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Home » Policy & Funding » OSPI Reports to the Legislature

OSPI Reports to the Legislature

The State Legislature assigns work to OSPI through legislation. Sometimes, the assigned work concludes in a report back to the Legislature describing what OSPI has done, data collected, next steps, and at times, recommendations. 

Reports going back to 2017 are included below. If the report title says "Update," it means the Legislature requires OSPI to submit more than one report on the topic. 

2021

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 5091 (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 who 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

Graduation and Dropout Statistics

Graduation and dropout rates are important indicators of the status of K–12 education in Washington. The Office of Superintendent of Public Instruction (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.

Appendix B: Glossary
 
Authorizing bill/law: SSB 5883 Sec. 513 (14) [2017–19 Operating Budget]
 

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 Students 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

2018

Post-School Outcomes for Students with Disabilities

The Education Research & Data Center within the Washington State Office of Financial Management reports on outcomes for students receiving special education services in the year after they leave high school. Results from 2015–16 show the percentage of respondents enrolled in postsecondary education or training decreased since the previous year, but the percentage of respondents who are competitively employed increased. In addition, the percentage of respondents who are not engaged in postsecondary education or training or competitive employment decreased from the previous year.

Authorizing bill/law: RCW 28A.155.220

UPDATE: Highly Capable Students

Washington's Highly Capable Program (HCP) serves students who often have advanced levels of academic performance and need to be challenged to meet their academic potential. In the 2018–19 school year, the HCP served more than 70,000 students statewide, reflecting 6.5% of the total public school population. In that same year, the state paid more than $30 million in funding the HCP. There continues to be opportunity gaps in the students who access the HCP, mostly affecting low-income students and students of color.

Authorizing bill/law: RCW 28A.185.050

UPDATE: Career and Technical Education Equivalencies

CTE course equivalencies are classes that allow students the opportunity to meet standard in core subject areas through CTE. In the 2017–18 school year, slightly less statewide high school and skill center equivalencies were offered from the previous year. This may be a result of the addition of local equivalency courses being added as a data element, improving district reporting. The number of students served through statewide equivalencies in the 2017–18 school year was 30,422.

            Authorizing bill/law: RCW 28A.300.236

UPDATE: K–4 Reading Levels

In the 2017–18 school year, nearly 35 percent of students in the 96 percent of districts who reported data to OSPI were reading below grade level. Multiple partners at the state level work to measure and improve K–4 reading levels, and a major component of this is providing professional learning opportunities for educators. 

            Authorizing bill/law: RCW 28A.320.203

UPDATE: Building Bridges Workgroup (Dropout Prevention, Intervention, and Reengagement)

The Legislature established the Building Bridges Workgroup in 2007 to ensure a coordinated effort to keep all students on track to graduate from high school. With the Workgroup's recommendations as a foundation, the Graduation: A Team Effort (GATE) initiative continues to meet regularly. The four-year graduation rate in Washington continues to grow each year, but we have not yet met our statewide goal of 90 percent.

            Authorizing bill/law: RCW 28A.175.075

UPDATE: Assessment Inventory 
Each year since 2016, the Legislature has required OSPI to collect data and report on the amount of time students spend taking state- and district-level assessments. Over the years, there have been minimal changes in typical testing time. This report shows updated data for the 2017–18 school year.

Authorizing bill/law: ESSB 6032, Sec. 513 (23) [2018 Supplemental Operating Budget]

UPDATE: The State of Native Education 
The Office of Native Education (ONE), established in the 1960s, assists American Indian/Alaskan Native students to achieve basic education goals and meet state standards while supporting cultural identity. This annual report addresses the accomplishments and recommendations of ONE, a department within OSPI, over the past year.

Authorizing bill/law: RCW 28A.300.105

UPDATE: Learning Assistance Program Growth Data
The Learning Assistance Program (LAP) supports students below grade-level standards in English language arts and mathematics. During the 2017–18 school year, 15.5 percent of students received LAP services. The median growth students made across all LAP programs this year was 1.05 months of growth for each month enrolled. This report summarizes school district data and reports annual gains for specific LAP practices.

Authorizing bill/law: RCW 28A.165.100

UPDATE: Financial Education Public-Private Partnership 
The Financial Education Public-Private Partnership (FEPPP) was created by the Legislature and promotes personal financial education for students in Washington. To do this, FEPPP focuses on providing professional development and instructional materials for teachers. This report highlights the work of the FEPPP since the last report in December 2016.

Authorizing bill/law: RCW 28A.300.460

Collaborative Schools for Innovation and Success 
The Collaborative Schools for Innovation and Success (CSIS) pilot program was a partnership that paired colleges of education with low-performing, high-poverty elementary schools. The purpose of the five-year pilot was to increase student achievement, close the opportunity gap, and change the way teacher candidates learn to teach students in selected schools. This report describes the pilot project, outcomes, and recommendations for next steps.

Authorizing bill/law: RCW 28A.630.106

Civics Education – Demonstration Sites 
In 2018, the Legislature directed OSPI to strengthen civics education by expanding professional learning for teachers, ensuring students were provided stand-alone coursework in civics, and piloting innovative, comprehensive civics education programs in a demonstration site. OSPI selected Franklin Pierce School District to implement a pilot program and create a partnership with the Sunnyside School District. This report contains Franklin Pierce’s interim report from December 2018, as well as information on background and next steps.

Authorizing bill/law: RCW 28A.300.485

Promoting Pre-Apprenticeship Opportunities for High School Students 
In 2018, the Legislature required OSPI to solicit input from organizations with expertise in registered pre-apprenticeship programs, youth apprenticeship programs, and employer-based pre-apprenticeship and youth apprenticeship programs. This report includes recommendations from OSPI, based on the input from these organizations, on improving alignment between college-level vocational courses and high school curriculum, removing barriers preventing wider use of pre-apprenticeship and registered youth apprenticeship opportunities, and increasing awareness about the opportunities these programs offer.

Authorizing bill/law: RCW 28A.300.900

UPDATE: Combined FTE Experience of Students Participating in Running Start 
In 2011, the Legislature set a new limit on how much basic education funding would be available to cover the costs of Running Start, a program where students attend class on a college campus to earn high school and college credit at the same time. This report includes data and analysis of Running Start participation from 2010–18.

Authorizing bill/law: ESSB 6032, Sec. 502 (18) [2018 Supplemental Operating Budget]

Recommendations for Providing Career and Technical Education through Alternative Learning Experiences 
In 2018, the Legislature directed OSPI to make recommendations on how to provide and fund career and technical education (CTE) through alternative learning experience (ALE) courses. Utilizing feedback from stakeholders, OSPI determined some of the barriers and opportunities to ALE programs accessing CTE funding. In addition, OSPI is recommending a pilot program to inform the costs, rules, and systems needed to support statewide implementation.

Authorizing bill/law: ESSB 6032, Sec. 501 (66) [2018 Supplemental Operating Budget]

Academic, Mentoring, and Innovation Program 
The purpose of the AIM program is to support community-based youth development organizations that deliver educational services, mentoring, and linkages to positive, prosocial leisure and recreational activities. After a competitive grant process, OSPI approved the Washington State Boys & Girls Clubs Association for a two-year grant of up to $365,000. This report provides demographic and achievement information about the seven Boys & Girls Clubs sites who implemented community-specific models. Overall, the majority of student participants demonstrated improvement in reading and math, as well as a decrease in behavioral referrals at their schools.

Authorizing bill/law: RCW 28A.215.080

UPDATE: Truancy Report 
At the end of each school year, each school district compiles, verifies, and submits summary data on truancy petitions to OSPI. Recent changes in law require school districts and courts to stay petitions and refer students and families to a community truancy board, a new pathway intended to increase access to community supports. The number of petitions filed in the 2017–18 school year increased, which suggests a positive change.

Authorizing bill/law: RCW 28A.225.151

UPDATE: School Transportation Efficiency 
Since 2011, Washington state has been using a new student transportation evaluation system. The goal of the system is to encourage school districts to operate as efficiently as possible. Of the 295 school districts, 195 were rated as 100 percent efficient in 2018. Twenty-eight were rated as 90–100 percent efficient.

Authorizing bill/law: RCW 28A.160.117

UPDATE: Special Education Safety Net Survey 
Safety Net funding is available to local education agencies (LEAs) that demonstrate a need for special education funding in excess of state and federal funding. In order to improve the process, the Legislature requires OSPI to annually survey LEAs about their satisfaction with the Safety Net process. In September 2018, OSPI sent the survey to more than 1,000 administrators from all LEAs, and received 159 responses back.

Authorizing bill/law: RCW 28A.150.392

UPDATE: Gangs in Schools Task Force 
The Gangs in Schools Task Force was established under Revised Code of Washington (RCW) 28A.300.490 to examine current adult and youth gang activities that affect school safety. The task force met regularly from 2008–2013 and submitted recommendations to the Legislature for several years. The task force chose to focus on three primary areas of activity: data, policy guidance, and training. The task force stopped meeting in 2013 and reiterates the previous recommendations as submitted to the Legislature.

Authorizing bill/law: RCW 28A.300.490

UPDATE: Educational Technology Assessments 
School districts voluntarily administer educational technology assessments developed by OSPI across the elementary, middle, and high school grades. Educators use the assessments to determine if students meet Washington’s learning standards for educational technology. This report includes data provided by school districts on classroom-level use of educational technology assessments, as well as instructional opportunities in educational technology.

Authorizing bill/law: RCW 28A.655.075

Washington State Assessment System 
During the 2017 legislative session, OSPI issued a preliminary fiscal note in response to House Bill 2224, detailing the potential cost savings of eliminating Collection of Evidence activities, which served as an alternative assessment option for students to meet graduation requirements. The Legislature then adopted those estimated savings in the 2017–19 Biennial Operating Budget. This report details the actions OSPI took to achieve the estimated cost savings, including the elimination of two staff positions and the termination of all contract activity relative to Collection of Evidence.

Authorizing bill/law: ESSB 6032, Sec. 513(1) [2018 Supplemental Operating Budget]

Schools Implementing the Community Eligibility Provision 
In 2018, the Legislature passed House Bill 2610, which directs OSPI to develop and implement a plan to increase the number of schools participating in the United States Department of Agriculture’s Community Eligibility Program (CEP). The program is a meal service option for schools to serve meals at no cost to all enrolled students on a school campus. This annual report includes the number of schools participating in CEP, barriers to participation, and recommendations to increase participation.

Authorizing bill/law: RCW 28A.235.290

Special Education Safety Net Study 
Safety Net funding is available to local education agencies that demonstrate a need for special education funding in excess of available state and federal funding. In 2017, the Legislature directed OSPI to gather a workgroup to review the current Safety Net process, make recommendations of possible adjustments to improve the process, and evaluate the appropriate funding level to meet the purpose of Safety Net. This report provides a summary of recommendations approved by Superintendent Reykdal.

Authorizing bill/law: House Bill 2242, Sec. 408 (2017)

Foster Care Outcomes 
In 2016, the Legislature laid the foundation for a holistic, coordinated approach to educational success for children and youth in foster care. This report describes the cross-system collaboration of the Office of Superintendent of Public Instruction; the Department of Children, Youth, and Families; and the Washington Student Achievement Council to promote stability and improve educational outcomes for children and youth in foster care.

Authorizing bill/law: RCW 74.13.1051

Secondary Transition Planning Implementation Plan 
When planning for transition from school to post-school life, students with disabilities, families, school staff, and government agencies must navigate between multiple complex systems. This report summarizes collaborative activities between the Office of Superintendent of Public Instruction, the Department of Social and Health Services’ (DSHS) Division of Vocational Rehabilitation, and the DSHS Developmental Disabilities Administration to break down barriers preventing a smooth, efficient transition process.

Authorizing bill/law: ESSB 6032, Sec. 501 (57) [2018 Supplemental Operating Budget]

Recommendations to Amend Provisos 
In 2017, a total of 114 education provisos were in effect. OSPI proposes amending many of them by combining, revising, and moving. The revisions will simplify the budget-writing process by reducing the number of program budgets and by creating separate program budgets for the State Board of Education (SBE), the Professional Educator Standards Board (PESB), and the Financial Education Public-Private Partnership (FEPPP).

Authorizing bill/law: ESSB 6032, Sec. 201 (64) [2018 Supplemental Operating Budget]

UPDATE: Transitional Bilingual Instruction Program (TBIP) 
During the 2016–17 school year, about 135,000 students – who collectively speak 225 languages – were classified as English language learners. The number represents a 3.7 percent increase from 2015–16. Nearly all of those students were enrolled in the Transitional Bilingual Instruction Program. This report provides data on the student achievement of those students.

2016–17 Appendices

Authorizing bill/law: RCW 28A.180.020

UPDATE: School Food Service Programs 
In fiscal year 2017, the state Legislature provided $7.1 million for students who qualify for free and reduced-price meals. State funding is required for federal “match” money, which totals $300 million annually. This report summarizes funding to the four major ways the state helps feed low-income students: eliminating co-pays, the summer food service program, Meals for Kids grants, and breakfast assistance.

Authorizing bill/law: SSB 5883, Sec. 506 (4) [2017–19 Operating Budget]

Special Education Safety Net Workgroup: Interim Report 
Safety Net funding is given to districts that demonstrate a need for additional funding beyond what the state and federal government provides. This interim report makes recommendations on possible adjustments to the Safety Net process and on funding levels.

Authorizing bill/law: HB 2242, Sec. 408 [2017]

School Accountability Funding
Ensuring that schools educate all students – making them accountable – is paramount to the success of public education. If that doesn’t happen, support needs to be provided to schools. In 2017, state legislation passed requiring the Office of Superintendent of Public Instruction (OSPI) to create and submit a plan for additional school accountability supports. Approval of the plan will add $5 million to school accountability funding in fiscal year 2019.

Authorizing bill/law: SSB 5883 Sec. 513 (14) [2017–19 Operating Budget]

UPDATE: Dyslexia Report 
It is projected that 10 percent of the United States population have dyslexia; in Washington, that translates to 100,000 Washington students. Those who receive appropriate identification and interventions can make strides in their educational development as they prepare for college, career, and life. During the 2016–17 school year about 100 individuals participated in training offered by the educational service districts.

Authorizing bill/law: RCW 28A.300.530

Educational Data on Military Families 
While the funding for the identification and support of students with dyslexia ended in 2010, the Dyslexia Handbook and the variety of professional learning resources are still widely available. During the 2014-15 school year, members from the nine regional educational service districts did not receive any requests for professional development workshops on dyslexia, although many ESDs did provide technical assistance.

Appendices

Authorizing bill/law: RCW 28A.300.505

UPDATE: Online Learning 
In the 2016–17 school year, more than 33,000 Washington students enrolled in about 81,000 K–12 online courses. The number of students increased by 4.7 percent from 2015–16; the number of courses by 4.2 percent.

Authorizing bill/law: RCW 28A.250.040 § (3)

Dual Credit Demographic Data Among Academic Acceleration Grantees 
A number of programs in Washington State provide high school students the opportunity to earn high school and college credit at the same time. By earning “dual credit,” students ease their transition into college by getting a head start on their postsecondary coursework. In 2017, more than 195,000 students – about one out of every two students (56.7 percent) – completed at least one dual credit course. That number is an increase of 36.8 percent from 2010.

Authorizing bill/law: RCW 28A.600.280 and RCW 28A.320.196 

UPDATE: Combined FTE Experience of Students Participating in the Running Start Program 
The Running Start program allows high school juniors and seniors to attend institutions of higher education using state K−12 basic education dollars. For many years, those students were funded by the state as a 2.0 full-time equivalent. Beginning in 2011–12, funding was reduced to a maximum of 1.2 FTE per student. This report examines the effect the reduction has had on student course enrollment patterns in the high school and Running Start. The results are based on the three years of data available since the change.

Authorizing bill/law: ESSB 5883, Sec. 502 (18) [2017–19 Operating Budget]

School District Supplemental Contracts

House Bill 2242 (2017) requires school districts to annually report to OSPI on supplemental contracts entered into for additional time, responsibility, or incentive. Supplemental pay is the difference between the annualized base salary and the annualized total final salary for a 1.0 full-time equivalent employee. Total supplemental pay for the 2017–18 school year is estimated at $1.179 billion.

Authorizing bill/law: RCW 28A.400.2001

2017

UPDATE: Collaborative Schools for Innovation and Success Pilot 
The Collaborative Schools for Innovation and Success pilot program pairs colleges of education with low-performing, high-poverty elementary schools to both increase student achievement and change the way teacher candidates learn to teach students in these schools. This is the third full year of the pilot.

Appendix A: Western Washington University/Washington Elementary School 2017 Progress Report
Appendix B: University of Washington/Roxhill Elementary 2017 Progress Report
Appendix C: Gonzaga and Whitworth University/Holmes Elementary School 2017 Progress Report

Authorizing bill/law: RCW 28A.630.106 § (2)

UPDATE: School Health Profiles 
Every two years, OSPI asks Washington public schools to report the curricula they use for sexual health education. The purpose of the survey is to gauge how well the curricula taught in Washington align with the Healthy Youth Act.

Authorizing bill/law: RCW 28A.300.475 § (7)

K–4 Reading Levels 
In 2016–17, nearly 400,000 K–4 students were enrolled in Washington schools. Among the reporting districts, about one out of every three of those students (33.6 percent) were reading below grade level. This report summarizes the intervention that those students received.

Authorizing bill/law: RCW 28A.320.203 § (3)

Improving Educational Outcomes for Students in Foster Care 
Nearly 10,000 school-age children were in foster care at the beginning of the 2016–17 school year. School stability should be a central consideration anytime a placement change is being made. This report describes the cross-system collaboration of OSPI, the Department of Social Health Services’ Children’s Administration (DSHS-CA), and the Administrative Office of the Courts (AOC) to promote educational stability and improve educational outcomes for foster children.

Authorizing bill/law: RCW 74.13.1051 § (3)

Assessment Inventory 
In 2016, the state Legislature asked OSPI to find out how much time Washington students spent taking state and district-required tests. OSPI collected data from 88 percent of districts via an online survey. The median testing time in 2016–17 for state tests ranged from seven hours and 20 minutes in 3rd grade to nine hours and 50 minutes in 8th grade.

Authorizing bill/law: 2ESHB 2376, Sec. 511 (28) [2016 Supplemental Operating Budget]

Learning Assistance Program Growth Data 
The Learning Assistance Program (LAP) is a supplemental services program that assists underachieving students in reading, writing, and mathematics, as well as the readiness skills needed to successfully learn these core content areas. In 2016–17, about one in eight students (13.6 percent) received LAP services. This report looks at how much academic growth is gained by students participating in LAP and what practices, activities, and programs are associated with the most academic growth.

Appendices (Click on the “Data” icon and select the 2016–17 data from “Previous Years’ LAP Data)

Authorizing bill/law: RCW 28A.165.100 § (3)

Post-School Outcomes for Students with Disabilities 
The education data center monitors the outcomes for individualized education plan–eligible special education students after high school graduation. For 2014–15, seven out of every 10 students who had received special education services were enrolled in higher education or in some other post-secondary education or training program, or competitively employed or in some other employment, within one year of leaving high school.

Authorizing bill/law: RCW 28A.155.220 § (3)

STEM Pilot Program 
Science, technology, engineering and math (STEM) education focuses on helping students become the next generation of professionals who will create the new ideas, new products and new industries of the future. But teaching STEM requires the proper physical space – for many districts, more space than they have.

In 2015 the state Legislature established the STEM Pilot Program and allocated $12.5 million for it. In establishing the STEM Pilot Program, the Legislature also required OSPI to make recommendations on how the program can be integrated into the existing School Construction Assistance Program. Since the establishment of the STEM Pilot Program, grants have been awarded to six school districts. This report summarizes the work done at those districts.

Authorizing bill/law: 2EHB 1115, Sec. 5026  [2015] and ESHB 2380, Sec. 5005 (8) [2016]

Open Educational Resources Project 
Open Educational Resources (OER) are teaching and learning materials that reside in the public domain or that have been released under an open license. OSPI created a collection of openly licensed courseware, aligned with the Common Core State Standards, to provide districts with a broader selection of materials that are more up-to-date. This report outlines how the project built OER awareness in the districts, and the goals for the next two years.

Authorizing bill/law: RCW 28A.300.803 § (2) (d)

Career and Technical Education Equivalency 
“Course equivalencies” are classes meet both CTE requirements as well as math, science or English language arts requirements. In 2016–17, about 1,800 such courses (in high schools and skill centers) were offered to about 31,000 students statewide.

Authorizing bill/law: RCW 28A.300.236 § (3)

Washington State Seal of Biliteracy 
In 2014, Washington became the second state in the U.S. to authorize the Seal of Biliteracy, which is given to students who are proficient in two languages, regardless of whether English is their first language or not. To date, more than 4,000 students have received a seal.

Authorizing bill/law: SB 6424 (2014) §2

UPDATE: Truancy Report 
At the end of each school year, districts compile, verify, and submit summary data on truancy petitions to OSPI. In 2016–17, 3,084 truancy petitions were reported, a decrease of 21.9 percent from 2015–16.

Authorizing bill/law: RCW 28A.225.15

UPDATE: K-3 Class Size Reduction Construction Grant Program 
With requirements to increase full-day kindergarten and decrease the number of students in K–3 classrooms, districts are challenged to find necessary space for students. To address the challenge, the Legislature in 2015 established new K–3 Class Size Reduction Construction grants and provided $235 million. To date, 21 districts have been awarded funding for the creation of 488 classrooms.

Authorizing bill/law: RCW 28A.525.058 § (3)

Model Salary Grid 
Legislation passed in 2017 changes how funding is allocated for teachers and other certificated employees. Previously, the allocation was based on a salary allocation model that took years of teaching and education into account. The new system provides funding based on a state average funding level.

The salary allocation model had been in use for decades. Because the change in funding is so sweeping, the Legislature required OSPI to create a workgroup to recommend a model salary grid that districts can, but are not required to, use in setting local salaries. This report represents the workgroup’s deliberations.

Authorizing bill/law: EHB 2242 § 107

UPDATE: Educational Technology Assessments 
Educational technology assessments are voluntarily administered in the elementary, middle and high school grades. Teachers use the assessments to determine if students meet Washington’s standards for educational technology. In 2015–16, 41 percent of school districts reported using an OSPI-developed assessment for educational technology.

Authorizing bill/law: RCW 28A.655.075 § (2)(b)

Washington's Comprehensive Assessment Program 
The Washington Comprehensive Assessment Program (WCAP) includes all state tests administered in Washington: Smarter Balanced Assessments (ELA and math for student in grades 3-8 and high school), Measurements of Student Progress (science, grades 5 and 8), end-of-course exams in math and biology and specialized testing for English proficiency, alternate achievement standards, and graduation alternatives. The report summarizes participation in the tests, as well as the costs associated with each.

Authorizing bill/law: RCW 28A.300.041(8) and RCW 28A.655.066

UPDATE: Safety Net Survey 
In 2016–17, 107 local education agencies applied for a total of $49.6 million in Safety Net funding. The Legislature requires OSPI to annually survey school districts about improving the special education Safety Net process. This report summarizes the annual survey.

Appendix A

Authorizing bill/law: RCW 28A.150.392 § (3)

Gang Activities in Schools 
Since 2007, a task force has examined how gangs affect school safety and outlines methods for preventing new gangs, eliminating existing gangs, gathering intelligence and sharing information about gang activities. Because of a variety of factors, the task force hasn’t met since 2013. Its recommendations are carried forward from then.

Authorizing bill/law: RCW 28A.300.490 § (3)

UPDATE: Dropout Prevention, Intervention, and Reengagement 
Although graduation rates continue to climb, gaps between groups of students remain. The Building Bridges program, established in 2007, provides academic and non-academic supports to those students most in need so that they stay in school or reconnect with school. Through Building Bridges, a multi-agency workgroup – Graduation: A Team Effort (GATE) initiative – has emerged. This report focuses on GATE’s work in 2017.

Authorizing bill/law: RCW 28A.175.075 § (3) (a)

The State of Native Education 
This report addresses the accomplishments and recommendations of the Office of Native Education, including the refined Since Time Immemorial Tribal Sovereignty Curriculum, expanded professional development, and State-Tribal Education Compacts.

Authorizing bill/law: RCW 28A.300.105

School Transportation Efficiency 
An efficiency evaluation system of school district transportation operations was adopted as part of the new student transportation funding system implemented in 2011. The rating process was intended to encourage school districts to operate in as efficient manner as possible. In 2017, 221 of the state’s 295 districts achieved an efficiency rating of greater than 90 percent.

Authorizing bill/law: RCW 28A.160.117 § (2)

Educational Interpreters – Performance Standards 
Educational interpreters communicate with students who are deaf or having hearing difficulties. Since 2014, standards for the interpreters have existed, as well as assessments that measure the interpreters’ mastery of American Sign Language. In 2017, the Legislature asked OSPI to estimate the costs reviewing the assessments. The estimate was about $37,000.

Authorizing bill/law: SSB 5142 Sec. 2 [2017]

Education Provisos 2017 
OSPI is required annually to report on the status of all education budget provisos. In 2017, there were 79 such provisos.

Authorizing bill/law: SSB 5883, Sec. 501(1)(c) [2017-19 Operating Budget]

UPDATE: Teacher and Principal Evaluation Program Update 
In 2010 the Legislature created new evaluation criteria for both teachers and principals. The scores from the evaluations fall into one of four categories: Level 1 is “unsatisfactory,” Level 2 is “basic,” Level 3 is “proficient” and Level 4 is “distinguished.” In 2015–16, 96 percent of teachers were given scores of proficient or distinguished.

Authorizing bill/law: RCW 28A.405

Washington Integrated Student Supports Workgroup Final Report 
The reasons some students struggle are varied and complex. Overcoming them involves a community-wide approach. At the behest of the state Legislature, in 2016 OSPI’s Center for the Improvement of Student Learning developed the Washington Integrated Student Supports Protocol to help schools create a student-specific framework of supports. The Legislature also established the Integrated Student Supports (ISS) Workgroup, which would make recommendations on implementing the protocol in school districts. This report describes the workgroup’s recommendations.

Authorizing bill/law: 4SHB 1541 Sec. 802 (5) [2016] 

Graduation and Dropout Statistics Annual Report 
Graduation and dropout rates are important indicators of the status of K-12 education in Washington. The 4-year graduation rate is 79.1 percent for students who entered 9th grade for the first time in 2012–13.

Authorizing bill/law: RCW 28A.175.100

UPDATE: Financial Education Public-Private Partnership 
The Financial Education Public-Private Partnership promotes personal financial education. This report highlights the work of the FEPPP, including the adoption in September 2016 of state financial education learning standards.

Authorizing bill/law: RCW 28A.300.460

UPDATE: Transitional Bilingual Instruction Program (TBIP) 
During the 2015–16 school year, about 130,000 students – who collectively speak 220 languages – were classified as English language learners. Nearly all were enrolled in the Transitional Bilingual Instruction Program. This report provides data on the student achievement of those students.

2014-15 Appendices

Authorizing bill/law: RCW 28A.180.020

UPDATE: Online Learning
In the 2015–16 school year, nearly 32,000 Washington students enrolled in about 78,000 K–12 online courses. The number of students increased by 2.3 percent from 2014–15; the number of courses by 3.4 percent.

Authorizing bill/law: RCW 28A.250.040

Homeless Students Data 
The federal McKinney-Vento Act requires all school districts to report annually the number of homeless students enrolled in schools. In Washington, that number has increased every year since McKinney-Vento was reauthorized in 2001. During the 2015–16 school year, 39,671 students were identified as homeless, which amounted to 3.7 percent of students statewide.

Authorizing bill/law: RCW 28A.300.540

UPDATE: Innovation in Supplemental Contracts 
Districts are required to separate and report salary expenses related to implementing specific activities, such as closing opportunity gaps; focusing on science, technology, engineering and math (STEM) classes; or providing arts education. Each year, OSPI reports on those expenses. In 2015-16, the total was $62,641, all reported by the Mount Adams School District.

Authorizing bill/law: RCW 28A.400.200, §4

Academic, Innovation, and Mentoring Grant Program 
The 2015–17 state operating budget appropriated $125,000 to fund the Academic, Innovation, and Mentoring (AIM) grant program. AIM funds youth development programs that deliver educational services and mentoring activities for youth ages 6 to 18 during times when school is not in session. In 2015, The Washington State Boys & Girls Clubs Association was approved for the AIM grant in five locations: East Bellevue, Mt. Vernon, Spokane, Tacoma, and Vancouver.

Authorizing bill/law: ESSB 6052, Section 501 (40) [2015–17 Operating Budget]