If you read any of the numerous publications out this past week on the state of the state budget, I don't need to tell you that things look less than ideal. We knew ahead of the legislative session that policy and budget-makers were looking at a $12 - $16 Billion projected shortfall for the 4-year outlook. It shouldn't be surprising then that, following the first policy cutoff on February 21st and before the first fiscal cutoff on February 28th, the shortfall issue would really start rearing its ugly head. That played out during the Governor's Press Conference, in fiscal committees, and multiple conversations and communications this past week. A few key moments from the week:

• During a press conference last Thursday, Governor Ferguson announced a proposed $4 billion "adjustment" to the state’s operating budget, with the intention of preserving core services and values. I'd like to say it's good news that Governor Ferguson said "no cuts to K-12" but impacts to health care, early learning, and social services will inevitably be felt in public education; cuts to critical services will impact students' readiness to learn.
• Washington state's House majority caucus created this page on their website to show how cuts in response to the shortfall (or deficit, as they describe) would have a chilling effect to essential state services.
• The Senate remained steadfast in scheduling and passing SB 5263, which increases the special education funding multipliers for Pre-K students and K-12 students to 1.32 and removes the enrollment funding cap - among other important policy improvements out of Senate Ways and Means. In addition, SB 5192, which increases allocations for materials, supplies, and operating costs, passed out of Ways and Means with relative ease. These two bills are off to the Rules Committee before a full Senate floor debate (yet to be scheduled).
• We suffered some significant setbacks on the House side this week as we watched HB 1310, the bill to comprehensively and extensively fund special education, get scheduled late in the week (hooray) but then abruptly pulled from the executive session (boo). This bill is dead. The vehicle for Special Education funding in the House will therefore be HB 1357, which increases special education excess cost multipliers for kindergarten through age 21 to 1.18 for students who spend at least 80 percent of the school day in a general education setting, and 1.09 for those who spend less than 80 percent.
• The highest drama occurred in House Appropriations when our preferred vehicle for Materials, Supplies and Operating Costs (MSOCs), HB 1338, was gutted on Friday. Legislators debated the need and merits of this essential basic education funding (click on this link to watch the 28 minutes of very interesting debate) against the effectiveness of public education and presumed misspending. This hearing tells an important story about what we are up against this session on fair, ample, and adequate funding for basic education. A 16-15 vote enabled the bill to continue to progress but an amendment moved it from ~$306 M to ~$5 M. A huge hit. Whether or not we'll have a chance to hear it debated on the floor remains to be seen.

"Problems can become opportunities when the right people come together."

- Robert Redford

In the midst of these fiscal challenges, seeming setbacks, I was deeply heartened by the fierce fight among, and communication between, education advocates and school leaders when the word got out about the SPED and MSOC bills. Within 24 hours, a flurry of resources and messages were developed to help us and you to push the legislature to consider the dire consequences of their decisions.

• Letter to House Appropriations on MSOC and HB 1338 (by Marissa Rathbone, WSSDA)
• Letter to House Appropriations Committee before HB 1338 Hearing (by Charlie Brown and Melissa Gombosky, district lobbyists)
• Letter to House Appropriations Committee after HB 1338 Amendment (by Melissa Gombosky and signed by WSSDA)
• Letter from Peninsula School District on MSOC (by Krestin Bahr, Superintendent)
• Comparison of MSOC bills per Amendments (by Marie Sullivan, WAPTA and district lobbyist)
• Comparison of SPED bills per Amendments (by Marie Sullivan)
• MSOC Talking Points (by Melissa Gombosky)

As we experienced moments of disappointment this past week, education advocates rallied together to continue our commitment to advocacy with a unified voice. These resources and letters can serve as models and motivation for each of you; feel free to use them and make them your own. As an education community, we are called now - more than ever - to put pressure on for MSOC and SPED funding this session. This is the time calling us ALL into the storm. Speaking of...

Did you know that bison are the only animals that head directly into a storm?

Bison are known to instinctively "head into the storm." They literally turn and walk directly towards the oncoming weather instead of trying to run away from it. They are called to face the storm head-on so they can pass through it quicker and minimize their exposure to the harsh conditions. It's time for us to be like bison, head down and into the storm. There are 56 more days to weather the harsh conditions of the 2025 Legislative Session - together.

A few good ways to do it:

• Identify and share instructional and program success stories with your local media and social networks. Ensure your community understands, and decision-makers know, about the effectiveness of public education.
• Come to the Capitol to meet with your legislators in person in order to share those stories and concrete numbers about your district's funding shortages. Invite your students to support those conversations.
• Craft a concise email message to your legislators with your MSOC and SPED underfunding data.
• Ask student board representatives to write a letter or record a video about the impacts of underfunding basic education on their learning experiences and outcomes. Share the communication with your community and legislators.
• Share your advocacy experiences with fellow school directors during WSSDA's InSession Live or provide writing samples for future InSession publications. Email us at strategicadvocacy@wssda.org if interested.

Recent legislative efforts to expand access to career and technical education (CTE) and dual credit programs are designed to close workforce opportunity gaps, enhance educational opportunities, and promote career readiness for students. There are three bills still moving through the legislative process that focus on improving access to high-quality career training programs, increasing opportunities for hands-on learning, and add critical elements to required instruction, benefiting both students and educators.

S2HB 1273 seeks to expand access to dual credit programs by extending a pilot initiative to increase CTE dual credit participation and credential attainment. Dual credit programs allow high school students to earn both high school and college credits simultaneously, reducing the cost of higher education and shortening the time to obtain a degree or certification. By covering certain expenses for students, colleges, and high schools, the bill makes CTE dual credit courses more affordable and accessible.

A second substitute of this bill was passed out of House Appropriations on February 28th, which changes the number of pilot programs and clause making the bill null and void unless funded in the budget.

HB 1722 addresses age restrictions for 16- and 17-year-old students who want to participate in CTE programs, particularly as an emergency medical technician (EMT) and in fire protection services. Currently, the Department of Health limits EMT training for 16-year-olds, preventing early exposure to critical career pathways. HB 1722 proposes allowing 16-year-olds to begin EMT training under certain conditions, such as enrolling in programs offered by approved vocational education centers. It also mandates the state Fire Marshal's office to assess age restrictions in fire protection programs, aiming to increase professional and volunteer opportunities in these essential sectors. By expanding access to training for younger individuals, this bill strengthens the workforce pipeline in emergency services and public safety.

SB 5637 would require civics to include the voter registration process, the system of checks and balances between the branches of government, and media literacy as it pertains to elections, civic engagement, and decision-making. This includes strategies for combating the spread of misinformation in the digital age. Additionally, the curriculum would need to cover tools and methods for initiating change in public policy and institutions, as well as factors that influence political participation and representation, such as redistricting, gerrymandering, and reapportionment. To support these expanded curricular requirements, the Office of the Superintendent of Public Instruction (OSPI) is tasked with collaborating with nonprofit organizations to identify and provide nonpartisan materials on media literacy, political participation, and institutional change. These resources will be available for school districts to use in fulfilling the new requirements, and OSPI will review them at least every five years to ensure they remain relevant and effective.

These three bills help to close educational and employment opportunity gaps while ensuring that students in technical and high-demand fields have the resources and support needed to succeed and that students understand how to engage with the media to access accurate information. These legislative efforts aim to create more equitable access to career pathways, promote career exploration, develop critical-thinking skills, and eliminate unnecessary barriers that prevent students from gaining meaningful, real-world experiences. We hope to see these student-centered policies progress into the second half of this legislative session.

Guided by WSSDA's member-adopted positions, WSSDA weighed in on just a few of the bills still left for hearings after the first policy cutoff on February 21 and before the first fiscal cutoff on February 28:

SSB 5041 - Concerning unemployment insurance benefits for striking or lockout workers. Signed in CON and co-signed a letter to Senate Ways and Means

SHB 1273 - Improving student access to dual credit programs. Signed in PRO

HB 1795 - Addressing restraint or isolation of students in public schools and educational programs. Signed in OTHER and communicated mandatory training concerns with prime sponsor

You can also track education bills and the weekly schedule on the WSSDA website. Email us with questions or comments at strategicadvocacy@wssda.org.