March 14, 2025

SPECIAL EDUCATION HAS A MOMENT

The House of Origin cutoff occurred on Wednesday, March 12th, providing one of the most heartening moments from the session thus far. If you need a little inspiration and hope this weekend, give yourself 30-ish minutes to watch the Senate floor speeches in support of Special Education Funding (SB 5263). Legislators from across the aisle (both Republicans and Democrats) shared personal sentiments about the importance of supporting and serving students with disabilities in our public education system.

"I undertook this bill this year because my caucus really jelled around the idea that funding the public schools, and in particular doing a better job of funding special education, was going to be our highest priority." - Senator Jamie Pedersen (43rd Legislative District, Seattle)

"I want to start by thanking the majority leader for his work on this and for asking me to join him in sponsoring the bill...one of the deeply frustrating parts things about that experience (McCleary) is that we never addressed special education for reasons I never understood...." - Senator John Braun (20th Legislative District, Centralia)

In its present form, SB 5263 will offer the following benefits to Washington school districts and students:

Increases the special education funding multipliers for Pre-K students and K-12 students to 1.32.
Eliminates multiplier tiers that provide different levels of funding based on time spent in a general education setting.
Removes the 16 percent special education enrollment funding cap.
Directs the Office of the Superintendent of Public Instruction (OSPI) to use the greater of the school district’s basic education allocation or the state average basic education allocation for purposes of calculating excess cost allocations.
Decreases the special education safety net eligibility threshold for all school districts to 1.75 times the average per-pupil expenditure.
Allows OSPI to reserve up to 0.005 of excess cost allocations to use for certain statewide special education activities.
Directs the creation of a statewide online system for individualized education programs.
Aligns the funding multiplier for the Early Support for Infants and Toddlers Program to the multiplier for Pre-K students, increasing the multiplier from 1.15 to 1.32.

This would equate to an additional $853.7 M in the 2025-27 school years and $1 B in the 2027-29 school years statewide. Remember that once these allocations are codified in statute (made into law) as a part of basic education, they cannot be cut in future budgets. Due to this and the fact that the state is facing a significant budget shortfall, these numbers may be higher than our legislature is willing to commit. However, we must continue to advocate for what we need. We'll have another chance to do so publicly, we anticipate, in House Appropriations before the April 8th fiscal cutoff. In the meantime, continue communicating your district's needs for special education (i.e., data on what you need, where the current gap exists between expense and state funding, and what state dollars are getting you now that you could do more of if adequately funded).

We are fortunate that SB 5263 is advancing to the opposite house as Wednesday's cutoff left many bills behind, including all the other special education bills. Bills that will continue to progress are listed in WSSDA's Bill Watch. We also honed in on movement for other bills of significance (in both good and bad ways) during Thursday's InSession Live, which can be reviewed in this presentation. Bills that are deemed “necessary to implement the budget” may not really be dead though. What is "NTIB", you may ask? There is no state or legislative definition, but Generative AI explains it as:

"NTIB is a bill which is deemed necessary to implement the budget and is not dead, even if it does not pass a floor vote and there is no motion to reconsider. This label is used liberally to prevent legislation from dying."

Given the financial woes of our state legislature currently, there is no telling what NTIB could relate to in the final days of the legislative session. I would advise that nothing is off the table conclusively.

These financial challenges were recently highlighted during a Budget Panel Discussion with state newspapers and legislative leadership. Senate Ways and Means Chair June Robinson outlined the Senate's goal of achieving $6 billion in spending cuts over four years, with reductions impacting various programs, including the Fair Start for Kids Act. Concerns were raised about potential losses in federal Medicaid funding, as Robinson acknowledged the challenges that would pose for state services. Partisan disagreements emerged, with Representative Travis Couture criticizing Democrats for their use of the rainy-day fund and opposing new taxes, while Robinson defended past budget decisions. In a separate Legislative Leadership Panel, bipartisan discussions highlighted key topics such as public school funding, housing policy, and public safety, revealing both collaboration and contention between Republican and Democratic leaders on how to address budgetary challenges. (Thanks to our education advocate colleague, Melissa Gombosky, for being boots-on-the-ground for this event and taking notes so it was like we were in the room with her.)

The stark differences between the House and Senate, and Republicans and Democrats, in how they plan to address the state's budget shortfall may lead us into a special session. Before that time, we will see drafts of their budgets and the state revenue forecast to know just how far we are from a solution. Resources like the one from Senate Democrats against one from the Washington Research Council are just a few examples that exemplify the varied perspectives that exist.

You don't have to wait for the legislature to make decisions before you take additional action, however. State Superintendent Reykdal wrote this letter to legislators to suggest an approach, and to remind the legislature of their responsibility in solving for the dire school funding situation. Additionally, several school districts have written op-eds for their local newspapers to call attention to their financial strains in advance of public Town Halls being hosted this weekend. You too can send a letter to your legislators, write an op-ed, and/or attend a town hall this weekend to ensure your voice is being heard!

GETTING FUTURE READY

The FutureReady Initiative: Collaborating to Update Graduation Requirements

As WSSDA’S advocacy and policy analyst, I am committed to ensuring Washington’s students graduate prepared for the future regardless of their post-secondary trajectory. This commitment aligns with WSSDA’s platform through its member-adopted Vision and Equity Statements, which are both foundational to a system that facilitates post-secondary readiness.

Several member-adopted positions also present this as a perspective of the membership, including Reduce Barriers to Post-Secondary Education and Academic Rigor and Equity in Public Education. I was glad to participate in the Washington State Board of Education’s (SBE) FutureReady Initiative discussion on March 11th. This virtual public event brought together cross-sector partners and community liaisons to help shape a statewide framework and implementation plan which seemed to align with the WSSDA positions above. I left with a deep appreciation for the SBE’s collaborative approach to modernize graduation requirements.

The FutureReady initiative reflects the evolving landscape of education and workforce readiness and is an opportunity to highlight the diverse opportunities beyond the traditional four-year college route. Rather than rushing into policy adjustments, this initiative aims to develop thoughtful, inclusive, and research-driven recommendations that will be phased in over time to ensure effective implementation. It’s three key aims are:

Comprehensively update WA's high school graduation requirements through a collaborative process involving a wide range of education partners, with a special focus on the populations most impacted by these changes.
Holistically review the current framework, integrating essential skills like financial education and digital literacy while promoting interdisciplinary and inclusive learning. The goal is to equip students with the knowledge and skills they need to thrive in a rapidly changing world.
Culminate in a legislative proposal for the 2027 session with policy changes phased in to support effective implementation.

Our education system has frequently operated under a one-size-fits-all framework, where success is often narrowly defined by college acceptance. The FutureReady Initiative challenges this outdated mindset by recognizing that students need a variety of pathways to prepare for meaningful careers, civic engagement, financial and digital literacy, and lifelong learning. By emphasizing financial literacy, critical thinking, hands-on experience, and interdisciplinary learning, this initiative has the potential to expand student opportunities including Career and Technical Education (CTE), apprenticeships, industry certifications, and non-traditional career paths.

During the latest FutureReady Initiative discussions, one thing stood out: the emphasis on inclusive policymaking. The Board is not simply imposing changes from the top down; instead, they are leading with collaborative engagement involving students, families, educators, policymakers, and community organizations. Their approach ensures that historically underserved voices, BIPOC students, low-income families, and students with disabilities are actively shaping policy decisions. The structured participation of subcommittees, task forces, and community liaisons is key to balancing core academic knowledge with flexible learning options and removing systemic barriers to success.

Randy Spalding, executive director, joined WSSDA’s InSession Live this week and shared some additional perspective on FutureReady. He shared this presentation to explain SBE's approach and about opportunities to engage in the initiative’s development, including how legislation plays a crucial role in advancing these efforts. Bills such as 2SHB 1285 (Financial Education Requirement) and SSB 5327 (Graduation Requirements & Learning Standards) align with FutureReady’s objectives, ensuring students graduate with relevant, applicable skills. The FutureReady Initiative represents a necessary step in modernizing our education system. By prioritizing equity, real-world learning, and interdisciplinary education, we ensure that Washington’s students are prepared for the challenges and opportunities that lie ahead.

Your WSSDA advocacy staff are committed to advocating for school boards as you navigate these changes. The success of FutureReady depends not only on state-level policies but also on local implementation, and that’s where school board members play a pivotal role. Together, we can build an education system that values all postsecondary paths and equips every student with the ability to thrive beyond high school.

- Levon Williams, WSSDA staff

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WSSDA members can sign up for SBE updates and attend any of the FutureReady public meetings to offer insights and perspectives.

NEXT WEEK IN OLYMPIA

As the legislature kicks off the bill review process in the opposite chamber, we are hearing senate bills in the house and house bills in the senate. There are still quite a few bills that we are tracking that are on the schedule. For a full list, review the Weekly Schedule and Bill Watch. Here are a few of particular interest:

Labor & Workplace Standards (House) - HHR D and Virtual JLOB - 3/18 @ 10:30am

ESSB 5041 - Public Hearing - Concerning unemployment insurance benefits for striking or lockout workers.

Education (House) - HHR A and Virtual JLOB - 3/18 @ 4:00pm

SSB 5253 - Public Hearing - Extending special education services to students with disabilities until the end of the school year in which the student turns 22.

S SB 5327 - Public Hearing - Concerning learning standards and graduation requirements.

Appropriations (House) - HHR A and Virtual JLOB - 3/19 @ 4:00pm

ESSB 5192 - Public Hearing - Concerning school district materials, supplies, and operating costs.

If you are interested in weighing in on these, or any other bills, and need any support in doing so please contact us at strategicadvocacy@wssda.org.

DATES TO ADVOCATE

Legislator Town Hall Meetings (March 8-22)

Over the next two weeks, many legislators will return to their communities to host town hall meetings. Attending these meetings will allow constituents to communicate directly with their elected officials, ask questions, and clarify positions on current issues. This engagement keeps residents informed about legislative developments and gives them a chance to express their opinions, potentially influencing decision-making. Overall, participating in these meetings fosters networking, encourages civic engagement, and helps shape policies that affect the community while building relationships with legislators.

Discipline Rules

On January 17, OSPI filed the CR–102 to begin the permanent rulemaking process for student discipline rules. The proposed permanent rules and side-by-side of proposed changes are available to review prior to providing public comment in writing to StudentDiscipline@k12.wa.us by March 19, 2025. You may also attend an in-person public hearing listed below:

March 18, 2025 @ 4:00 pm at Columbia River Elementary School (9011 Burns Road, Pasco, WA 99301)
March 19, 2025 @ 4:00 pm at Shadle Park High School (4327 N. Ash St, Spokane, WA 99205)

Find more information and materials on OSPI’s Student Discipline page.

WSSDA's Year-Round Advocacy Cycle

During the month of April, school boards will have the opportunity to submit platform revision proposals from April 1-30. These proposals will come to the WSSDA General Assembly in the fall for consideration by the full membership. WSSDA's member-adopted positions guide the organization's year-round advocacy efforts. To get started, your board should review the position catalog first; all submitted proposals must be board-approved.