OSPI Reports to the Legislature

Multilingual learners (MLs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Students served by TBIP in 2023–24 spoke 266 different home languages. The most identified language was Spanish, spoken by 59% of students. The top ten languages spoken by multilingual students in Washington’s public schools are Spanish, Russian, Ukrainian, Vietnamese, Dari, Arabic, Marshallese, Mandarin Chinese, Somali, and Pashto.
In 2023-24, the Office of Superintendent of Public Instruction (OSPI) Multilingual Education Department focused on the expansion of K–12 dual, heritage, and Tribal language programs, implementing strong research-based program models and supports.

This annual report examines statewide Running Start enrollment for school year (SY) 2023–24. Running Start enrollment slowed during and immediately following the COVID-19 pandemic, but has rebounded to pre-pandemic levels. The 30,959 Running Start students reported as enrolled by colleges in fall of 2023 compares favorably to the program’s high-water mark of 31,991 reflected in the OSPI Report Card for 2020–21. According to SBCTC’s Enrollment Data Dashboard, Running Start enrollment has steadily increased over the past three years in almost every college and term. 

Every year on January 16, Washington public schools participate in Temperance and Good Citizenship Day (TAGCD) in accordance with Revised Code of Washington (RCW) 28A.230.150. On this day, Washington social studies teachers must provide instructional time for high school seniors to register to vote. OSPI developed a set of recommendations to continue increasing youth voter registration. 

The Office of Superintendent of Public Instruction (OSPI) works with the Washington State Department of Health (DOH) and other education and public health partners on the implementation of medically accurate, inclusive comprehensive sexual health education (CSHE) in Washington schools. This includes annually reviewing CSHE instructional materials for consistency with state requirements, posting resources on our website (including guidance, model policies, and lists of instructional materials that are consistent with legislative requirements), and providing technical assistance and professional development on delivering CSHE in line with requirements and best practices.

The federal McKinney-Vento Homeless Assistance Act broadly defines homelessness in an effort to provide protections and supports for students living in a variety of unstable housing situations. In 2014, the Washington State Legislature passed Senate Bill 6074, which aims to improve educational outcomes for children and youth experiencing homelessness by bolstering student homelessness identification and establishing further data reporting requirements. RCW 28A.300.540 requires the Office of Superintendent of Public Instruction (OSPI) to report this data every other year. 

In 2022, the Washington state Legislature passed Second Substitute House Bill 2078 (SHB 2078) to establish the Establishing the Outdoor School for All Program. This initiative aims to enhance outdoor educational experiences for students in Washington public schools. The program aims to foster a connection with nature, enhance educational outcomes, and contribute to the overall well-being and future success of its participants. 

Safety Net funding is available to Local Education Agencies (LEAs) that demonstrate need for additional special education funding. The Legislature requires OSPI to annually survey LEAs about their satisfaction with the Safety Net process

As part of the 2024 supplemental budget, the Washington State Legislature added a requirement that each local education agency (LEA) report to OSPI, by November 1, 2024, on the LEA’s expenditures relating to special education.

Building Bridges is charged with creating a statewide program for comprehensive dropout prevention, intervention, and retrieval (DPIR) programming, and to make annual recommendations to the legislature and the governor on DPIR best practices and system needs. 

The Office of Superintendent of Public Instruction (OSPI) is required by RCW 28A.250.040 to report annually on online learning. Public school districts and online school programs expressed concerns about the established multidistrict approval process, prompting OSPI to consider changes based on feedback from the Online Learning Advisory Committee (OLAC). OSPI is evaluating the impacts of current definitions and approval types on districts' ability to offer online school programs and is exploring ways to address the needs and recommendations of school districts.

The Washington Social Emotional Learning (SEL) Committee was established in 2019 through Senate Bill 5082 (SB 5082) to address the growing body of evidence that shows the need for improving a student’s social and emotional competencies which are critical to every child’s development and learning. SB 5082—codified in Revised Code of Washington (RCW) 28A.300.477— requires the Committee to submit a progress report to the legislature annually beginning June 1, 2021. The progress report must include accomplishments, state-level data regarding implementation of SEL, and the identification of systemic barriers or policy changes necessary to promote and expand SEL. 

Washington students in Juvenile Rehabilitation (JR) facilities have had limited opportunities to access the education necessary for making life-changing academic progress and to receive the supports needed to successfully reenter their community and connect with education and employment opportunities following incarceration. In 2023, Substitute House Bill (SHB) 1701 was passed by the legislature with the intent of focusing attention on the Institutional Education governance structure and funding model. Under SHB 1701, OSPI is responsible for the development of a timeline and plan for assuming the above responsibilities of SHB 1701 as well as annual interim reports.

A report on Native Education in Washington state. The report provides a brief overview of Tribal history in Washington. It also discusses the role of the Office of Native Education (ONE), the work ONE is doing to connect with students and communities, implementation of the John McCoy (lulilaš) Since Time Immemorial curriculum, and future opportunities to support Native Education in Washington.