgroup, which will convene in January 2022. The workgroup will prepare final recommendations for the Legislature by November 2022.

Authorizing legislation: Senate Bill 5092 (2021), Sec. 522(33)(k) [2021–23 Operating Budget]

Social-Emotional Learning in Washington State

In 2019, the Legislature established a Social Emotional Learning (SEL) Committee to build upon the work of the previous Social Emotional Learning Indicators (SELI) Workgroup. The Committee met regularly over the course of the year and developed recommendations for SEL in Washington state.

Authorizing legislation: RCW 28A.300.477

UPDATE: Transitional Bilingual Instruction Program (TBIP)

English learners – students whose primary language is not English and who are eligible for English language development services – receive TBIP services until they become proficient in English. During the 2019–20 school year, nearly 140,000 students were identified as ELs, a 3% increase from the prior year. This report includes information about the TBIP in the 2019–20 school year, as well as some of the impacts of school facility closures in the spring of 2019 on data quality.

Authorizing legislation: RCW 28A.180.020

Temperance and Good Citizenship Day—Voter Registration

Each year on January 16, public schools participate in "Temperance and Good Citizenship Day," where social studies teachers who teach students in the 12th grade are required to provide instructional time for students to register to vote. Between March 2020 and February 2021, nearly 70,000 young people (ages 17 and 18) registered and pre-registered to vote through the Office of the Secretary of State and the Department of Licensing. This report contains more on the work over the past year, recommendations to the Legislature for expanding youth voter registration, and next steps. 

Authorizing legislation: RCW 28A.230.150

Graduation Pathways Snapshot, Class of 2020

In 2019, the Legislature established different pathways for students to meet state graduation requirements in a manner consistent with their postsecondary interests and goals. The Class of 2020 was the first graduating class required to meet one or more graduation pathways. This report contains information and data about the pathways available in each school district; the number of students who utilized each pathway; as well as student participation in each pathway disaggregated by race, ethnicity, gender, and income status.

Authorizing legislation: RCW 28A.655.260

180-Day Waivers for the 2019–20 School Year

Every school year, each school district in Washington state is required to make a minimum of 180 days and 1,027 average annual hours of instructional time available to students. In some circumstances, OSPI has authority to grant a waiver to districts if they do not meet these requirements – whether that is planned or due to an emergency school closure. Due to the mandatory school building closures in the spring of 2020 to limit the spread of COVID-19, the most utilized waiver in the 2019–20 school year was the Emergency School Closure Waiver, which was granted to 186 districts for both days and hours, and to 112 districts for hours only.

Authorizing legislation: RCW 28A.300.760

Transition Collaborative Summative Report

Since 2018, OSPI and other state partners have been working to develop an implementation plan for building statewide capacity among school districts to improve transition planning activities for students likely to become eligible for services from the Developmental Disabilities Administration (DDA). This report includes research and data on transition, recommendations for improving transition outcomes for students with disabilities in Washington, and more.

Authorizing legislation: Senate Bill 6032 (2018) Sec. 501 (57) [2018 Supplemental Operating Budget] and Senate Bill 6168 (2020) Sec. 501 (3)(c) [2020 Supplemental Operating Budget]

2020

UPDATE: Safety Net Survey

Safety Net funding is available to Local Education Agencies (LEAs) that demonstrate need for additional special education funding. Applicants must show need beyond state and federal funding already available to the LEA. The Legislature requires OSPI to annually survey LEAs about their satisfaction with the Safety Net process. The survey is used to consider feedback from LEAs to improve the Safety Net process.

Authorizing legislation: RCW 28A.150.392

School Safety and Student Well-Being Advisory Committee

In 2019, at the direction of the Legislature, OSPI created the School Safety and Student Well-Being Advisory Committee to advise the State Superintendent and our state's public and private schools on all matters related to comprehensive school safety and student well-being. This report includes an overview of the Committee's work in 2019–20, as well as four recommendations to the Legislature to improve school safety and student well-being in Washington.

Authorizing legislation: RCW 28A.300.635

School Resource Officer Program, Training, and Grants

In 2019, the Legislature passed comprehensive school safety legislation (House Bill 1216). The bill defined a School Resource Officer (SRO) Program and included training requirements for school districts that have an SRO, including a requirement for OSPI to provide training materials. This report includes an update on implementation of the requirements.

Authorizing legislation: RCW 28A.300.650

Monitoring and Data Collection: School Safety Programs

In 2019, the Legislature passed comprehensive school safety legislation (House Bill 1216). The bill included a data collection and monitoring component to ensure school district compliance related to comprehensive school safety planning; planning for recognition, screening, and responding to emotional or behavioral distress in students; and school-based threat assessment programs. This report outlines plans for and barriers to implementation of data collection and monitoring, which is set to begin in the 2021–22 school year.

Authorizing legislation: RCW 28A.300.645

UPDATE: Career and Technical Education Course Equivalencies

Career and technical education (CTE) course equivalencies are courses that provide students the opportunity to meet standard in core subject areas through CTE courses. Since the prior year, the number of high school state and local equivalency courses offered, as well as the number of students who participated, both increased during the 2019–20 school year. This report includes data from the 2019–20 school year.

Authorizing legislation: RCW 28A.300.236

UPDATE: World Languages and the Washington State Seal of Biliteracy

The Seal of Biliteracy is an award earned by graduating seniors who meet certain proficiency standards in both English and a second language. Students may also earn competency-based credits in high school if they are proficient in a second language. In 2019–20, 3,403 high school seniors earned the Seal and 5,269 high school students earned world languages competency-based credits.

Authorizing legislation: Senate Bill 6168 (2020), Sec. 501 (1)(a)(v) [2020 Supplemental Operating Budget]

UPDATE: Transitional Bilingual Instruction Program (TBIP)

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible ELs receive TBIP services until they become proficient in English. During the 2018–19 school year, 134,763 students were identified as ELs, a 0.6% increase from 2017–18.

Authorizing legislation: RCW 28A.180.020

African American Studies Workgroup

In 2020, the Legislature directed OSPI to convene the African American Studies Workgroup to develop recommendations for integrating African American history, examinations of racism, and the history of the civil rights movement into existing social studies curriculum provided to students in grades seven through twelve. This report provides recommendations for professional development supports, policy development, and pedagogical considerations for teaching African American studies in Washington.

Authorizing legislation: Senate Bill 6168 (2020) Sec. 501 (3)(i)

Institutional Education Comprehensive Plan

While the number of youth being incarcerated has been steadily declining over the past 10 years, the acuity of needs has increased dramatically. In 2019, the Legislature directed OSPI, in collaboration with the Department of Children, Youth, & Families (DCYF), to create a comprehensive plan for the education of students in DCYF Juvenile Rehabilitation (JR). This report focuses on the long-term juvenile institutions operated by DCYF as well as the JR Community Facilities that offer classroom instruction.

Authorizing legislation: House Bill 1646 (2019)

Temperance and Good Citizenship Day—Voter Registration

Every year on January 16, Washington's public schools participate in "Temperance and Good Citizenship Day." On this day, social studies teachers who teach seniors provide time for students to register to vote. Between May of 2019 and February of 2020, Washington state registered nearly 62,000 young people to vote, exceeding the goal of 50,000. 

Authorizing legislation: RCW 28A.230.150

Children's Regional Behavioral Health Pilot Program

The two-year Children's Regional Behavioral Health Pilot Program was established in 2017 to investigate the benefits of having a Behavioral Health System Navigator at each of the nine regional educational service districts. As part of the pilot, Navigator positions were created at two of the state's educational service districts. The benefits proved tangible, and the report concludes with recommendations for next steps to build upon the successes of the pilot.

Authorizing legislation: RCW 28A.630.500

UPDATE: Online Learning

Online learning continues to grow in Washington state, with more representation from some student groups. The overall online course success rate decreased slightly from 2017–18 to 2018–19, and the success rate for non-online courses increased slightly from 2017–18 to 2018–19.

Authorizing legislation: RCW 28A.250.040

School Waiver Applications for the 2018-19 School Year

In 2018, the Legislature shifted responsibility of certain school waiver applications from the State Board of Education (SBE) to OSPI. Consistent with that authority, OSPI is required to annually report waiver applications to SBE and the House and Senate Education Committees.

Authorizing legislation: RCW 28A.300.760

Student Transportation Allocation Determination

The Student Transportation Allocation Determination Legislative Report outlines the method used in determining transportation allocations for school districts.

Authorizing legislation: RCW 28A.160.180 (4)

2019

Posting Certificated Educator Positions on WorkSource WA

The Legislature directed OSPI to collaborate with the Washington State Employment Security Department (ESD) to include teaching jobs in ESD's web-based pool of job applications, starting first with positions within small school districts. The Legislature tasked OSPI with making recommendations for continuing, changing, or ending the program. Through feedback gathered from school districts, OSPI found that districts did not find the tool to be particularly helpful in recruiting educators and other school staff because the tool is not specific to those jobs. OSPI recommends the Legislature explore other options for an educator-specific workforce clearinghouse.

Authorizing legislation: RCW 28A.300.608

Graduation and Dropout Statistics

Graduation and dropout rates are important indicators of the status of K–12 education in Washington. OSPI reports annually on rates for all students and student groups in the online state Report Card and in this Legislative Report.

Authorizing legislation: RCW 28A.175.010

Academic, Innovation, and Mentoring (AIM) Program

The AIM program supports community-based youth development organizations as they provide support to students ages 6–18 during out-of-school time. In 2018–19, there were seven Boys & Girls Club locations across the state receiving AIM support. This report provides implementation and outcome data for the second year of the program's implementation.

Authorizing legislation: RCW 28A.215.080

UPDATE: K–3 Class Size Reduction Construction Grant Program

In the 2009–11 biennium, the Legislature set in motion the design to provide state funding for all-day kindergarten. The Legislature then enacted a phased-in timeline for implementing all-day kindergarten and a reduction of class sizes in grades K–3. To assist school districts in creating the additional classrooms needed, the Legislature established the K–3 Class Size Reduction Construction Grant Program. This report provides an update on implementation of the grant program.

Authorizing legislation: RCW 28A.300.805

UPDATE: Civic Education Demonstration Districts

In 2018, the Legislature created a demonstration project to implement and enhance an in-depth civics education program in K–12 classrooms. This report reviews activities of the demonstration sites, proven practices, as well as next steps.

Authorizing legislation: RCW 28A.300.485

Use of Teacher and Principal Evaluation Scores in Human Resource Decisions

State law requires school districts to use teacher and principal evaluation results as one factor in human resource decisions. OSPI regularly surveys districts about this practice. This year's results vary widely by district size and by the type of human resource decision. This report reviews the results as well as next steps.

Authorizing legislation: RCW 28A.405.100

UPDATE: School Health Profiles Survey

Every two years, OSPI conducts the School Health Profiles Survey to learn which sexual health education curricula is being used by Washington's public schools. OSPI then reports the results of Profiles to the Legislature. This year's results are from the 2018–19 school year. Of the 285 (out of 295) responding districts, 93% reported providing sexual health education at least once in elementary, middle, or high school.

Authorizing bill/law: RCW 28A.300.475

Barriers to Recruitment of Military Personnel and Spouses to Serve in K–12 Positions

In 2019, the Legislature created a workgroup to identify barriers to the recruitment of military members and their spouses to become educators, obtain academic credit for prior learning, and overcome financial hardships that obstruct their pursuit. The most significant barrier to military members and their spouses transitioning into K–12 education in Washington is the time and cost for certification. The workgroup identified several other barriers; most being complex and integrated. For this reason, the workgroup recommends the Legislature extend the group's work, with some additional duties, for the next year.

Authorizing bill/law: HB 1139 (2019)

Sexual Health Education Workgroup Recommendations

In 2019, the Legislature directed OSPI to convene a workgroup to review sexual health education provisions in state law and state learning standards, and to consider the merits and challenges of requiring all K–12 schools to offer comprehensive sexual health education (CSHE). The workgroup recommends providing all students in grades K–12 with access to CSHE, and clarifying the expected content of instruction for the younger grades.

Authorizing bill/law: ESHB 1109, Section 501 (3)(h) [2019–21 Operating Budget]

Comprehensive Sexual Health Education Data Survey

In 2019, the Legislature directed OSPI and the Department of Health to survey school districts to learn about the availability of sexual health education and other relevant health measures. Of the 285 responding districts (out of 295), 93% reported providing sexual health education in at least one grade band.

Authorizing bill/law: ESHB 1109, Section 501 (3)(h) [2019–21 Operating Budget]

Staffing Enrichment Workgroup Recommendations

In Washington, the state is required to pay for a basic education for every student in grades K–12 residing within the state's borders. In 2010, the Legislature adopted a prototypical funding model to do this. In 2017, the Legislature required OSPI to pull together a technical workgroup to recommend improvements to the funding model that will close opportunity gaps. This report contains the workgroup's recommendations.

Authorizing bill/law: RCW 28A.400.007

UPDATE: The State of Native Education

In the 2018-19 school year, Washington's schools served more than 61,000 public school students that identified as American Indian/Alaskan Native (AI/AN). The Office of Native Education, housed within OSPI, supports AI/AN students as they achieve education goals and standards while supporting cultural identity. This report includes the Office's accomplishments from the 2018-19 school year.

Authorizing bill/law: RCW 28A.300.105 

UPDATE: Schools Implementing the Community Eligibility Provision

The federal Community Eligibility Provision (CEP) allows schools with high numbers of students whose families are low-income to serve free breakfast and lunch to all students without collecting meal applications. This report provides an update on the program's progress since implementation in the 2014–15 school year.

Authorizing bill/law: RCW 28A.235.290

UPDATE: Special Education Safety Net Survey 

Safety Net funding is available to local education agencies (LEAs) that demonstrate need for additional special education funding. Applicants must show need beyond state and federal funding already available to them. Each year, OSPI surveys LEAs for their satisfaction with the Safety Net process. This report includes the results of the survey.

Authorizing bill/law: RCW 28A.150.392

UPDATE: Educational Technology Assessments

Educators use educational technology assessments to determine if Washington's students meet standards for educational technology. In the 2018–19 school year, nearly 30% of school districts reported using an OSPI-developed assessment for educational technology. Over 90% of districts, though, reported providing instruction in educational technology to some or all of their students.

Authorizing bill/law: RCW 28A.655.075

UPDATE: School Transportation Efficiency

Each year, school districts receive an efficiency rating of their student transportation operations. Regional Transportation Coordinators (RTCs) conduct efficiency reviews based on districts meeting certain criteria. In 2019, 86 districts received an efficiency review. This report contains an update from the 2018-19 school year.

Authorizing bill/law: RCW 28A.160.117

UPDATE: Gangs in Schools Task Force

In 2007, the Legislature created a task force to examine current adult and youth gang activities that are affecting school safety and to make recommendations to the Legislature. The task force met until 2013, and they continue to reiterate their recommendations.

Authorizing bill/law: RCW 28A.300.490

Covering the Costs of Dual Credit for Students and Families

Each year, Washington's students and families pay out-of-pocket for the fees, books, and supplies that are required for participation in dual credit programs. This creates inequity by only allowing students who can afford the additional costs to have access to these courses. In 2019, the Legislature directed OSPI to study and make recommendations for how the state can make dual credit cost-free to students within existing funds. This report includes an examination of the current dual credit landscape, as well as recommendations for the Legislature, OSPI, higher education partners, and local school districts.

Authorizing bill/law: ESSB 6032, Part V (1)(S) [2018 Supplemental Operating Budget]

Competency-Based Assessments

The 2018 Legislature directed OSPI to review available and appropriate options for competency-based assessments that meet the state learning standards. This report includes recommendations for promoting more opportunities for competency-based learning and an example of a systemic approach currently being used that supports local implementation.

Authorizing bill/law: RCW 28A.655.070

UPDATE: Weapons in Schools

Each year, OSPI reports the number of incidents involving the possession of weapons on school premises, transportation systems, or in areas of facilities being used exclusively by public or private schools. This report contains the update from the 2017–18 school year.

Authorizing bill/law: RCW 28A.320.130

OSPI's Work in Sexual Health Education

OSPI supports Washington's school districts with the provision of sexual health education (SHE) that is consistent with the AIDS Omnibus Act and the Healthy Youth Act. In fiscal year 2019, OSPI's SHE staff achieved several accomplishments and deliverables, including reviewing SHE curricula, providing professional development to more than 600 educators, responding to over 200 requests for technical assistance, and more.

            Authorizing bill/law: ESSB 6032, Sec. 501 (56) [2018 Supplemental Operating Budget]

Social Emotional Learning in Washington's K–12 Schools

Social emotional learning (SEL) helps people build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions. State-level work in SEL has led to the creation of resources for school leaders, teachers, parents and families, students, and communities; all of which are appendices to this report. This report contains information about Washington's state-level work in SEL, as well as recommendations for further work.

The TBIP serves students whose primary language is not English and who are eligible for English language development services. Eligible students receive TBIP services until they become proficient in English. Students are typically eligible for TBIP services for three to four years before transitioning out of the program. In the 2017–18 school year, about one out of every eight students receiving TBIP services were able to transition out of the program.

            Authorizing bill/law: RCW 28A.180.020

UPDATE: Online Learning

From the 2016–17 to the 2017–18 school year, the number of students accessing online learning in Washington state has grown by 34 percent. Some of this increase may be due to OSPI working more consciously with schools and school districts on accurate reporting of alternative learning, which is an ongoing effort. Overall, OSPI aims to use these data to continue guiding effective and accurate data reporting at the local level, as well as accountability and support for alternative learning programs at the state level. 

            Authorizing bill/law: RCW 28A.250.040

UPDATE: Homeless Student's Data 
In the 2016–17 school year, there were nearly 40,000 students experiencing homelessness in Washington. Students experiencing homelessness suffer academically and are less likely to finish school when compared to their housed peers. The federal McKinney-Vento Act requires school districts to annually report the number of students experiencing homelessness enrolled in their schools. This report includes data on enrollment, participation, and performance.

Authorizing bill/law: RCW 28A.300.540

Transportation Contracting in Washington State 
In 2018, the Legislature required OSPI to coordinate with school districts and educational service districts that contract for transportation bus service and report information regarding those contract employees. This information includes the number of employees, the total cost of the contract, and retirement and health care benefits information.

Authorizing bill/law: ESSB 6032, Sec. 501(65) [2018 Supplemental Operating Budget]

School Day Task Force 
In 2018, the Legislature directed OSPI to convene a task force to define the duties and responsibilities that make up a ‘school day’ under the state’s program of basic education. The task force met three times over the summer and fall of 2018. The group reviewed research and data while exploring various organizational structures around issues of equity, time, and learning. This report contains three final recommendations to the Legislature by Superintendent Chris Reykdal. The recommendations include recognizing the actual time teachers spend carrying out their responsibilities, transforming Washington’s teacher time to more closely match effective international models, and authorizing a new study and workgroup on the topic of teacher time in Washington.

Authorizing bill/law: RCW 28A.150.220 and RCW 28A.150.260

UPDATE: Dual Credit Programs Enrollment

Dual credit courses provide high school students with the opportunity to earn both college and high school credit at the same time. Dual credit participation continues to grow, and the Legislature's investment in subsidizing exams for students experiencing poverty has likely aided in this growth. This annual update examines statewide enrollment patterns of students in dual credit programs.

Authorizing bill/law: RCW 28A.600.280, RCW 28A.320.196, and ESSB 6032, Sec. 501 (30) [2018 Supplemental Operating Budget]

UPDATE: Truancy Report

This report provides a summary of truancy data reported to OSPI, highlighting trends in unexcused absences, new student-level truancy reporting, and analysis of disproportionality between student groups. Data shows that overall unexcused absences have not decreased, but that the percentage of students who meet the criteria of truancy and have a petition filed continues to be low.

Authorizing bill/law: RCW 28A.225.151