OSPI Reports to the Legislature

As part of the basic education requirements in Washington state, each school district must make a minimum of 180 school days available to students each school year. 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. Waiver examples include parent-teacher conference days, professional development days, student transition days, and alternative calendars for specific schools or districts. 

OSPI is required 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 2024 Legislature required OSPI to complete a one-time compliance review of every Washington school district related to compliance with state and federal nondiscrimination laws. The Proviso required OSPI to complete this compliance review between July 2024 and July 2025, using the agency’s compliance monitoring process established in chapter 392-190 Washington Administrative Code (WAC). As required by the Legislature, this report summarizes the types of noncompliance found, any corrective actions taken by OSPI or school districts, and school district responses to issues of noncompliance that were found during the compliance review process.

This legislative report includes two projects: A Common Substitute Teacher Application Platform (ESSB5187, 2023) and Workforce Vacancy Tool Feasibility Study (ESSB5950, 2024). The 2023 Legislature directed OSPI to plan for the development and implementation of a Common Substitute Teacher Application Platform (CSTAP). The 2024 Legislature directed OSPI to conduct a feasibility study on the costs and timeline for developing a database and tool to identify real-time and future educator workforce shortages. The intent of these directives is to find and adapt a solution to reduce redundant job applications for substitute teachers and other educators as well as provide a streamlined, statewide Workforce Recruitment and Absence Management system (WRAM) for districts to effectively attract and recruit substitute teachers, educators, and classified staff in K–12 systems. 
 

OSPI contracted Koné Consulting to examine factors affecting educational opportunities for children of seasonal farmworkers, focusing on school access, academic performance, and postsecondary opportunities as mandated by ESSB 5950. The study focused on the needs of children of non-migratory seasonal farmworkers who may lack access to these same resources that migratory agricultural workers receive through the federally funded Title I Part C Migrant Education Program (MEP). This study collected quantitative and qualitative data from stakeholders and community representatives to understand the unique educational needs of seasonal farmworker families. The study examined school accessibility, including access to certification and post-secondary education programs, academic performance indicators, state assessment results, graduation rates, and disciplinary actions. This report presents experiences of formerly migratory students whose families still conduct agricultural work, but lost MEP eligibility after settling permanently in local communities, along with recommendations to enhance educational outcomes for children of seasonal farmworkers.

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 requires OSPI to report this data every other year. 

The 2024–25 Educational Technology assessment survey collected data on the use of technology-based assessments across Washington school districts. This year’s results reflect continued growth in the use of teacher-developed assessments and technological tools across all grade levels. 

The legislature provided funds for OSPI to examine how free and reduced-price school meal data is used as a funding driver for programs such as the Learning Assistance Program and provide recommendations for metric or alternative metrics. This report outlines the process and outcomes for evaluating the existing low-income metric used as a funding and program driver, and identifies and recommends alternative metrics.

OSPI has formulated a comprehensive set of recommendations aimed at expanding the universal online High School and Beyond Plan (HSBP) platform in Washington state to engage students from the fifth grade onwards. Additionally, the report discusses future considerations regarding resource allocation, including the potential involvement of elementary school counselors in facilitating and supporting this expanded access. 

The 2025 Legislature established the K–12 Funding Equity Workgroup to analyze K–12 education funding formulas and revenue sources and explore options for revisions to the funding formula that are responsive to student needs, including economic, demographic, and geographic differences in student and community populations. This report provides a summary of the Workgroup’s progress through October 2025, and State Superintendent Chris Reykdal’s recommendations for the Legislature on actions for the 2026 Legislative Session.

The Language Access Advisory Committee was established in 2022. This report shares the progress of the committee to date in fulfilling its charge.  

In the scope of this committee, language access includes plans, policies, procedures and services meant to establish meaningful, two-way communication between the district and school and families and communities with limited English proficiency, who are deaf, blind or need other communication assistance, and promote access for those individuals to the programs, services, and activities of the district and school. It is limited to language access services delivered in education settings outside of the classroom and does not include in-classroom supports for students 

The 2022 legislature passed House Bill 1664 (HB 1664), which increased allocations for specific types of personnel in the prototypical school funding model. This report analyzes the implementation of RCW 28A.150.260 (5)(b), related to physical, social, and emotional support staff.

OSPI has an ongoing responsibility under RCW 28A.155.090 to ensure that certain entities, known as nonpublic agencies (NPAs), are authorized to provide services to students eligible to receive special education services. 

OSPI is required to submit an annual report to the Legislature regarding such activities related to the placement of students receiving special education services at authorized NPAs. The information provided in this report covers activities related to the 2024-2025 school year and the 2025 authorization cycle for NPAs.  

State law requires OSPI compile the information submitted by school districts and report to the legislature on the types of emergency response systems used by school districts. 

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. 

OSPI is required to submit an annual report to the legislature on the statewide activities funded under RCW 28A.150.390(3). The 2025 and 2026 annual reports must include an update on the impact of removing the cap on the special education enrollment percentage, including the impact on safety net needs. 

This report provides an update on the statewide activities planned for the 2025-26 academic year and beyond. This report also describes the 2025-26 data collections that will be used to measure the impact of removing the special education enrollment cap. 

In accordance with legislative direction, OSPI conducted a feasibility study to evaluate the implementation of a statewide Individualized Education Program (IEP) system. The study explored the current state of IEP systems in Washington, identified challenges to delivering high-quality, equitable special education services, assessed potential vendors and costs, and a recommended path forward to improve outcomes for students with disabilities across the state.

OSPI through the Office of Native Education (ONE), successfully administered the Tribal School Opioid Education Pilot Project. This one-year pilot project distributed grant funding ranging from $90,000–$107,500 to five State Tribal Education Compact schools (STECs) and conducted comprehensive research into tribally-centered opioid and fentanyl prevention curricula. 

The pilot demonstrated that culturally-grounded prevention education, particularly the Healing of the Canoe curriculum, offers powerful approaches to substance use prevention that strengthen cultural identity while building resilience. 

The purpose of the Academic, Innovation, and Mentoring (AIM) program is to support community-based youth development organizations that deliver educational services, mentoring, and connection to positive out-of-school time activities for youth ages 6–18.

The AIM program was designed to provide targeted academic and social emotional development interventions during out-of-school time. The Boys & Girls Clubs (“Club,” “Clubs”) have been delivering community-specific models in 14 locations across the state. Each site worked with the local school district to ensure a match with community needs and resources and developed plans to implement a range of evidence-based programming.

The Academic, Innovation, and Mentoring (AIM) program was designed to provide targeted academic and social emotional development interventions during out-of-school time. The Boys & Girls Clubs (“Club,” “Clubs”) have been delivering community-specific models in 14 locations across the state. Each site worked with the local school district to ensure a match with community needs and resources and developed plans to implement a range of evidence-based programming. 

All sites have collected participant demographics and pre-intervention measurements of academic improvement and demonstration of social and emotional skills. Clubs selected different methods to demonstrate improved academic outcomes, but all of them have seen success with improving math and English language arts (ELA) for students needing additional support. 

This report outlines the 2024–25 legislative recommendations and system updates from the Graduation: A Team Effort (GATE) Advisory, as required by RCW 28A.175.075, including contributions from the Re-envisioning Truancy Subcommittee. It also summarizes OSPI’s ongoing efforts to strengthen Washington’s statewide dropout prevention, intervention, and reengagement systems under the Building Bridges statutes. 

Career and Technical Education (CTE) course equivalencies connect industry-based learning with core academics, allowing students to earn graduation credit through applied, career-focused coursework. OSPI) is required each year to report on, the annual number of students participating in state-approved equivalency courses, the annual number of state-approved equivalency credit courses offered in school districts and skill centers, and the list of equivalent CTE courses and their curriculum frameworks.

The Outdoor School for All Program was created to expand outdoor educational experiences for students from pre-kindergarten through twelfth grade, with a focus on increasing equity and access for historically underserved populations in science education. Three main grant programs are administered by OSPI, the Recreation and Conservation Office (RCO), and Outdoor Schools Washington (OSWA). These programs fund outdoor school experiences, including overnight trips for fifth and sixth graders, and support for high school counselors. 

The Financial Education Public-Private Partnership (FEPPP), established by the Washington State  
Legislature, is dedicated to advancing personal financial education across the state. FEPPP  
serves as a collaborative forum for public and private stakeholders to strengthen financial  
education in Washington’s schools and communities. This report outlines FEPPP’s activities and  
accomplishments since the previous legislative update in December 2024. 

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.

This report summarizes activities undertaken by OSPI’s Reducing Restraint & Eliminating Isolation (RREI) project during fiscal year 2025, as mandated through 2023’s biennial operating budget and 2024’s supplemental operating budget. Demonstration projects incorporate “Pilot site” districts that strategically engage in the process of building systems of support, and “Demonstration site” districts that serve as learning communities to share their stories and highlight exemplary practices within these systems. Their outcomes have revealed promising practices and effective strategies for improving school safety and reducing the use of restraint and isolation. 71% of project sites decreased incidents of restraint and isolation in school year 2024-25, as compared to the previous school year. This decrease in incidents was statistically significant.  

This annual report examines statewide Running Start enrollment for school year (SY) 2024–25, as required by Substitute House Bill (SHB) 1316 (1)(4) and codified in the RCW. 

Running Start enrollment slowed during and immediately following the COVID-19 pandemic, but has rebounded to exceed pre-pandemic levels. The 34,570 Running Start students reported in the fall 2024 school year reflects a 12% increase from the fall 2023 school year and is 8% higher than the previous peak enrollment of 31,991 in 2020–21.  

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. More than 440 people from LEAs that applied for Safety Net received the survey in October 2025. The survey included 12 questions and was open for two weeks. OSPI received 142 responses. 

Each year, school districts receive an efficiency rating of their student transportation operations using previous school year data recorded in the transportation funding system, Student Transportation Allocation Reporting System (STARS). Regional Transportation Coordinators (RTCs) conduct efficiency reviews for those districts with an efficiency rating below 90 percent. Most districts operate with an efficiency rating above 90 percent as evident with only 70 out of the 279 eligible school districts receiving an efficiency review in 2025.

State law requires OSPI to annually report to the Legislature the number of schools participating in United States Department of Agriculture’s (USDA) Community Eligibility Provision (CEP). The report must identify barriers to participation and make recommendations to increase participation.

The CEP allows schools with high numbers of low-income students to serve free breakfast and lunch to all students without collecting school meal applications. CEP is available to public, private, and tribal schools.

The Washington Social Emotional Learning (SEL) Committee was established in 2019 through 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. The Committee is required 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 and recommendations for policy changes necessary to promote and expand SEL. 

(OSPI) annually submits a report outlining the method used in determining the coefficients for each site characteristic used to establish the transportation allocation for the following year. The 2025–26 regression analysis for coefficients will use data elements from the previous school year. The coefficients are then used in the Student Transportation Allocation Reporting System (STARS) formula which will determine the 2025–26 school year allocation. 

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. 

OSPI is required to report every three years on funding, services, and educational outcomes for students served under Washington’s ESSA Consolidated Plan (the Plan), Title I, Part D. This report covers schools and programs receiving Title I, Part D grants, including juvenile detention centers, the Department of Children, Youth, and Families (DCYF), Juvenile Rehabilitation facilities1, Education Advocates (EAs), and other prevention, treatment, and medical programs. This report is to inform the Legislature of progress toward the goals established in the Plan and provide recommendations to ensure the education needs of youth and post-resident youth are met. It examines education outcomes for students enrolled in Title I, Part D programs during school years 2021–22, 2022–23, and 2023–24.

This 2025 Legislative Update provides a comprehensive analysis of student unexcused absences and truancy-related actions reported by Washington State school districts to the Office of the Superintendent of Public Instruction (OSPI) for the 2024–25 school year. Drawing on data from the Comprehensive Education Data and Research System (CEDARS), the report highlights key trends, policy impacts, and equity considerations related to student attendance and truancy. 

This report summarizes state standardized assessments for the 2024–25 school year. It also includes a summary of the State Board of Education (SBE) activities concerning the state comprehensive assessment program and actions of the Board anticipated for school year 2025–26

State law Revised Code of Washington RCW 28A.320.130 requires the Office of Superintendent of Public Instruction (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.   

The Seal of Biliteracy (the Seal) is an award earned by graduating seniors who meet certain proficiency standards in both English and a second language. The Seal intends to increase the number of students who are proficient in at least two languages. In 2024–25, 7125 high school seniors earned the Seal in 138 districts in 89 languages.