Source: http://www.k12.wa.us/LegisGov/Reports.aspx?printable=true
Timestamp: 2018-01-16 07:20:57
Document Index: 83976396

Matched Legal Cases: ['§511', '§2', '§ 107', '§501', '§4', '§501', '§501', '§3', '§501', '§4', '§2', '§4', '§ 2', '§ 3', '§501', '§ 8', '§ 5', '§ 7', '§ 4', '§4', '§ 502', '§1', '§501', '§5', '§513', '§2', '§4', '§3', '§ 5', '§ 514', '§ 3', '§ 3', '§ 2', '§ 9', 'art, 2008', 'art 2']

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UPDATE: Dyslexia Report (PDF)
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 (PDF)
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.
Authorizing bill/law: RCW 28A.300.505
Washington's Comprehensive Assessment Program (PDF)
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: Online Learning (PDF)
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
Dual Credit Demographic Data Among Academic Acceleration Grantees (PDF)
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 § (6)
UPDATE: Combined FTE Experience of Students Participating in the Running Start Program (PDF)
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)
UPDATE: Collaborative Schools for Innovation and Success Pilot (PDF)
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 (PDF)
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 (PDF)
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 (PDF)
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 the Office of Superintendent of Public Instruction (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 (PDF)
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 (2016 Supplemental Operating Budget) §511(28)
Learning Assistance Program Growth Data (PDF)
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 (PDF) (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 (PDF)
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 postsecondary 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 (PDF)
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 the Office of Superintendent of Public Instruction (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 [2015] Sec. 5026 and ESHB 2380 [2016] Sec. 5005 (8)
Open Educational Resources Project (PDF)
Authorizing bill/law: RCW 28A.300.803 § (2) (d)
Career and Technical Education Equivalency (PDF)
“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 (PDF)
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: Senate Bill 6424 (2014) §2
UPDATE: Truancy Report (PDF)
At the end of each school year, districts compile, verify and submit summary data on truancy petitions to the Office of Superintendent of Public Instruction (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 (PDF)
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 (PDF)
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 work group 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 (PDF)
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)
UPDATE: Safety Net Survey (PDF)
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.
Authorizing bill/law: RCW 28A.150.392 § (3)
Gang Activities in Schools (PDF)
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 (PDF)
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 (PDF)
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 (PDF)
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 (PDF)
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: Substitute Senate Bill 5142 (2017) § (2)
Career and Technical Educational Equivalencies (PDF)
“Course equivalencies” are classes that meet both career and technical education requirements as well as math, science, or English language arts requirements. In 2016-17, the first year for which data were collected, about 1,700 high school and 130 skill center course equivalencies were offered, and about 31,000 students took the courses.
Education Provisos 2017 (PDF)
The Office of Superintendent of Public Instruction 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 (2017-19 Operating Budget) §501(1)(c)
UPDATE: Teacher and Principal Evaluation Program Update (PDF)
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 (PDF)
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: Fourth Substitute House Bill 1541 (2016) § (802)(5)
Graduation and Dropout Statistics Annual Report (PDF)
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 2012-2013.
Authorizing bill/law: RCW 28A.175.100
UPDATE: Financial Education Public-Private Partnership (PDF)
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) (PDF)
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.
Authorizing bill/law: RCW 28A.180.020
2014-15 Appendices
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.
Homeless Students Data (PDF)
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 (PDF)
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 (PDF)
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)
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 78 percent of districts via an online survey. The median testing time in 2015-16 for state tests ranged from seven hours and twenty minutes in 3rd grade to nine hours and thirty minutes in 8th grade.
Recommendations of the WaKIDS Workgroup (PDF)
The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a transition process that helps to ensure a successful start to the K‒12 experience and connect the key adults in a child's life. WaKIDS is required in all state-funded full-day kindergarten classrooms. As the number of those classrooms increase across the state, the WaKIDS workgroup recommends how to implement the program statewide.
Authorizing bill/law: RCW 28A.655.080, § (2) (d)
The Washington Comprehensive Assessment Program (WCAP) includes all state tests administered in Washington. Statewide testing is important because it helps ensure all public school students, no matter where they go to school, receive a quality education. Due to the new state standards in English language arts and mathematics, the most significant change to the WCAP was new assessments, which began in 2014‒15.
This report highlights the annual progress of the Building Bridges program – established by the Legislature to prevent students from dropping out of school and to reconnect students who are already disengaged – and the statewide Graduation: A Team Effort (GATE) initiative.
At the end of each school year, districts compile, verify and submit summary data on truancy petitions to the Office of Superintendent of Public Instruction (OSPI). In 2015-16, 3,950 truancy petitions were reported, an increase of 4.8 percent from 2014-15.
Authorizing bill/law: RCW 28A.225.151
Skilled Workforce Pilot Program (PDF)
Local employers want local workers. But the jobs of tomorrow require specific skills. To help develop students into skilled workers, the Legislature allocated money for a summer internship pilot project. OSPI selected two schools from Seattle Public Schools (Rainier Beach High School and Cleveland High School). The schools partnered with the Port of Seattle and manufacturing and maritime employers to provide internships to 10 students each for 5½-week internships. This report summarizes the first year of the pilot program.
Authorizing bill/law: 2ESHB 2376 (2016 Supplemental Operating Budget) §501(47)
In the 2015–16 school year, nearly 420,000 K–4 students were enrolled in Washington schools. Among the reporting districts, more than one-third of these students were reading below grade level. This report summarizes the intervention that those students received.
Authorizing bill/law: RCW 28A.320.203
Authorizing bills/laws: 2EHB 1115 [2015] Sec. 5026 and ESHB 2380 [2016] Sec. 5005 (8)
Teaching students to navigate the deep waters of technology and become responsible, ethical digital citizens is crucial to their development and to our future. This report makes recommendations on how digital citizenship and media literacy can be improved.
Authorizing bill/law: RCW 28A.650.045 § (2)(a)
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 2016, 182 of the state’s 295 districts achieved a 100 percent efficiency rating.
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, 42 percent of school districts reported using an OSPI-developed assessment for educational technology.
UPDATE: Collaborative Schools for Innovation and Success Pilot Project (PDF)
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 second full year of the pilot.
UPDATE: State of the State for Teacher and Principal Evaluation (PDF)
In 2010 the Legislature created new evaluation criteria for both teachers and principals. In 2015-16, all teachers and principals began using the system. For that year, about 96 percent of teachers and 95 percent of principals were rated “proficient” or “distinguished.”
Authorizing bill/law: RCW 28A.405.100 § (7)(e)(v)
The education data center monitors the outcomes for individualized education plan–eligible special education students after high school graduation. For 2013-14, two out of every three students who had received special education services were enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment, within one year of leaving high school.
UPDATE: Gang Activities in Schools (PDF)
Authorizing bill/law: RCW 28A.300.490, § (3)
Mandatory School Attendance and Truancy Amelioration in Online Schools (PDF)
While attendance and truancy are not difficult to determine in a traditional classroom setting, they present a challenge with Alternative Learning Experience (ALE) programs. In 2015, the Legislature tasked OSPI with developing recommendations on defining the terms for online schools, which are one type of ALE program. To honor the Legislature’s intent, OSPI has made recommendations that also address the two other types of ALE programs: site-based courses and remote courses.
Authorizing bill/law: Second Substitute House Bill 2449 § (16)
K-3 Class Size Calculations (PDF)
As part of the state’s interest in the class sizes of early grades, the Legislature required school districts to report K-3 class size by grade, by month. For 2015-16, the statewide average class across K-3 was 21.18 for high poverty schools (in which more than 50 percent of the students receive free or reduced-price lunch) and 21.70 with non-high poverty schools.
Appendix A: Class size calculations (xls)
Authorizing bill/law: Engrossed Substitute Senate Bill 6052
Sec. 502(1)(g) (2015-17 operating budget)
The Legislature requires OSPI to annually survey school districts about improving the special education Safety Net process. An electronic survey was distributed to districts that participated in the Safety Net program during 2015–16. This report summarizes the survey results.
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. This program 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.
Washington Integrated Student Supports Protocol – Implementation Workgroup (PDF)
One solution to the dropout problem is “wraparound services.” Supporting the needs of at-risk students cannot be done only in a classroom; it takes a community. That includes social workers, mental health counselors, doctors and others, including parents. This report outlines initial recommendations of the workgroup tasked with implementing the Washington Integrated Student Support Protocol.
Authorizing bill/law: 4SHB 1541 (2016), Section 802(5)
UPDATE: School Food Service Programs (PDF)
In fiscal year 2016, the state Legislature provided $7.11 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 child nutrition programs.
Authorizing bill/law: ESSB 6052, Section 506 (4) (2015-17 Operating Budget)
Education Provisos 2016 (PDF)
The Office of Superintendent of Public Instruction is required annually to report on the status of all education budget provisos. In 2016, there were 77 such provisos.
Authorizing bill/law: 2ESHB 2376 (2016 Supplemental Operating Budget) §501(1)(c)
K-3 Class Size Reduction Construction Grant Program (PDF)
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 $200 million. This report summarizes the work done to date on the pilot program.
Authorizing bill/law: RCW 28A.525.058 (3)
High-Performance School Buildings (PDF)
This biennial report updates school district construction projects built to high-performance standards. A high-performance building is one that is energy and resource efficient, reduces its impact on the environment and provides a healthy and comfortable indoor environment. This is the final report required by state law.
Authorizing bill/law: RCW 39.35D.040 §3
Science, Technology, Engineering, and Math (STEM) Pilot Program (PDF)
Established in the 2015-17 Capital Budget, the Science, Technology, Engineering, & Math (STEM) Pilot Program provides grants to districts to construct or modernize science and science lab classrooms. This legislative report outlines activities around the program to date.
Authorizing bill/law: Engrossed Substitute House Bill 2380 (2016 Supplemental Capital Budget), Section 6018 (3)(d)
Graduation and dropout rates are important indicators of the status of K–12 education in Washington state. OSPI prepares an annual graduation and dropout report that includes information for all students as well as the sub-categories of students represented within the Washington State Report Card. For students in the Class of 2015, Washington’s four-year graduation rate is 78.1 percent. The five-year graduation rate is 81.1 percent.
Authorizing bill/law: RCW 28A.175.010
UPDATE: The Allocation Basis for Student Transportation (PDF)
The Revised Code of Washington (RCW) 28A.160.180 (4) requires the Superintendent of Public Instruction to submit annually “a report outlining the methodology and rationale used in determining the statistical coefficients for each site characteristic used to determine the (transportation) allocation for the following year.”
Authorizing bill/law: RCW 28A.160.180 (4)
During the 2014-15 school year, about 120,000 students – who collectively speak more than 200 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.
In the 2014–15 school year, more than 400,000 K–4 students were enrolled in Washington schools. Among the reporting districts, at least one-quarter of these students were reading below grade level. This report summarizes the intervention that those students received.
Online Learning Annual Report (PDF)
In the 2014-15 school year, nearly 31,000 Washington students enrolled in about 73,000 K-12 online courses. The number of students greatly increased while the number of enrollments slightly increased from the previous year, indicating more students are taking a smaller number of courses.
Education Provisos 2015 (PDF)
The Office of Superintendent of Public Instruction is required annually to report on the status of all education budget provisos. In 2015, there were a total of 66.
Authorizing bill/law: 3SSB 5034 (2013-15 biennial budget), §501(1)(iii)
Authorizing bill/law: RCW 28A.300.475
The 2015-17 state operating budget appropriated $125,000 to fund the Academic, Innovation, and Mentoring (AIM) grant program. AIM funds community-based youth development pilot programs that deliver educational services, mentoring, and linkages to positive out-of-school time activities for youth ages 6 to 18. The following details the work done on this program.
Authorizing bill/law: RCW 28A.165.100
Authorizing bill/law: ESSB 6052, Section 502 (18) (2015-17 Operating Budget)
The state Legislature annually provides more than $7 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 child nutrition programs.
Authorizing bill/law: 3ESSB 6052, Section 506 (2015-17 Operating Budget)
K-3 Class Size Reduction Construction (PDF)
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 grants. This report summarizes the work done to date on the pilot program.
Authorizing bill/law: 2EHB 1115 Section 5028, and 2ESSB 6080 (7)
At the end of each school year, districts compile, verify and submit summary data on truancy petitions to the Office of Superintendent of Public Instruction (OSPI). For 2014-15, there was an increase in the total number of truancy petitions reported being filed.
The Washington Comprehensive Assessment Program (WCAP) includes all state tests administered in Washington. Statewide testing is important because it helps ensure all public school students, no matter where they go to school, receive a quality education. Due to the new state standards in English language arts and mathematics, the most significant upcoming change to the WCAP will be the new assessments in 2014‒15.
Collaborative Schools for Innovation and Success Pilot Project (PDF)
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.
The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a transition process that helps to ensure a successful start to the K‒12 experience and connect the key adults in a child's life. WaKIDS is required in all state-funded full-day kindergarten classrooms. As the number of state-funded full-day kindergarten classrooms increases across the state, the WaKIDS workgroup recommends how to implement the program statewide.
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.
Authorizing bill/law: RCW 28A.160.117, § (2)
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. No money was given to the task force in 2015, so its recommendations are being carried forward from 2012.
The Legislature requires OSPI to annually survey school districts about improving the special education Safety Net process. An electronic survey was distributed to districts that participated in the Safety Net program during 2014–15. This report summarizes the survey results.
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 the 2014–15 school year, school districts provided data on classroom-level use of educational technology assessments.
Authorizing bill/law: RCW 28A.655.075 § (2) (b)
The education data center monitors the outcomes for individualized education plan–eligible special education students after high school graduation. This report summarizes the data currently available to OSPI.
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. And succeeding in these rigorous programs shows students they can succeed in college.
Authorizing bill/law: RCW 28A.320.196 § (6)
In 2010 the Legislature created new evaluation criteria for both teachers and principals. By 2013 - 2014 school year most teachers were using the revised system and were rated proficient or distinguished. Half of teachers reported that they felt that TPEP would improve student learning. Most principals felt that TPEP had improved their understanding of good teaching and helped them identify teachers who need more support. All teachers and principals will use the revised system beginning in the 2015-16 school year.
UPDATE: Dual Credit Programs Enrollment: Statewide and Among Academic Acceleration Grantees (PDF)
There are a number of programs in Washington State that 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. And succeeding in these rigorous programs shows students they can succeed in college. OSPI’s most recent data show that Washington’s 536 high schools offered a combined 1,252 dual credit program offerings to 173,917 students. In 2013, the Legislature passed Second Substitute House Bill 1642 to promote dual credit programs and eliminate barriers that prevent students from enrolling. (27 pages)
Authorizing bill/law: RCW 28A.600.280 and RCW 28A.320.196
Educational System Capacity to Accommodate Increased Resources (PDF)
Recent laws, and a Supreme Court decision, could mean additional resources for districts. Are districts able to handle the increased resources? In May 2014, a survey was sent to the state’s 295 public school districts asking them that and related questions. This report outlines the collected responses. (36 pages)
Authorizing bill/law: RCW 28A.300.172, §4
The Allocation Basis for Student Transportation (PDF)
Graduation and dropout rates are important indicators of the status of K–12 education in Washington state. The Office of Superintendent of Public Instruction (OSPI) prepares an annual graduation and dropout report that includes information for all students as well as the sub-categories of students represented within the Washington State Report Card. For 2014, Washington’s four-year graduation rate is 77.2 percent. The five-year graduation rate is 79.9 percent.
UPDATE: Educator Training to Enhance Skills of Students with Dyslexia (PDF)
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. A workgroup will convene in 2015 to revise the Handbook. In addition, ESDs are currently integrating key content and strategies on dyslexia into existing professional learning and technical assistance support they provide school districts.
Innovative Schools and Zones (PDF)
In 2011, the Legislature established an application process to create new Innovation Schools and Zones (groups of schools). The focus of the schools and zones was to be on the arts, science, technology, engineering, and mathematics (A-STEM or STEAM), but non-A-STEM schools and zones also could apply. Each year, OSPI reports on progress made by the designated Innovation Schools and Zones.
Authorizing bill/law: RCW 28A.630.084
UPDATE: Implementation of the New Student Transportation Funding System (PDF)
In 2010, the state Legislature set the implementation deadline for a new student transportation funding system as September 1, 2014. This is the final quarterly report on the progress being made.
Authorizing bill/law: RCW 28A.160.1921 §2
Authorizing bill/law: 3ESSB 5034, Section 506 (1)(d) (2013-15 Operating Budget)
The total number of truancy petitions reported in 2013-14 decreased by 15.5 percent from 2012-13 for students in grades 1-8 and by 8.9 percent for students in grades 9-12. More clearly defined rules, definitions and reporting expectations from OSPI have helped districts better track and report truancy data. But without additional information, establishing causes for the statewide declines is not possible. This report updates the data collection for truancy.
UPDATE: Science, Technology, Engineering, and Mathematics (STEM) Education (PDF)
OSPI coordinates STEM education across the state. This report summarizes the actions taken in the past year to provide statewide coordination for math, science, and technology.
Authorizing bill/law: RCW 28A.188.020
A total of 219 languages were spoken by students in Washington schools during the 2013–14 school year. The Transitional Bilingual Instruction Program (TBIP), which began in 1979, provides instruction for children who come from homes where English is not the primary language spoken. The 2013–15 Operating Budget provided additional funding for transitional academic support during the first two years after a student exits TBIP. This report provides data to evaluate student achievement of the new set of students.
In the 2013–14 school year, more 23,000 Washington students enrolled in about 73,000 K-12 online courses. Both the number of students and the number of enrollments were essentially unchanged from the previous year. The number of districts reporting online enrollments increased, while the number of schools fell slightly.
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 2013–14 school year, 32,494 students were identified as homeless, which amounted to 3.1 percent of students statewide.
Authorizing bill/law: 3ESSB 5034, Sec 502 (18) (2013-15 operating budget)
Educational System Capacity to Accommodate Increased Resources | Appendices (PDF)
This report addresses whether schools statewide have the resources necessary to fully implement full-day kindergarten and reduce K–3 class sizes to 17:1, as required in state law and Initiative 1351. This report also identifies resources needed at the state level to provide data systems to report student and school facility information.
Authorizing bills/laws: RCW 28A.300.172, §4
Authorizing bills/laws: RCW 28A.300.041(8) and RCW 28A.655.066
Educational Stability and Improved Outcomes for Foster Children (PDF)
More than 7,500 school age children were in foster care at the beginning of the 2014–2015 school year. School stability should be a central consideration anytime a placement change is being made. This report describes the cross-system collaboration of the Office of Superintendent of Public Instruction (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 28A.300.8001
This report highlights the annual progress of the Building Bridges program, established by the Legislature to prevent students from dropping out of school and to reconnect students who are already disengaged, and the statewide Graduation: A Team Effort (GATE) initiative.
Authorizing bill/law: RCW 28A.175
The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a transition process that helps to ensure a successful start to the K‒12 experience and connect the key adults in a child's life. Starting in the fall of 2012, WaKIDS is required in all state-funded full-day kindergarten classrooms. As the number of state-funded full-day kindergarten classrooms increases across the state, the WaKIDS workgroup recommends how to implement the program statewide. Some issues they address include how to implement WaKIDS in half-day classrooms and reduce the number of other tests administered in kindergarten classrooms.
Authorizing bill/law: RCW 28A.655.080
The Collaborative Schools for Innovation and Success (CSIS) pilot program is the first project that 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.
Authorizing bill/law: RCW 28A.630.106
An efficiency evaluation system of school district transportation operations was adopted as part of the new student transportation funding system implemented on September 1, 2011. The rating process was intended to encourage school districts to operate in as efficient manner as possible. The first ratings were released in March 2013. Based on the efficiency reviews conducted and comments from districts not subject to the review process, the efficiency system incorporated into the new student transportation funding system is a success.
Authorizing bill/law: RCW 28A.160.117, § 2.
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. No money was given to the task force in 2014, so its recommendations are being carried forward from 2012.
Authorizing bill/law: RCW 28A.300.490, § 3.
The education data center monitors the outcomes for individualized education plan–eligible special education students after high school graduation. This report summarizes the data currently available to the Office of Superintendent of Public Instruction (OSPI) and routinely collected that aligns with RCW 28A.155.220.
Authorizing bill/law: RCW 28A.155.220
The Legislature requires OSPI to annually survey school districts about improving the special education Safety Net process. An electronic survey was distributed to districts that participated in the Safety Net program during 2013–14. This report summarizes the survey results.
Authorizing bill/law: RCW 28A.150.392
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 the 2013–2014 school year, school districts provided data on classroom-level use of educational technology assessments. This is the third year of the data collection.
Authorizing bill/law: RCW 28A.655.075
Education Provisos 2014 (PDF)
The Office of Superintendent of Public Instruction is required annually to report on the status of all education budget provisos. In 2014, there were 60 such provisos.
In 2010, the state Legislature set the implementation deadline for a new student transportation funding system as September 1, 2014. This is the final quarterly report on the progress being made. (3 pages)
This biennial report updates school district construction projects built to high-performance standards. A high-performance building is one that is energy and resource efficient, reduces its impact on the environment and provides a healthy and comfortable indoor environment. Also included in the report are project costs and annual operation costs. (55 pages)
Strengthening Student Educational Outcomes: Best Practices and Strategies for English Language Arts (PDF)
To help struggling students, as well as English language learners, read at grade level by fourth grade, OSPI has developed a menu of the best practices and programs districts and schools can use.
Authorizing bill/law: RCW 28A.655.235 (3)
In 2010, the state Legislature set the implementation deadline for a new student transportation funding system as September 1, 2014. Until that date, OSPI is required to submit quarterly reports detailing progress made. (3 pages)
UPDATE: State of the State Survey Results for Teacher and Principal Evaluation (PDF)
In 2010 the Legislature created new evaluation criteria for both teachers and principals. Beginning in September 2013, every provisional teacher and principal in Washington and all those on probation are being evaluated using the revised process. All teachers and principals will use the revised system beginning in the 2015-16 school year. The 2014 survey shows Washington is well on its way to a successful statewide implementation.
CTE and Skill Center Program Funding, Accounting & Data Reporting (PDF)
The Legislature has asked OSPI to review the funding formulas for career and technical education and skill centers programs. OSPI is also asked to make recommendations for revising the formulas.
Authorizing bill/law: Senate Bill 5034 (2013-15 operating budget), §501(1)(a)(v)
Each year, the Office of Superintendent of Public Instruction is required to outline how and why it determines the basis for the funding of student transportation.
Recommendations to Fund Integrated School Nursing Services (PDF)
A joint report produced with the Health Care Authority (HCA) to collaborate and develop a joint report with recommendations to increase federal financial participation for providing integrated nursing services in schools, with the goals of improving outreach and nursing services and supporting improved nursing-to-student ratios.
Student Access to Dropout Prevention Efforts and Supports (PDF)
For the 2012–13 school year, each day about 60 students dropped out of a Washington high school. The tragedy of that number has led to a redoubling of dropout efforts around the state. A collaboration between the Governor’s Office and OSPI has formed to examine the issue in full. This report outlines the results of a fall 2013 survey of all Washington state school districts to assess how well students can access current dropout prevention, intervention, and reengagement programs in each district.
Authorizing bill/law: Request from Governor Jay Inslee in support of Results Washington
Washington Comprehensive Assessment Program (PDF)
The Washington Comprehensive Assessment Program (WCAP) includes all state tests administered in Washington. Statewide testing is important because it helps ensure all public school students, no matter where they go to school, receive a quality education. Due to the new state standards in English language arts and mathematics, the most significant upcoming change to the WCAP will be the new assessments in 2014‒15. These changes are fairly straightforward in grades 3‒8, but more complicated in high school. Communicating the high school testing requirements and preparing the public for a new baseline of scores on the new assessments will be the biggest challenges.
Authorizing bill/law: RCW 28A.300.041(8), RCW 28A. 655.066, 2ESHB 1087 Section 513(4)(b)
Graduation and dropout rates are important indicators of the status of K–12 education in Washington State. The Office of Superintendent of Public Instruction (OSPI) prepares an annual graduation and dropout report that includes information for all students as well as the sub-categories of students represented within the Washington State Report Card. For 2013, Washington’s four-year graduation rate is 76.0 percent. The five-year graduation rate is 78.8 percent.
Quality Education Council Report to the 2014 Legislature (PDF)
This report reaffirms the QEC’s commitment to encouraging the Legislature to amply fund the program of basic education, to expand early learning opportunities for low-income at-risk 3- and 4-year old-children, and to support high quality professional learning for educators. In addition, the report includes four specific recommendations for consideration by the 2014 Legislature.
Authorizing bill/law: RCW 28A.290.010
The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a transition process that helps to ensure a successful start to the K‒12 experience and connect the key adults in a child’s life. Starting in the fall of 2012, WaKIDS is required in all state-funded full-day kindergarten classrooms. As the number of state-funded full-day kindergarten classrooms increases across the state, the WaKIDS workgroup recommends how to implement the program statewide. Some issues they address include how to implement WaKIDS in half-day classrooms and reduce the number of other tests administered in kindergarten classrooms.
Authorizing bill/law: ESHB 2586
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 (3 pages).
Every young person should possess deep knowledge and strong skills in mathematics, science, technology, and engineering, and be excited and ready to use the knowledge in the real world. OSPI coordinates STEM education across the state, from professional development for teachers, to robotics competitions for students. This report highlights our work in 2012-13 and our next steps.
Authorizing bill/law: RCW 28A.300.515, Recodified as RCW 28A.188.020 pursuant to 2013 2nd sp.s. c 25 § 8
Approval of Online Private Schools (PDF)
The nature of education is evolving, and the use of online learning is becoming more prevalent in schools. As more schools move toward incorporating online classes into their programs, it will be important that approved private schools are allowed to initiate online school programs that support their school community. This report contains Private School Advisory Committee recommendations regarding the approval criteria and procedures for online programs at private schools.
Authorizing bill/law: RCW 28A.195.090
Online Learning Annual Report 2012-13 (PDF)
In school year 2012–13, over 23,000 Washington students enrolled in 72,000 K-12 online courses. The number of students enrolled increased by 18 percent over 2011-12, and the number of course enrollments increased by 9 percent. In addition, more district and schools added online courses to their offerings.
UPDATE: Educator Training to Enhance Skills of Students with Dyslexia 2012-2013 (PDF)
It is estimated that 10 to 20 percent of the population has dyslexia, a language-based disorder that affects a person’s ability to read and write. Districts, schools, teachers, and other educators need support to identify students with dyslexia and provide them appropriate research- and evidence-based support to improve their ability to read. Funding to support this work ended in 2010, but the resources created then are still available, and a revised Dyslexia Resource Guide will be released in 2014.
There are a number of programs in Washington State that 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. And succeeding in these rigorous programs shows students they can succeed in college. OSPI’s most recent data show that Washington’s 536 high schools offered a combined 1,252 dual credit program offerings to 173,917 students. In 2013, the Legislature passed Second Substitute House Bill 1642 to promote dual credit programs and eliminate barriers that prevent students from enrolling.
Authorizing bill/law: RCW 28A.320.196
Epinephrine Administration Recommendations (PDF)
A law passed in 2013 allows districts to maintain “standing orders” of epinephrine autoinjectors and to use the autoinjectors if a student is experiencing an anaphylactic reaction. The law also requires the State Superintendent to recommend whether non-nursing staff should be trained to administer autoinjectors if a nurse isn’t present. (17 pages)
Authorizing bill/law: RCW 28A.210.383, § 5
UPDATE: Transitional Bilingual Instructional Program (PDF)
In 2012–13, 104,025 English language learners (ELLs) received state services through the Transitional Bilingual Instruction Program (TBIP). This was an increase of just over 9% from the previous year. In the 2012–13 school year, the state provided $82.5 million in supplemental funding for services to English language learners. TBIP is funded through the Transitional Bilingual Instruction Act of 1979 and provides English language instructional support until eligible students can meet the program’s exit criteria. About 12.5% of ELLs who took the WELPA transitioned out of the TBIP in 2012–13.
Transportation Formula Rules (PDF)
In 2010, the state Legislature set the implementation deadline for a new student transportation funding system as September 1, 2011. Until that date, OSPI is required to submit quarterly reports detailing progress made. (3 pages)
Office of Native Education (PDF)
Almost 65,000 students in Washington identify as American Indian or Alaskan Native. OSPI’s Office of Native Education works with schools, districts, ESDs, tribes, families and the federal government to support these students’ unique needs and help them achieve educational success. Although graduation rates of Native students have improved from the past year, they are still significantly lower than other ethnicities. OSPI continues to use many strategies and partnerships to support individual students, integrate Native culture into curriculum, build stronger relationships with Native communities and increase the number of Native teachers in our state.
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 the 2012–2013 school year, school districts provided data on classroom-level use of the assessments. This is the second year of the data collection.
At the end of the school year, school districts submit their truancy data to OSPI. A revised definition of unexcused absences has helped districts with reporting. However, because the data is submitted as combined totals, analysis by subgroups is not possible. OSPI has identified the need for new or improved reporting tools that will better connect truancy data to other data elements so that questions regarding truancy can be better analyzed.
Community Partnerships to Support Youth in Need (PDF)
One of the best ways to help youth in need is through a coordinated, collaborative effort involving multiple agencies. The Office of Superintendent of Public Instruction convened a temporary task force in 2013 to look at ways to strengthen partnerships to help these students. (15 pages)
Authorizing bill/law: Engrossed Substitute House Bill 1336 (2013), § 7
About 60 students drop out of school in our state every day. The Building Bridges Program was established by the Legislature in 2007 to address this problem. The program awards grants to help partnerships of schools, families, and communities build a dropout prevention, intervention, and reengagement (DIPR) system, and to support the statewide initiative Graduation: A Team Effort (GATE).
Authorizing bill/law: RCW 28A.175.075
UPDATE: Preventing Bullying, Intimidation and Harassment and Increasing Student Knowledge on Mental Health and Youth Suicide (PDF)
A work group established to implement harassment, intimidation and bullying prevention efforts in Washington met throughout 2012. The work group continues to focus on nine legislated tasks. (6 pages)
Authorizing bill/law: RCW 28A.300.2851, § 4
Collaborative Schools for Innovation and Success Pilot Program (PDF)
Highly Capable Students (PDF)
Watch the report summary (1:55)
Highly Capable or gifted programs serve over 55,000 students in Washington annually. Services vary by district and grade level. A change to the RCW has made Highly Capable programs part of basic education. In 2013–14 districts must develop a plan for serving Highly Capable students in grades K-12 as a part of basic education. Districts will need help identifying students and building a continuous program for grades K–12.
Authorizing bill/law: RCW 28A.185.050
Using Teacher and Principal Evaluations to Inform Human Resource Decisions (PDF)
Watch the report summary (2:17)
Washington law guides how school districts use teacher evaluations when moving a teacher from provisional to continuing contract status and when deciding if a struggling teacher keeps her job. All other decisions are made at the local level in accordance with union agreements. This is the first year all districts are using the new evaluation. Educators believe it is too early to decide how evaluation results affect HR decisions. OSPI is pursuing a change to RCW 28A.405.100 that would delay the use of evaluation in making HR decisions until the 2016–17 school year. If the Legislature makes this change, OSPI will ask the U.S. Department of Education for a similar extension.
Authorizing bill/law: RCW 28A.405.100(8)(a)
UPDATE: Safety Net Survey (PDF) | Appendix A (PDF)
Safety net funding is available to districts that need special education funding in excess of state and federal funding. In 2012–13, the state Safety Net committee approved Safety Net awards for 106 districts and distributed a total of $31,333,668. OSPI surveys districts annually about improving the special education Safety Net process. For 2012–13, most said they received good support during the application process and that the Safety Net process improved Individualized Education Programs (IEPs) at the district level.
Authorizing bill/law: RCW 28A.150.392 (3)
UPDATE: Status for School Food Service Programs (PDF)
State funds reduce the amount eligible public school students pay for breakfast and lunch. They support summer food service programs in low-income areas. They provide additional assistance to school districts for breakfasts they serve to eligible students. And they help school districts start and expand school breakfast programs.
Authorizing bill/law: 2ESHB 1087, Sec. 506 (1)(d) (2011 Operating Budget)
An efficiency evaluation system of school district transportation operations was adopted as part of the new student transportation funding system implemented on September 1, 2011. The rating process was intended to encourage school districts to operate in as efficient manner as possible. The first ratings were released in March 2013. Based on the efficiency reviews conducted and comments from districts not subject to the review process, the efficiency system incorporated into the new student transportation funding system is a success. (10 pages)
UPATE: Educational Stability and Improved Outcomes for Foster Children (PDF)
The 8,000 school-age children in foster care represent some of the most vulnerable students in the state. Multiple agencies are in charge of their physical and educational care. The collaboration between the agencies, as well as the sharing of information, is helping to improve the lives of foster children. (6 pages)
Authorizing bill/law: RCW 28A.300.8001.
School Safety Features (PDF)
Although emergencies occur every day, being prepared for them is a key step in minimizing their damage. The School Safety Advisory Committee is tasked with creating model policies for districts on emergency preparedness, with an eye toward new technology. (7 pages)
Authorizing bill/law: RCW 28A.320.126 and 28A.300.565.
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. No money was given to the task force in 2013, so its 2012 recommendations are being carried forward. The task force’s 2012 Summary Report focuses on data on gangs and information sharing, policy guidance for districts and training educators and administrators on awareness and prevention of gang activity. (5 pages)
Students have the option to earn “dual credit” through a program like Running Start, which means they can earn credit for high school and college at the same time. Before the 2011–12 school year, high schools and colleges could claim up to 1.0 FTE each (2.0 FTE total), depending on how many classes the student took. But in 2011, the Legislature limited funding to a combined maximum enrollment of 1.2 FTE. When the Legislature made this reduction, they wanted to know how this change would affect students.
Authorizing bill/law: RCW 28A.300.803
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. The two curricula most widely promoted by OSPI saw increased usage: the KNOW HIV/STD Prevention curriculum and the Family Life and Sexual Health curriculum. In the next five years, a grant from the Centers for Disease Control and Prevention will increase OSPI’s capacity to assist schools with their efforts to implement the provisions of the Healthy Youth Act and AIDS Omnibus Law.
Bias and Fairness in State Testing (PDF)
Test results should not be influenced by a student’s disability, ethnicity, gender, or English language ability. The Office of Superintendent of Public Instruction (OSPI) and the state’s testing vendors are committed to making sure these tests are unbiased and fair. From item writing through pilot testing and psychometric studies, our tests are built to be valid and accessible by the widest possible range of students.
Authorizing bill/law: EHB 1450 (2013)
UPDATE: Dual Credit Programs (PDF)
Dual credit programs allow students to take rigorous college-level courses while still in high school. Students may earn college credit by scoring well on year-end tests or by taking college-level classes at their high schools or at colleges and universities. We need to build a dual credit policy that removes barriers to accessing these high-level courses.
Authorizing bill/law: RCW 28A.600.280
Urban School Turnaround Initiative (PDF)
The Urban School Turnaround Initiative (USTI) is the first investment of targeted state funding and technical assistance in urban schools dramatically affected by poverty and the opportunity gap. The hope is that these resources will dramatically affect the performance of these schools in a positive way. The grants must be awarded to schools in the largest urban school district in the state: Seattle Public Schools.
Authorizing bill/law: 3ESHB 2127 Sec. 501(2)(c)(vii) (2012 Supplemental Operating Budget)
Transportation Funding Rules (PDF)
In 2010, the state Legislature set the implementation deadline for a new student transportation funding system as September 1, 2011. Until that date, OSPI is required to submit quarterly reports detailing progress made. (2 pages)
Authorizing bill/law: RCW 28A.160.1921
In 2010, the state Legislature set the implementation deadline for a new student transportation funding system as September 1, 2011. Until that date, OSPI is required to submit quarterly reports detailing progress made. (1 page)
Children in Foster Care: Cross-System Collaboration for Stability and Improved Education Outcomes 2012
The 5,000 school-age children in foster care represent some of the most vulnerable students in the state. Multiple agencies are in charge of their physical and educational care. In 2012, the state Legislature required OSPI to annually report on the cross-agency work being done to improve the education of foster care students. (24 pages)
Authorizing bill/law: Substitute House Bill 2254 (2012); codified in state law as RCW 28A.300.8001.
Annual Report on the Allocation Basis for Student Transportation
In September 2011, OSPI began a new student transportation funding system. The Legislature requires OSPI to report annually about how the agency calculates allocations to each district. (2 pages)
Authorizing bill/law: RCW 28A.160.180 §4.
Combined FTE Experience of Students Participating in the Running Start Program (PDF)
Until 2011, students enrolled in Running Start could, for funding purposes, be counted as a 2.0 full-time equivalent student (1.0 in high school and 1.0 for the college courses taken as part of Running Start). In 2011, the state Legislature reduced that limit to 1.2. The Legislature also required OSPI to annually report on the FTE experiences of students in Running Start. (6 pages)
Authorizing bill/law: 2011–13 State Operating Budget: Second Engrossed Substitute House Bill 1087, § 502 (18)
Educational Technology Plan (Update) for K-12 Public Schools (PDF)
The Educational Technology section of OSPI helps districts integrate technology into schools and classrooms, including assistance on lowering costs for telecommunications and Internet access; district technology plans; and iTunes U, an online library of materials for students and teachers. This update summarizes the programs and projects the section is involved with. (3 pages)
Authorizing bill/law: RCW 28A.650.015 §1 requires OSPI to update its statewide technology plan every two years.
Graduation and Dropout Statistics Annual Report, 2011-12 (PDF)
The rate at which students graduate and drop out are important indicators of K-12 education in Washington state. Each year, OSPI compiles statistics for all students, as well as subgroups of students, for all districts and all schools. (15 pages)
E2SHB 1599 PASS Act OSPI Model Graduation Coach Policy 2013
Graduation coaches work with school counselors to ensure that all students have the support they need to graduate. This report describes a model policy that defines the skill sets and responsibilities of graduation coaches. (27 pages)
Authorizing bill/law: House Bill 1087 (2011 operating budget), §501 (1)(a)(iii)
Educational System Capacity to Accommodate Increased Resources
Recent laws, and a Supreme Court decision, could mean additional resources for districts. Are districts able to handle the increased resources? A survey was sent to the state’s 295 public school districts asking them that question. This report outlines the collected responses. (27 pages)
The state assessment program experienced few changes during the 2011-12 school year and will remain stable during 2012-13. This report summarizes the changes, including possible cost reductions, and provides an overview of the assessment program. Future initiatives, such as the Smarter Balanced Assessment Consortium, also are highlighted. (20 pages)
Authorizing bill/law: RCW 28A.655.066, §5 and Second Engrossed Substitute House Bill 1087 (2011), §513 (1)
Assessments for Educational Technology Update
Watch the report summary (1:13)
OSPI has developed a number of tests that show students’ understanding of technology. The tests are designed for students in any grade and integrate science, math, health, English language arts, social studies and the arts. Each year, OSPI provides data, submitted by districts, on the number of students using the assessments.
Authorizing bill/law: RCW 28A.655.075, §2
Innovative Schools and Zones
Watch the report summary (1:33)
Bills passed in 2011 required OSPI to identify and recognize existing innovative schools, as well as establish an application for new innovative schools and groups of schools (zones). Each year, OSPI reports on progress made on the designation of innovative schools and zones.
2011-12 Truancy Report
Districts are required annually to report a variety of information about unexcused absences and truancy petitions. OSPI collects data from districts and reports statewide totals. This report, however, doesn’t interpret the data or provide any additional information.
Authorizing bill/law: RCW 28A.225.151, §4
Innovation in Supplemental Contracts
Since 2011, districts have been required to separate and report salary expenses that are 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.
Online Learning Annual Report, 2011-12
Online courses give both students and schools a large degree of flexibility. They let students take courses that are otherwise unavailable, which ensure that the students have the credits they need to graduate. They also give schools more options to meet the needs of all students. Each year, OSPI reports on who takes online courses and how often the courses are completed, as well as whether new online-course providers have been approved.
Authorizing bill/law: RCW 28A.250.040, §3
Remote and Necessary Small Schools Committee Review update
A total of nine schools have been designated as “remote and necessary.” To meet this definition, a number of criteria, such as the school’s enrollment and its location and distance from other schools, must be met. Districts that have remote and necessary small schools receive additional state funds. Every four years, the status of each school is reviewed.
Authorizing bill/law: Washington Administrative Code 392-349-015, § 5
Recommendations of the Washington Kindergarten Inventory of Developing Skills (WaKIDS) Workgroup (PDF)
The 2012 Legislature requested that the superintendent of public instruction convene a workgroup to make recommendations regarding the implementation of Washington’s new kindergarten assessment, WaKIDS. The legislature specifically requested recommendations pertaining to administering WaKIDS in half-day classrooms, ways to reduce the other tests required by school districts in kindergarten, and implementation issues, including the time it takes to administer the assessment.
Authorizing bill/law: Engrossed Substitute House Bill 2586 (2012)
Quality Education Council (PDF)
Since 2009, several historic bills on education funding have passed the Legislature. One of them, Engrossed Substitute House Bill 2261, created the Quality Education Council, which was tasked to develop and implement a new system for funding education. This annual report summarizes the work done by the QEC in 2012. (23 pages)
Authorizing bill/law: RCW 28A.290.101
Dual Credit Programs (PDF)
“Dual credit” courses refer to those that provide high school and college credits, such as Advanced Placement, College in the High School and Running Start. (57 pages)
Innovative Inter-district Cooperative High School Programs (PDF)
Forty six school districts in Washington do not have a high school. Students in these districts are known as “nonhigh” and attend high school in neighboring districts. ESHB 2913 (2010) allows two or more nonhigh districts to form an inter-district Innovation Academy Cooperative (Academy) their high school students. The Academy does not replace current inter-district agreements for nonhigh students. Those students may still choose to attend a neighboring high school, and current payment agreements for those students still apply. (8 pages)
Authorizing bill/law: Engrossed Substitute House Bill 2913 (2010)
Educating English Language Learners in Washington (PDF)
Appendices (Excel)
In the 2011–2012 school year, 8.5 percent of Washington’s students were English language learners (ELLs). The Transitional Bilingual Instruction Program (TBIP) supports ELLs until they develop English language skills and meet the state’s exit criteria. The Washington English Language Proficiency Assessment (WELPA) measures English language proficiency annually in reading, writing, listening and speaking. The results determine if a student is ready to transition from TBIP. (34 pages)
Authorizing bill/law: Second Engrossed Senate House Bill 1087 (2011), § 514
Office of Native Education (2011-12) (PDF)
This first-of-its-kind report provides a snapshot of Native children and their educational achievement. Ten-year trends in graduation and dropout rates compared to other underrepresented groups are shown, as well as statewide testing data. The report also lists accomplishments and challenges of the Office of Native Education.
Authorizing bill/law: Substitute House Bill 1829, § (2)(h)
Dropout Prevention, Intervention and Reengagement
Watch the report summary (1:51)
While graduations rates continue to rise, more than 14,000 students in the Class of 2011 dropped out. OSPI has been studying why students drop out, as well as identifying practices and programs that are successful at keeping students in school and in getting them back to school. This report summarizes the work that has been done on dropouts in 2012. (2 pages)
Authorizing bill/law: RCW 28A.175.075, § 3a.
Gang Activities in Schools: 2012 Summary Report
Watch the report summary (2:32)
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. The task force’s 2012 Summary Report focuses on data on gangs and information sharing, policy guidance for districts and training educators and administrators on awareness and prevention of gang activity. (4 pages)
Safety Net Survey, 2011-12
The Safety Net process gives districts additional money when they prove that they are not able to provide an appropriate program of special education using their available resources. Every year, districts that apply for Safety Net funding are sent a survey asking their opinion on the Safety Net application process. This report summarizes the survey results. (14 pages)
Authorizing bill/law: RCW 28A.150.392, § 3.
Statewide Strategic Plan for Career and Technical Education
Watch the report summary (2:26)
Career and Technical Education, which evolved from vocational education, needs to be an integral part of every student’s education. This report, from the CTE Strategic Planning Committee, outlines current practices, identifies best practices, and recommends activities and strategies to help advance CTE. (48 pages)
Authorizing bill/law: Substitute House Bill 1710 (2011), § 2.
Foster Care Data Sharing Report
Because of the high mobility of foster students, a process of sharing student data between OSPI and the Department of Social and Health Services is crucial. This report examines how feasible that data sharing is, including a close look at federal laws regarding student privacy. (9 pages)
Authorizing bill/law: Substitute House Bill 2254 (2012), § 9.
Funding of School Food Service Programs
The Office of Superintendent of Public Instruction is required to annually report to the Fiscal Committees of the Legislature on the amount of funding that was appropriated for the elimination of co-pays for eligible students, for the summer food service program, and for reimbursement to school districts for school breakfasts. This update provides the appropriations for FY 2012, which totaled approximately $7 million.
The requirement for school districts to design, construct and track compliance with high-performance building standards was enacted in 2006. This report contains information about ongoing implementation of the standards and a list of incentives and disincentives related to implementing the law. Findings in this 2012 report are based on data reported by districts that reached reporting milestones during 2011 and 2012.
Implementation of the New Student Transportation Funding System (PDF)
This quarterly update provides information on the implementation of the state’s new transportation funding system.
Teacher and Principal Evaluation Project Legislative Update, July 2012 (PDF)
The Teacher and Principal Evaluation Project (TPEP), which was created in E2SSB 6696 in the 2010 legislative session, created new teacher and principal evaluation systems. This update provides information regarding the implementation of the new evaluation systems, including a link to information regarding the pilot districts, the status of Regional Implementation Grant Districts (RIGS), information about specialists that have been trained to assist school districts in the implementation of the new systems, and a timeline for two upcoming reports: 1) Evaluation System and Instructional and Leadership Frameworks and 2) Student Growth and Summative Methodology.
Compensation Technical Working Group Final Report, June 2012 (PDF)
The Compensation Technical Working Group (TWG) was authorized as part of Engrossed Senate Substitute House Bill 2261 (RCW 28A.400.201), a landmark education reform bill passed during the 2009 legislative session that redefines basic education in the State of Washington. The Compensation TWG is the last workgroup to weigh in with the essential and most sizeable components of the financing and implementation of a redefined program of basic education. For more information about the Compensation TWG.
Implementation of the New Student Transportation Funding System
This quarterly update provides information on the implementation of the state’s new transportation funding system. For additional information, contact Allan Jones at allan.jones@k12.wa.us or (360) 725-6122.
Middle School and High School Poverty Adjustment Factor
The 2011-13 Operating Budget required OSPI to recommend options for an adjustment factor for middle and high school free and reduced price lunch (FRPL) eligibility reporting rates. The attached report provides background and options for the underreporting of FRPL in the higher grades.
Allocation Basis for Student Transportation Annual Report: 2012-13 School Year
State law requires the Superintendent of Public Instruction to annually submit a report outlining the methodology and rationale used to determine the school district transportation allocation for the following year. This update includes this information for the 2012-13 school year.
OSPI is required to report annually 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. This update includes statewide and school district-level data and the 10-year trend in the number of incidents.
Graduation and Dropout Statistics Annual Report: 2010-11
This report provides a review of graduation and dropout statistics for schools and districts in Washington for the 201-11 school year. It includes information for all students as well as the sub-categories of students represented within the Washington State Report Card. For additional information, please contact Deb Came at deb.came@k12.wa.us or (360) 725-6356.
This report provides information on the educational experiences and outcomes of students in foster care, including information on mobility, assessment results, and graduation and dropout rates. It compares the outcomes of students in foster care with students who are not in foster care. It also provides state assessment results of foster students by school district. For additional information, please contact Deb Came at deb.came@k12.wa.us or (360) 725-6356.
Quality Education Council Report to the Legislature, January 2012
Engrossed Substitute House Bill 2261 (2009) outlined a bold a new system for state funding of basic education, and created the Quality Education Council to develop and implement it. Substitute House Bill 2776 (2010) authorized the first steps for implementation of the new funding system. This report is part of the ongoing work of the QEC to implement this new system of basic education. In addition, this report includes recommendations for a comprehensive plan for a voluntary program of early learning as required by Senate Bill 6759 and the Transitional Bilingual Program’s revised funding as required by the 2011-13 Biennial Operating Budget (ESHB 1087).
Online Learning Annual Report: 2010-11
This report provides comprehensive information regarding online learning in our K-12 public schools for the 2010-11 school year. It provides information regarding the multi-district online approval process, demographics of online students, enrollment and course taking patterns, statewide assessment results, and local and national trends in online learning. For additional information, contact Karl Nelson at karl.nelson@k12.wa.us or (206) 616-9940.
Common Core State Standards: Implementation Activities, Timelines, Costs, and Input on Enhancements
The 2010 Legislature directed OSPI to prepare a report on the implementation of the Common Core State Standards. As requested, this report includes a timeline and estimate of costs for implementation of the CCSS and feedback from public forums in which participants were asked for recommendations to enhance the standards, particularly in math. For additional information, contact Jessica Vavrus at jessica.vavrus@k12.wa.us or at (360) 725-6417.
Truancy Report: 2010–11
This report provides information for the 2010-11 school year regarding the number of unexcused absences, the number of students with ten or more unexcused absences in a school year or five or more unexcused absences in a month, and the number of truancy petitions filed with the courts. This information is provided for each school district in the state. For additional information, contact Sue Furth at sue.furth@k12.wa.us or at (360) 725-4472.
Educational Opportunity Gap Oversight and Accountability Committee Update
The Educational Opportunity Gap Oversight and Accountability Committee is required to report annually on strategies to address the opportunity gaps and the state’s progress in closing those gaps, as well as to recommend policies and strategies to the Washington State Legislature and others. This update provides information on committee actions and recommendations to reduce the opportunity gap, data regarding size of the gap, and committee plans for 2012. For additional information, contact Dan Newell at dan.newell@k12.wa.us or at (360) 725-6164.
HB 1431 School District Insolvency Workgroup Report
The 2011 Legislature directed OSPI to convene representatives of the Educational Service Districts for the purpose of analyzing options and making recommendations for a clear legal framework and process for dissolution of a school district on the basis of financial insolvency. This reports includes a definition of financial insolvency; a timeframe, criteria, and process for initiating dissolution of a district; roles and responsibilities of various entities; and recommendations with respect to various issues such as terminating staff contracts, liquidation of liabilities, and dealing with bonded indebtedness. For additional information, contact JoLynn Berge at jolynn.berge@k12.wa.us or (360) 725-6301.
Survey of Sexual Health Education Curricula Used in School Districts
This report provides information regarding the sexual health education curricula that school districts throughout Washington State used during the 2009–10 school year. For additional information, contact Suzanne Hidde at suzanne.hidde@k12.wa.us or at (360) 725-6364.
Educating English Language Learners in Washington State: 2010–11
The Transitional Bilingual Instruction Program provides language support services until English language learners can develop English language skills and meet the program exit criteria established by the state. This report provides information regarding students who participated in the program for the 2010-11 school , including measurable changes in proficiency, time-in-program, and transition experience. For additional information, contact Helen Malagon at Helen.malagon@k12.wa.us or (360) 725-6147.
Implementation of the New Student Transportation Funding System Update, December 2011
Alternative Learning Experiences Enrollments: Impact on School Construction Assistance, December 2011
The 2011 Legislature directed OSPI to review the impact of students enrolled in alternative learning experiences on the calculation of student enrollment projections for determining school district eligibility for school construction assistance program funds. This report presents an analysis of the calculations along with recommendations for adjustment factors. For additional information, contact Christine Thomas at christine.thomas@k12.wa.us or (360) 725-6267.
Building Bridges Workgroup, December 2011
This annual update provides a summary of the drop-out prevention work that has been completed in the past year and includes information on the status of the Building Bridges grants to school districts, a summary of a project to develop regional and school data teams, and the current status of the implementation of a Dropout Early Warning System. For additional information, contact Dixie Grunenfelder at dixie.grunenfelder@k12.wa.us or (360) 725-6045.
Washington’s assessment program experienced numerous changes during the 2010–11 school year and will have similar changes, plus new enhancements, occurring during 2011–12. This report provides a brief review of the 2011 changes and results, designs for the 2012 test administration, and an introduction to other program initiatives, including the work of the SMARTER Balanced Assessment Consortium (SBAC). For additional information, contact Michael Middleton at Michael.Middleton@k12.wa.us or at (360) 725-6434.
Dual Credit Programs: 2011
This report provides information regarding state and school district efforts to make dual credit programs available to their students. These programs allow students to earn both high school and college credit at the same time. The report includes data about student participation rates in Advanced Placement, Running Start, International Baccalaureate, Tech Prep, and College in the High School. The data is disaggregated by race, ethnicity, gender, and receipt of free or reduced-price lunch. For additional information, contact Mike Hubert at Mike.Hubert@k12.wa.us or at (360) 725-0415.
Assessments for Educational Technology
This brief update provides information regarding the OSPI-developed Educational Technology Assessments. The assessments are designed to determine student progress toward Washington’s standards for educational technology. The assessments are available for the elementary, middle and high school grades and integrate science, math, health, English language arts, social studies and the arts. Classroom activities are intended to be easy to use and come equipped with a comprehensive inventory of free and low-cost digital resources. For additional information, contact Dennis Small at Dennis.Small@k12.wa.us or at (360) 725-6384.
Safety Net Survey: 2010-11
Since 2007, the Legislature has required the Office of Superintendent of Public Instruction to annually survey school districts about improving the Special Education Safety Net process. In November 2011, an electronic survey was distributed to districts that participated in the Safety Net program during 2010–11. This report provides the responses that we received from school district personnel for the 2010-11 school years, as well as responses for the 2008–09 and 2009–10 school years. For additional information, contact Amber O’Donnell at Amber.Odonnell@k12.wa.us or at (360) 725-6075.
Gangs in Schools Task Force Report: 2011
In 2007, the Legislature passed SSB 5097, which required OSPI to convene a task force to examine how gangs are affecting school safety. This task force was directed to “outline methods for preventing new gangs, eliminating existing gangs, gathering intelligence, and sharing information about gang activities.” The task force was also directed to annually report its findings and recommendations to the education committees of the Legislature. This report summarizes the work of the task force for the past year, which has included providing guidelines and processes that communities can use to reduce gang activity, data and information sharing, and training and professional development. For additional information, contact Mike Donlin at Mike.Donlin@k12.wa.us or at (360) 725-6041.
Anti-Harassment, Intimidation, and Bullying Work Group Report: 2011
Recognizing harassment, intimidation, and bullying (HIB) to be problems in schools, the 2010 Legislature passed SHB 2801, which was intended to expand the tools, information, and strategies available to districts to combat HIB. This legislation mandated that school districts update policies and procedures. The 2011 Legislature found that while updated school district HIB policies and procedures was a step in the right direction for preventing negative behaviors in schools, more needed to be done. 2SHB 1163 directed OSPI to create a work group focused on preventing HIB and increasing student knowledge on issues relating to student mental health and youth suicide. This report provides information of the status of the work group and the topics they are addressing. For additional information, contact Mike Donlin at Mike.Donlin@k12.wa.us or at (360) 725-6041.
Statewide Strategic Plan for Secondary Career and Technical Education: 2011
Washington Preschool Program: Increasing Access and Outcomes for Children, November 2011
SHB 2776, which was passed in the 2010 session, established the implementation date of a new student transportation funding system as September 1, 2011, and provided funding for the development of the necessary computer system.
Teacher and Principal Evaluation Pilot, July 2011
The Teacher and Principal Evaluation Pilot Report to the Legislature summarizes the work of the teacher and principal evaluation pilot projects that have been developing and implementing new evaluation systems as a result of E2SSB 6696, which was passed in the 2010 Legislative Session. The report also includes Superintendent Dorn’s recommendations regarding the approval of school district evaluation systems prior to the statewide implementation of new evaluation systems, which is required beginning in the 2013-14 school year.
Comprehensive Plan for a Voluntary Program of Early Learning: Progress Report, July 2011
Legislation directed OSPI and the Department of Early Learning to convene a workgroup to examine the opportunities and barriers associated with implementing a preschool program as part of “Basic Education,” as a statutory entitlement, or as a constitutional amendment. This report summarizes the current findings and conclusions of the workgroup. Specific recommendations will be developed this summer and fall, and will be included in a final report that will be submitted to the Quality Education Council and Early Learning Advisory Council in November.
Status Report: Progress on Implementation of The New Student Transportation Funding System, June 2011
SHB 2776, which was passed in the 2010 session, established the implementation date of a new student transportation funding system as September 1, 2011, and provided funding for the development of the necessary computer system. This report provides the current status of the implementation process, and indicates that the development of the computer infrastructure is nearly complete, is on schedule to be completed prior to the end of June 2011, and is within budget.
In June of each year, OSPI is required by RCW 28A.160.180 (4) to provide a report to the Legislature detailing the methodology to be used to determine the transportation allocation for the coming school year. This report indicates the statistical processes that will be used to determine the allocation for transportation operations for the 2011–12 school year and the details of the transition process.
Building Bridges Dropout Initiative: 2009-10 Annual Evaluation, Report to the Legislature, April 2011
Building Bridges began in January 2008 as a state-wide coordinated intervention strategy designed to reduce dropout risk in Washington. This report provides program information and presents evaluation results for the 2009-10 academic year. OSPI examined program benefits by looking at earned high school credits, school enrollment and discipline, and change in social-emotional adjustment. This report identifies the principal outcome findings from this evaluation.
Status Report: Progress on Implementation of the New Student Transportation Funding System, March 2011
The 2010 Washington State Legislature passed Substitute House Bill 2776, which established the implementation date of the new student transportation funding system as September 1, 2011, and provided funding for the implementation of the necessary computer system. This report provides the current status of the implementation process.
Beginning Educator Support Team Program, February 2011
This report provides information regarding the Beginning Educator Support Team (BEST) program implemented by OSPI per Engrossed Substitute Senate Bill 6444, Section 513 (25). It provides information and data collected from the first year of program implementation – the 2009-10 school year – and initial data for 2010-11. However, funding for the BEST program was eliminated in the FY 2011 Supplemental Budget that was passed in December 2010. As a result, the program has been discontinued until further funding is available.
Educator Training to Enhance the Skills of Students with Dyslexia, March 2011
Substitute Senate Bill 6016 (2009 legislative session) required OSPI to provide training to personnel from the state’s nine regional Educational Service Districts on the topic of dyslexia and to develop a state dyslexia handbook. This report provides summarizes the trainings that were provided and information on the dyslexia handbook.
Online Learning Annual Report to the Legislature, February 2011
This report includes information regarding the multidistrict online provider approval process, the demographics of students who are participating in online learning opportunities, statewide assessment results for online students, and course taking patterns and course achievement results.
High-Performance School Buildings, January 2011
The Legislature states its intent in Chapter 39.35D RCW High-Performance Public Buildings that state-owned buildings and schools be improved by adopting recognized standards for high-performance public buildings, reducing energy consumption, and allowing flexible methods and choices in how to achieve those standards and reductions. The purpose of this report is to inform the Legislature about the status of the OSPI High-Performance Schools Program as well as the schools built to the high performance standards.
The Common Core State Standards for English Language Arts and Mathematics: Analysis and Recommendations, January 2011
E2SSB 6696 (2010 Session) required that the superintendent submit a report to the Legislature that includes: (a) a comparison of the new standards and the current standards, including the comparative level of rigor and specificity of the standards and the implications of any identified differences; and (b) an estimated timeline and costs to the state and to school districts to implement the provisionally adopted standards.
House Bill 2136 Special Services Pilot Project, January 2011
The Special Services Pilot Project has enabled seven school districts to implement a Response to Intervention (RTI) framework. This framework is designed to improve the implementation of high quality, general education research-based instructional programs in order to meet the needs of students struggling academically, while reducing the number of students inappropriately referred and placed in special education. The report includes information regarding improvements in reading assessment scores in the seven school districts, and changes in the percent of students eligible for special education.
Quality Education Council Report to the Legislature, January 2011
The QEC received information from the Achievement Gap Oversight and Accountability Committee and the Building Bridges Work Group, as required by law, as well as a number of technical working groups. In addition, the education agencies provided a draft education reform plan outlining their priorities to support the basic education goals. Based on the information received, the QEC makes the following recommendations in support of the current basic education goals in six major priority areas.
Building Bridges Workgroup, January 2011
This report contains the recommendations of the Building Bridges Workgroup, which was created by the Legislature to identify strategies to reduce the number of students dropping out of our schools. The report outlines recommendations based on adding a significant new dimension to our school reform efforts, and contemplates local school districts working in partnership with families and their local community to address the non-academic and academic barriers to student success.
Gangs in Schools Task Force, January 2011
The 2007 Legislature directed the Superintendent of Public Instruction to convene a task force to examine how gangs affect school safety. The task force was directed to recommend methods to prevent and eliminate gangs in schools, gather intelligence on gangs and share information about gangs. The recommendations in the report reflect four approaches to addressing the problem of gangs in our communities and their effect on school safety: prevention, intervention, suppression, and student reentry. The task force strongly encourages the adoption of a balanced platform that employs all four approaches rather than relying primarily on suppression, finding that prevention and intervention are most effective.
2009-10 Truancy Report, January 2011
State law requires the Office of Superintendent of Public Instruction report to the Legislature each year the number of truancy petitions filed with the courts and other truancy-related information. In the 2009-10 school year, a total of 3,501 petitions were filed for students in grades one through eight, and 8,747 were filed for students in grades nine through twelve.
Educational System Capacity to Accommodate Increased Resources, January 2011
OSPI is required to biennially make determinations on the educational system’s capacity to accommodate increased resources in relation to the elements in the prototypical funding allocation model. The focus of this capacity report is on the areas where resource increases are prescribed in SHB 2776 for the 2011-13 biennium or where resources may be increased based on the proposed increase of the graduation requirements by the State Board of Education.
Washington Comprehensive Assessment Program, January 2011
This summary provides an overview of the state’s K-12 assessment system in 2010, designs for the 2011 test administration, an introduction to other program initiatives, and a review of formative assessment efforts.
Safety Net Survey Report, January 2011
OSPI is required annually to survey school districts regarding improvements to the special education Safety Net process. The annual Safety Net survey is intended to obtain opinions and elicit suggestions for improving the process. The report includes responses from districts that participated in the Safety Net program during 2009–10, and the results from previous years.
Transitional Bilingual Education Program Report, January 2011
This report provides information regarding the state-funded Transitional Bilingual Education Program, including the services provided to students, information regarding the language background of the students served, staffing and instruction, the length of time students are in the program, and other information.
Transitional Bilingual Instruction Program Technical Working Group Recommendations, December 2010
The Legislature has directed the Quality Education Council (QEC) to recommend funding formulas consistent with its new definition of basic education. The 2010 Legislature specifically directed the QEC to recommend programs that close the achievement gap and improve graduation rates. Since our state’s 91,000 English language learners (ELLs) have consistently lower graduation rates than their peers, the QEC convened the Transitional Bilingual Instruction Program (TBIP) Technical Work Group to identify best practices and effective programs that serve ELLs, and the level of funding needed to implement them.
QEC Learning Assistance Program Report, December 2010
The Learning Assistance Program Technical Work Group was created in response to the Quality Education Council’s (QEC) desire to connect the new Learning Assistance Program funding formula with best practices for the instruction and support of low-achieving students. The purpose of the work group is to establish recommendations for a funding model linked to effective programs that support the academic needs of underachieving students. This report includes ten recommendations for improving the quality, scope, and effectiveness of the program.
High School Science End-of-Course Assessment Recommendations, December 2010
In 2009, the Legislature directed OSPI to develop a biology end-of-course assessment, and to make recommendations with regard to whether other end-of-course assessments should be developed. The report recommends that other assessments be developed, and provides a timeline for implementation. It also recommends that the science assessment graduation requirement be postponed until the Class of 2017.
School District Online Learning Policy and Procedures, December 2010
Substitute Senate Bill 5410 (2009 Session) required school district boards of directors to develop online learning policies and procedures. The bill also required that school districts send their adopted policy and procedures to OSPI. This report summarizes the policy and procedures documents that districts submitted.
Highly Capable Program Technical Working Group Recommendations, December 2010
Includes recommendations on what constitutes a basic education program for highly capable students and an appropriate funding structure to support the state's HCP students.
Recommendations for Science, Technology, Engineering and Mathematics Education, December 2010
Includes recommendations for improving instruction and achievement in STEM education. The recommendations were developed by a workgroup that included legislators, educators, and representatives from business and industry.
Dual Credit Report to the Legislature, November 2010
This report is designed to cast some light upon the results of both state and local school district efforts to make dual credit programs available to their students.
K-12 Education Data Governance and Statewide K-12 Longitudinal Education Data System, September 2010
This final Report (and Appendix) outlines the recommendations from the gap analysis consultant, provides an update on numerous activities, contains budget recommendations to maintain data governance work and fund a study on suspension and expulsion and outlines a data governance work plan.
Review of Annual Compliance Report: Substitute Senate Bill 5738 Report to the Legislature, March 2010
Review of Annual Compliance Report-SSB 5738: In 2009, the Legislature passed Substitute Senate Bill 5738 that required OSPI to: Identify all existing compliance reports required of school districts; recommend which reports should be discontinued; recommend which should be integrated into the K-12 longitudinal student data system; and recommend which reports should be maintained in their current form. For additional information or if you have questions, please contact the Data Governance office at (360) 725-6111.
Student Insurance Pilot Program: Implementing RCW 28A.210.375 Report to the Legislature, February 2010
Student Insurance Pilot Program: Implementing RCW 28A.210.375: 2SHB 5100 (2009 session) directed OSPI in coordination with DSHS to solicit up to six school districts to participate in a Student Health Insurance Pilot program. Pilot districts were to inquire whether a student has health insurance for the purpose of sharing this information with local outreach organizations. Outreach organizations were then asked to contact families and assist them in enrolling in a medical program. This report summarizes the results of the pilot. For additional information or if you have questions, please contact the Health Services office at (360) 725-6040.
2008-09 Healthy Youth Act Profiles Report, January 2010
2008-09 Healthy Youth Act Profiles Report: With the passage of the Healthy Youth Act (RCW 28A.300.475), the Legislature directed OSPI to consult with the Department of Health to develop a list of sexual health education curricula that are consistent with the “2005 Guidelines for Sexual Health Information and Disease Prevention” and that are medically and scientifically accurate. This report provides information regarding the sexual health education curricula that school districts throughout Washington State used during the 2008-09 school year at the high school, middle school, and junior/senior high school levels. Is also shares information about how these curricula align with the 2005 guidelines. For additional information or if you have questions, please contact the HIV and Sexual Health Education office at (360) 725-6364.
Analysis of the School Construction Assistance Program Formula Allocations Report, January 2010
School Construction Funding. OSPI conducted an analysis of the appropriate level for the state area cost allowance and the average square-foot space needs for use in the school construction funding formula and made recommendations regarding the appropriate levels for the area cost allowance and average square-foot space needs.
2009 K-12 Data Feasibility Report
SB 5843 (2007 Session) required the Superintendent of Public Instruction to collect teacher-to-course data, coordinate a diverse workgroup to consider additional data elements to collect from all districts, pilot the collection of additional elements in at least two school districts, and submit a report on the feasibility of the expanded data collection. This report summarizes the status of the teacher-to-course data collection effort, the deliberations of the workgroup, and findings and recommendations for expanding data collected by the state. For additional information, please contact the Assessment and Student Information office at (360) 725-6346.
2009 Lorraine Wojahn Dyslexia Pilot Reading Program 2007-2009
Attached is a status report on the Lorraine Wojahn Dyslexia Pilot Reading Program. The pilot program includes four schools that have designed and implemented, , with the assistance of reading specialists at OSPI, intervention programs for students with dyslexia. Based on pre- and post assessments, students receiving services made moderate to substantial overall gains in all areas of reading and written expression with the exception of students in 6th grade. The report also includes recommendations for how to share the lessons that have been learned in the pilot with school staff across the state. For additional information, please contact the K-12 Reading Office at (360) 725-6080.
After School Mathematics Support Program Report, December 2009
The 2007 Washington State Legislature passed Second Substitute House Bill (2SHB) 1906, creating the Afterschool Mathematics Support Program. The purpose of the program was to study the effects of intentional, skilled mathematics support included as part of an existing afterschool program. Five pilot project grants were awarded to community-based nonprofit organizations to provide the afterschool mathematics support programs. This report contains the findings from the evaluation of these pilot project grants and provides recommendations related to program continuation, program modification, and issues related to program sustainability and expansion.
Annual Report for the Center for the Improvement of Student Learning (CISL), September 2009
Annual Report for the Center for the Improvement of Student Learning (CISL). The center facilitates statewide access to information and materials on educational improvement and research to improve student learning. In this effort, it reviews and shares educational research, creates instructional tools and develops policy recommendations that promote best practices to help educators, parents and community leaders build partnerships that improve schools, engage families and increase student learning and development.
Career and Technical Education Curriculum Advisory Committee Final Report, December 2009
Career and Technical Education Curriculum Advisory Committee: Final Report to the Legislature: ESSB 6023 (2007) directed OSPI and the Workforce Training and Education Coordinating Board to convene an advisory committee, comprised of legislators and others, to identify career and technical education curricula that will assist in preparing students for the state assessment system and obtaining a Certificate of Academic Achievement. The Career and Technical Education Curriculum Advisory Committee was formally convened in October 2007. The report summarizes the work of the committee and ongoing activities. For additional information, please contact the Career and Technical Education office at (360) 725-6245.
Changes to the State’s Assessment System: Engrossed Substitute Senate Bill 5414, December 2009
Passed during the 2009 legislative session, required the Superintendent of Public Instruction to report on three different topics pertaining to the state’s K-12 assessment system, including: 1) The changes and a cost analysis of the changes pertaining to redesigning the State’s accountability tests; 2) a cost analysis of any changes and costs to expand availability and use of instructionally supportive formative assessments; and 3) making recommendations to the Legislature for improvements related to the state’s alternative assessments, appeals for high school assessments, and the alternate portfolio assessment for students who are severely cognitively impaired. This report includes the analyses and recommendations requested in ESSB 5414.
Educating English Language Learners in Washington State, 2008-09
Educating English Language Learners in Washington State, 2008-09. The Superintendent of Public Instruction is required to review, on an annual basis, the Transitional Bilingual Instruction Program and submit a report to the Washington State Legislature. The report is intended to address historical program information in the following areas: staffing patterns and instruction; enrollment patterns; languages spoken by students in the programs; length of stay in the programs; and academic and linguistic performance of ELL students served in the programs.
Educator Training Program to Improve the Instruction of Students with Dyslexia, September 2009
Educator Training Program to Improve the Instruction of Students with Dyslexia. This program was created in SSB 6016 to provide teachers professional development in how to assist students with dyslexia and to develop a Dyslexia Handbook. The report summarizes the progress that has been made to date and our plans for the future.
Effective Practices for English Language Learners and Their Implementation in Washington Schools, December 2009
In the 2007 session, the Legislature passed SB 5481, which established a demonstration program for schools with English language learners (ELL) from multiple language backgrounds. In addition, funding was provided to OSPI to contract with Education Northwest (formerly Northwest Regional Educational Laboratory) to complete two reports: 1) The first year report, What Teachers Should Know About Instruction for English Language Learners(Deussen, Autio, Miller, Lockwood, & Stewart, 2008), summarized research findings about effective instruction for ELLs. 2) This second year report summarizes the ways in which two groups of Washington schools provided instruction and support to their ELLs, and the degree to which these practices were in line with educational research findings on effective ELL instruction. For additional information or if you have questions, please contact Theresa Deussen at Education Northwest at (503) 275-9500.
The 2007 Legislature directed OSPI to convene a task force to examine how gangs were affecting school safety. The task force was directed to recommend methods to prevent and eliminate gangs in schools, gather intelligence on gangs, and share information about gangs. Beginning December 1, 2007, the task force was directed to provide an annual report of its findings and recommendations to the education committees of the Legislature. This task force released a comprehensive report in December 2008 that outlined findings and seven recommendations for legislative action. This 2009 report essentially builds on the 2008 findings, updating pertinent information for the Legislature. For additional information or if you have questions, please contact the School Safety Center at (360) 725-6044.
K-12 Education Data Governance: Preliminary Report, November 2009
The K-12 Education Data Governance: Preliminary Report was required in Part 2 of Engrossed Substitute House Bill 2261 (2009 Session). The report provides background information on the Legislative expectations for a K-12 education data system, the progress that has been made in meeting the Legislative expectations, and our future actions and plans. For additional information please contact the Data Governance office at (360) 725-6111.
K-3 Demonstration Project Senate Bill 5841 Final Report, December 2009
The 2007 Washington State Legislature passed SB 5841, which enacted recommendations advanced in Washington Learns concerning education in the early primary grades. Funding was provided for three K-3 demonstration projects in Yakima, Highline, and Spokane school districts. The schools selected for the projects were Barge-Lincoln (Yakima), Bemiss (Spokane), and White Center Heights (Highline). The projects were required to incorporate several structural components: full-day kindergarten; a class size ratio of one teacher to 18 students; a half-time FTE instructional coach; and professional development related to the program implemented at the school. The report presents an analysis of the evaluation of these projects, addressing the following areas: the degree to which the students were able to thrive in their educational environments; the degree to which students progressed academically; the most successful program components; staff reflections regarding their successes; and recommendations for continued implementation and expansion of such programs. For additional information, please contact the Early Learning office at (360) 725-6343.
Mathematics and Science Instructional Coach Program Final Report, December 2009
Mathematics and Science Instructional Coach Program: In 2007, the Washington State Legislature provided funding to support 25 secondary mathematics instructional coaches for the 2007-08 and 2008-09 school years. Twenty-five secondary science instructional coaches were added to this program in 2008-09. This report represents the culminating final report for the math and science coaching program for the 2008-09 academic year. For additional information, please contact the Mathematics Teaching and Learning office at (360) 725-0437.
Pilot Program for Road Safety Education, December 2009
The 2008 Legislature passed ESHB 2878, which approved three pilot road safety education and training programs. OSPI was contracted by the Washington Traffic Safety Commission to administer the program, and the Bicycle Alliance of Washington managed the program. These programs were conducted over the course of the 2008-09 school year. Students were taught safe biking, walking, and transit use behavior. The three participating school districts were Bainbridge Island, Moses Lake, and Oak Harbor. This report demonstrates the effectiveness of the three programs, as shown by the evaluation and the results. For additional information or if you have questions, please contact the Health and Fitness office at (360) 725-4977.
Review of 2008–09 Online Courses and Programs, December 2009
An overview of online learning education courses and programs that were offered during the 2008-09 school year in our K-12 public schools. The report was required in SSB 5410 in the 2009 session. The report provides information on the number and characteristics of students participating in online learning courses and programs, student-teacher ratios, the cost of delivering these courses/programs, the level of funding provided by the state, the number of students transferring in and out of districts, and other interesting information. For additional information or if you have questions, please contact the Digital Learning Department at (206) 616-9940.
Survey Regarding Recess Periods for Elementary School Students, December 2009
During the 2009 legislative session, the Washington State Legislature passed Substitute Senate Bill 5551, which directed OSPI, in collaboration with the Washington State PTA, to conduct a statewide survey of elementary schools to determine the availability and perceptions of the importance of recess in elementary schools. This report details responses to questions related to the structure, duration, and scheduling of recesses. It also provides results to specific questions related to staff perceptions around the value of recess in Washington’s public elementary schools. For additional information or if you have questions, please contact the Health and Fitness office at (360) 725-4977.
Technical High School Feasibility Study: Final Report, September 2009
This is the final report of the Technical High School Advisory Committee, formed to investigate and report on the feasibility of creating technical high schools in Washington pursuant to Section 308 of Second Substitute Senate Bill 6377 of the 2008 Legislature. If you like further information, please contact the Career and College Readiness office at (360) 725-6245.
Washington State Community Learning Center Program Final Report, December 2009
In 2007, the Legislature passed ESSB 5441, authorizing OSPI to implement and administer the Washington Community Learning Centers program. The legislation allowed grant awards to sites proposing to carry out a broad array of out-of-school activities that support and enhance academic achievement. The legislation called for an evaluation of the program and a report to the Legislature, including outcomes of grants and recommendations for program modification, sustainability, and possible expansion. A preliminary report was submitted to the Legislature in November 2008. In 2008, the Legislature eliminated funding for this program. This 2009 report represents the final legislative report regarding the implementation of the Washington Community Learning Centers program. For additional information or if you have questions, please contact the Even Start office at (360) 725-6049.
2008 Afterschool Mathematics Support Program (Preliminary Report), November 2008
This report summarizes the status of the Afterschool Mathematics Support Program that was funded by the 2007 Legislature. Under the program, grants were provided to five community nonprofit organizations in King County, the City of Seattle, and Pierce County to provide afterschool mathematics tutoring and support activities. For additional information, please contact the 21st Century Learning office at (360) 725-6049.
2008 K-3 Demonstration Project (SB 5841) Interim Report, October 2008
This report includes the preliminary findings of an evaluation conducted by the Northwest Regional Educational Laboratory of three primary grade demonstration projects that include all-day kindergarten, small class sizes, and instructional coaches. The schools are located in Yakima, Highline, and Spokane. For additional information, please contact the Early Learning office at (360) 725-6343.
2008 Mathematics Instructional Coaching: Interim Report, September 2008
This report evaluates the mathematics and coaches program that was funded by the 2007 Legislature. It was completed by the WSU Social and Economic Research Center on contract with OSPI. The report evaluates the coach development institute, coaching support seminars, and other coach support activities; makes recommendations regarding the characteristics of coaches; identifies changes in teacher instruction related to coaching; and identifies the satisfaction with coaching activities. For additional information, please contact the Mathematics Teaching and Learning office at (360) 725-0437.
2008 School District Mathematics Curricula Adoption and Usage
The report provides information regarding the core mathematics curricula that school districts throughout Washington State are using at the elementary, middle, and high school levels. It also shares information about how frequently school districts plan to adopt and/or purchase mathematics instructional materials. For additional information, please contact the Mathematics Teaching and Learning office at (360) 725-0437.
2008 Washington State Community Learning Center Program (Preliminary Report), November 2008
The Washington State Community Learning Center Program was created by the 2007 Legislature to provide funding to public and private organizations to carryout out-of-school activities that support and enhance academic achievement. The report provides information on the selection process, grantees, and preliminary evaluation findings. For additional information, please contact the Even Start office at (360) 725-6049.
2008 What Teachers Should Know About Instruction for English Language Learners, November
This report was written to inform policymakers and educators about educational research findings on effective instructional practices for English language learners. It was written by personnel at the Northwest Regional Educational Laboratory under contract with OSPI. For additional information, please contact the Migrant and Bilingual Education office at (360) 725-6147.
2008 Annual Report on Students in Foster Care
HB2679 required OSPI (OSPI) to provide an annual report on the educational experiences and outcomes of students in foster care. The analysis used individual student records but in this report data are aggregated at the state and district level.
2008 Autism Awareness: Recommendations for Teacher Preparation and Professional Development, December 2008
After the 2008 session, Governor Gregoire requested the Professional Educator Standards Board (PESB) and OSPI (OSPI) develop recommendations regarding pre-service and in-service training for teachers in autism awareness and report back to her and the legislature by December 1, 2008.
2008 Educating English Language Learners in Washington State, 2007–08
State law requires the Superintendent of Public Instruction to annually provide a report to the Legislature on the state Transitional Bilingual Instructional Program. The attached report includes a comprehensive overview of the students served by the program in the 2007-08 school year, the length of time students are served by the program, the number of different languages spoken at home, and other important information about this statewide program. For additional information, please contact the Migrant and Bilingual Education office at (360) 725-6147.
2008 Findings and Recommendations of the Building Bridges State-level Workgroup on Dropout Prevention, Intervention, and Retrieval, December 2008
In the 2006–07 school year, more than 20,000 Washington students dropped out of school. These disconnected youth now face multiple barriers to becoming successful adults. To address this problem, the Legislature directed the Building Bridges Workgroup (SHB 1573) to make recommendations to reduce our state’s dropout rate. This report is the culmination of a year of the workgroup’s efforts, completed by nearly 90 committee and subcommittee members. In the report, the workgroup urges bold and comprehensive action at the state and local-level to solve this problem, and proposes actions in three primary areas to change the systems that provide support for struggling students and dropouts. For additional information, please contact the Learning and Teaching Support office at (360) 725-6050.
2008 Findings and Recommendations of the Gangs in School Task Force
The 2007 Legislature directed OSPI to convene a task force to examine how gangs are affecting school safety. The task force was directed to recommend methods to prevent and eliminate gangs in schools, gather intelligence on gangs, and share information about gangs. Collaboration with the School Safety Advisory Committee and the Washington Association of Sheriffs and Police Chiefs was required by the legislation that created the task force. The attached report includes key findings regarding gang activity in Washington. It also includes prevention, intervention, and suppression recommendations for addressing the problem of gangs. The task force strongly encourages the adoption of a balanced platform that employs all three approaches rather than relying primarily on suppression, finding that prevention and intervention are more effective means to reduce gang activity in the longer-term. For additional information, please contact the School Safety Center at (360) 725-6044.
2008 Military Compact Task Force Task Force Report
During the 2008 Legislature, a task force was created to analyze an Interstate Compact that is intended to make it easier for dependents of military personnel to transfer between schools in different states. The task force, which consisted of legislators, educators, and state agency representatives, was directed by the Legislature to explore concerns with the compact and to make recommendations regarding how to address the concerns. This report summarizes the findings of the Task Force and its recommendations. For additional information, please contact the Learning and Teaching Support office at (360) 725-6050.
2008 Online Curriculum Support in Languages Other Than English
In order to provide additional avenues for English language learners to meet academic content while developing English language skills, the 2008 Legislature asked for a report on the availability of appropriate online curriculum in other languages. This report summarizes the option that is currently available and the estimated cost of providing funding to support the online curriculum. For additional information, please contact the Migrant and Bilingual Education office at (360) 725-6147.
In 2008, the Legislature directed OSPI and the State Board of Education to develop a request for proposals to private vendors and nonprofit organizations to adapt an existing mathematics curriculum to be aligned with Washington's standards and to make the curriculum available online at no cost to school districts. This report summarizes the proposals that were submitted, including costs and timelines. For additional information, please contact the Teaching and Learning office at (360) 725-6343.
2008 School District E-Rate Report
The 2008 Legislature directed OSPI to issue a report to the fiscal committees of the Legislature identifying school districts that were eligible for E-rate funding for the past two years that did not apply, and to estimate the amounts for which they were eligible in those years. This report identifies these districts, the estimated amount of funding they likely would have received, and recommendations for following-up on the E-rate findings contained in the State Auditor's performance audit of ESDs completed in September 2007. For additional information, please contact the Educational Technology office at (360) 725-4465.
2008 Truancy Report to the Legislature, December 2008
This report is submitted in response to RCW 28A.225.151. OSPI is required to report to the Legislature each year the number of truancy petitions filed with the courts and other information called for by the statute. The statute requires school buildings to report truancy information to school districts, and school districts to compile, verify, and transmit the reports to OSPI at the end of the school year.
360-725-6181
dave.mastin@k12.wa.us
Policy and Implementation Manager
Stella Lugalia
stella.lugalia@k12.wa.us