Category Archives: Education

Legislative Update for the week of February 14

Posted by CSTP Staff on February 14, 2025
Education, Education Policy | education, education reform, Legislature, teaching

That’s a wrap on week 5 of the legislative session. Action on the hill was everywhere and legislators continue to advocate for their bills in order to get them scheduled for executive session; which is not an easy task. The steady drip of new bills has slowed way down and attention turns to next week and the first cut-off of this 2025 session. Bills must be passed out of their policy committee by the end of day next Friday, February 21. This becomes a pressure situation, with committee chairs doing their best to schedule and “exec” the bills that are ready and have the votes. Bills that have not been passed out of policy committees by next Friday are considered, “dead,” and will not move forward.

On Tuesday, the Senate Ways & Means Committee heard testimony on the first few education bills that were referred from the Senate Early Learning & K-12 Committee: SB 5192, regarding funding for school materials and SB 5263, regarding special education funding, both received long public hearings. After next week, expect the agendas of both the House Appropriations and the Senate Ways & Means Committees to be full.

Education Committee Schedules for next week on tvw.org

House Education Committee:

Monday, February 17 @ 1:30pm
Tuesday, February 18 @ 4pm
Thursday, February 20 @ 8am

Senate Early Learning & K-12 Education Committee:

Tuesday, February 18 @ 8am
Wednesday, February 19 @ 10:30 am
Thursday February 20 @ 10:30 am

House Bills

Bills we’re following:

HB 1051: which gives parents and guardians of students with qualifying disabilities the right to audio record their student’s individualized education program team meetings (hearing time: 1:27 and 26:29). Testifying in support: several concerned citizens, representatives from Washington Autism Alliance and the SCPTSA. Testifying in opposition: representatives from the WEA, the Mead SD and the Issaquah Education Assoc. Testifying as “other:” representatives from OSPI. Scheduled for executive session on February 20 at 8am.

HB 1079: which would allow school districts to provide all students enrolled in online school programs the option to take statewide standardized tests remotely, beginning in the 2026-27 school year (hearing time: 1:49:59). Testifying in support: several concerned citizens. Testifying as “other:” representatives from OSPI. Scheduled for executive session on February 20 at 8am.

HB 1257: which requires that special education and related services for students with disabilities be provided to the end of the school year in which a student turns age 22, or high school graduation, whichever occurs first (hearing time: 31:19). Testifying in support: representatives from OSPI, CISWA and several concerned citizens. Scheduled for executive session on February 20 at 8am.

HB 1273: which directs ESDs to collaborate with specified entities to streamline regional efforts that support students’ dual credit access and directs the SBCTC to develop a plan for improving its online career and technical education (CTE) dual credit administrative data system (hearing time: 7:50). Testifying in support: representatives from UW Bothell, WA STEM, Career Connect NW and ESD 112. Testifying as “other:” representatives from WACTE and the SBCTC. Scheduled for executive session on February 20 at 8am.

HB 1285: which would make financial education instruction a graduation requirement in public schools and requires public school students, beginning with the graduating class of 2031, to meet the high school state financial education learning standards to graduate (hearing time: 2:35). Testifying in support: Representatives from FEPPP, WASA, WABankers, NAIFA, several concerned citizens and the SBE. Testifying as “other:” representatives from WSPTA. Scheduled for executive session on February 20 at 8am.

SHB 1296: which would make changes to delineated rights of parents and legal guardians of public school children, establish a statement of student rights and associated duties for school districts, and would establish anti-retaliation protections for public school employees (hearing time: 1:12:20). Testifying in support: representatives from the SCPTSA, Planned Parenthood Alliance Advocates and several concerned citizens. Testifying in opposition: representatives from Eatonville School Board and Reject 5599. The bill is in the House Rules Committee.

HB 1393: which requires school districts, charter schools, and state-tribal education compact schools to permit students to wear one item or object of cultural significance at high school commencements and other official graduation ceremonies and events (hearing time: 1:07). Testifying in support: several concerned citizens, representatives from WSCA and the AWSP. Scheduled for executive session on February 20 at 8am

HB 1404: which would require public schools, beginning with the 2026-27 school year, to provide free breakfast and lunch each school day to any requesting students, and at no charge to the students. The bill extends eligibility provisions for LAP and National Board Certification funding for school districts, subject to the meal provision requirements through the 2029-30 school year. The bill is in the House Appropriations Committee.

HB 1414: which directs OSPI, in consultation with the Department of Labor, to establish a work group to recommend changes to state laws and practices affecting the training, certification, and employment of 16- and 17-year-olds enrolled in or who completed career and technical education programs (hearing time: 1:55). Testifying in support: representatives from the Tri-Tech Skills Center, several concerned citizens, Washington Skill Centers and Northwest Maritime. Scheduled for executive session on February 20 at 8am.

HB 1450: which directs OSPI to administer TTK programs in coordination with the Department of Children, Youth, and Families to authorize programs, approve sites, and set enrollment caps. The bill also limits early entry to kindergarten to children who are likely to be successful in kindergarten as well as aligns TTK and ECEAP standards (hearing time: 54:33). Testifying in support: representatives from WACHILD. Testifying in opposition: representatives from the WEA, the Rural Ed Center, several concerned citizens. Testifying as “other:” representatives from Start Early WA, Meridian SD, WACHARTERS, FYSB, OSPI, WSA Head Start & ECEAP and several concerned citizens. Scheduled for executive session on February 20 at 8am.

HB 1634: which would establish a network of statewide and regional partners to provide school districts with the technical assistance, resources, and training necessary to coordinate comprehensive student supports relating to behavioral health (hearing time: 2:20). Testifying in support: representatives from the AESD, OSPI, CISWA, Medical Lake SD and several concerned citizens. Testifying in opposition: several concerned citizens. Scheduled for executive session on February 20 at 8am.

HB 1651: which establishes teacher residency programs, describes a teacher apprenticeship program and establishes requirements for teacher apprenticeship programs (and number of hours) and requires the PESB to establish a process to approve these programs (hearing time: 1:15:51). Testifying in support: representatives from PESB and a concerned citizen. Testifying in opposition: representatives from the WEA. Scheduled for executive session on February 20 at 8am.

HB 1676: which establishes a state maximum of 24 charter schools that may operate at any one time and authorizes the Washington State Charter School Commission to reassign and authorize a charter contract that has been surrendered, revoked, or not renewed (hearing time: 132:02). Testifying in support: representatives from WA Charters and BESRWA. Testifying in opposition: representatives from the WEA, Puget Sound Skill Center, OSPI and OLYEA. Scheduled for executive session on February 17 at 1:30pm.

HB 1795: which would place restrictions on the restraint and isolation techniques used on students, and specifically would ban chemical and mechanical restraint. As well as modifies notification requirements and would provide staff training requirements (hearing time: 1:20:18). Testifying in support: the representatives from the Arc of King CO, several concerned citizens and several concerned citizens.Testifying as “other:” representatives from the WEA, AWSP, PSE, Pullman SD, Lakewood SD and several concerned citizens. Scheduled for executive session on February 20 at 8am.

HB 1817: directs OSPI to post staff training materials on trauma-informed, survivor-centered responses to disclosures of sexual abuse, misconduct, and assault and to develop a student and family guide on laws, policies, and procedures related to this topic and mandatory reporting as we as requires mandatory reporter training for school employees (hearing time: 24:02). Testifying in support: representatives from OSPI and several concerned citizens. Testifying in opposition: several concerned citizens. Scheduled for executive session on February 20 at 8am.

HB 1832: which would provide funding for students not meeting ELA or math standards, provides funding for schools that meet a specified assessment growth threshold, and repeals National Board Certificate Bonuses (hearing time: 101:45). Testifying in support: representatives from the Washington Policy Center and several concerned citizens. Testifying in opposition: representatives from OSPI, WEA and a concerned citizen. Scheduled for executive session on February 20 at 8am.

Senate Bills

New this week:

SB 5724: which would improve student access to dual credit programs, including career and technical education dual credit programs.

Bills we’re following:

SB 5004: which would update emergency response systems in public schools including panic or alert buttons (hearing time: 16:58 and 28.50). Testifying in support: representatives from Make Our Girls Safe, Yakima SD, and the Conservative Ladies of WA. The bill is in the Senate Rules Committee.

SB 5025: which directs the PESB to adopt separate standards for deaf and deaf-blind educational interpreters and creates a two-tiered certificate system for educational interpreters (hearing time: 00:33 and 1:24:44). Testifying in support: representatives from SCPTSA and several concerned citizens. The bill is in the Senate Rules Committee.

SB 5123: which would add protected classes to the nondiscrimination provisions that apply to Washington public schools: ethnicity, homelessness, immigration status, and neurodivergence (hearing time: 1:07:49). Testifying in support: representatives from LYAC, WSASP, several concerned citizens Testifying in opposition: representatives from Reject 5599, several concerned citizens and the Lynden SB. The bill is in the Senate Ways & Means Committee.

SB 5177: which would require OSPI to specify that the professional development resources that are provided on certain topics must consider the experiences of historically marginalized and underrepresented groups (hearing time: 1:03:44). Testifying in support: representatives from The Arc of King County, SCPTSA and LYAC. Testifying in opposition: representatives from the Conservative Ladies of WA, and a concerned citizen. The bill is in the Senate Ways & Means Committee.

SB 5179: which directs OSPI to establish a process to investigate and address complaints alleging noncompliance with state laws concerning civil rights; harassment, intimidation, and bullying; certain curriculum requirements; the use of restraint or isolation on a student; and student discipline (hearing time: 1:32:51). Testifying in support: The Arc of King County, OSPI, WSASP. Testifying in opposition: representatives from WSSDA, and several concerned citizens. The bill is in the Senate Ways & Means Committee and scheduled for public hearing on February 17 at 4pm.

ESSB 5181: which modifies certain rights of parents and guardians of children enrolled in public school and removes rights related to notification requirements regarding medical services and treatment (hearing time: 2:29). Testifying in support: representatives from OSPI, Planned Parenthood Alliance Advocates, Sexual Violence Law Center, WSPTA, Gender Justice League, Northwest Progressive Institute and the WEA. Testifying in opposition: representatives from the WSCC, Lynden School Board, Eatonville SB and several concerned citizens. The bill has been referred to the House Education Committee. From the Washington State Standard, WA Senate Democrats Approve Changes to Parents, “Bill of Rights.”

SB 5189: which supports the implementation of competency-based education (hearing time: 1:11:45). Testifying in support: representatives from the SBE, Dishman Hills High School, La Conner School District, SBCTC, Highline Public Schools and the WEA. Testifying in opposition: representatives from the Conservative Ladies of WA and several concerned citizens. Testifying as “other:” representatives from OSPI. The bill is in the Senate Ways & Means Committee and is scheduled for public hearing on February 17 at 4:00 PM

SB 5193: which supports remote testing options for students enrolled in online school programs (hearing time: 51:16). Testifying in support: representatives from Stride K/12, Digital Public Schools Alliance, OSPI, Insight WA, River Homelink, and a concerned citizen. The bill is in the Senate Rules Committee.

SB 5210: which would establish the ninth-grade success grant program (hearing time: 00:38 and 34:53). Testifying in support: representatives from the Center for High School Success, Tacoma Public Schools, Stand for Children, University of Washington, Prosser High School and Graham Kapowsin High School. The bill is in the Senate Ways & Means Committee.

SB 5240: which allows a school nurse or designated trained school personnel to use any available epinephrine on school property to respond to an anaphylactic reaction when certain requirements are met as well as provides liability protections when epinephrine is administered in substantial compliance with the written policies of the school district (hearing time: 1:00:00). Testifying as “other:” representatives from SNOW and WFIS. The bill is in the Senate Rules Committee.

SB 5253: which extends special education services to students with disabilities until the end of the school year in which the student turns 22 (hearing time: 32:03).Testifying in support: representatives from OSPI, CISWA, WSASP, Sherwood Community Services and several concerned citizens. The bill is in the Senate Ways & Means Committee.

SB 5272: which expands the school-related crimes of Interference by Force or Violence and Intimidation by Threat of Force or Violence, and increases the penalties for Interference by Force or Violence. The bill also requires standard signage notifying the public of these offenses and possible penalties to be displayed at public school gymnasiums, auditoriums, and public school athletic fields (hearing time: 5:16). Testifying in support: representatives from OSPI, WACTE, Spokane PS, WOA, TEAMCHILD, Latin Community Fund, a concerned citizen. Testifying as “other:” representatives from AWSP. The bill was passed out of committee.

SB 5307: which would increase the special education funding multipliers for Pre-K and K-12 students, remove the 16 percent special education enrollment funding cap, and would allow OSPI to reserve up to 0.005 of excess cost allocations to use for certain statewide special education activities (hearing time: 2:14). Testifying in support: representatives from WSSDA, WASA, WSPTA, WEA, Supt of Seattle Public Schools, The Arc of King Co, OSPI, Supt of Bellevue School District, Supt of Tukwila SD, Federal Way PS, Supt of Highline PS, Supt of Issaquah, School Alliance, SCPTSA and several concerned citizens.

SB 5327: which directs the SBE to develop recommendations for students to have the opportunity to demonstrate competency of the high school computer science state learning standards, and consider how to incorporate the competencies into the framework of graduation requirements (hearing time: 56:17). Testifying in support: representatives from the SBE, CSTA WA and a concerned citizen. Testifying in opposition: representatives from the Conservative Ladies of WA and concerned citizen. The bill is in the Senate Ways & Means Committee.

SB 5352: which requires all school districts, charter schools, and state-tribal education compact schools to provide breakfast and lunch at no charge to any requesting student, beginning with the 2026-27 school year (hearing time: 11:34). Testifying in support: representatives from Governor Ferguson’s Office, CISWA, AEA, Franklin-Pierce SD, Washington SNA, WEA, Food Life Line, Kent SD Board of Directors, WA Academy of Nutrition & Dietetics, Bethel SD and several concerned citizens.

SB 5358: which provides prototypical school funding for 6th grade Career and Technical Education Program (CTE) courses offered in a middle school (hearing time: 00:28). The bill is in the Senate Ways & Means Committee.

SB 5369: which amends the statutory definition of school social worker and grants authority for ESDs to coordinate with local mental health agencies to arrange for in-school placements of licensed social worker associates and masters of social work candidates (hearing time: 1:35 and 1:07:45). Testifying in support: representatives from the UW Smart Center, WSCA, OSPI, NAMI WA, NAMI Youth, Communities in Schools of WA, Elevate with Purpose Initiative and several concerned citizens. Testifying in opposition: a concerned citizen. Testifying as “other:” representatives from WSASP, WASSW and the PESB. The bill was passed out of committee and sent to the Senate Rules Committee.

SB 5386: which directs YLAC to lead a discussion about the requirements for mandatory reporting of child abuse or neglect and directs OSPI to to post staff training materials on trauma-informed, survivor-centered responses to disclosures of sexual abuse, including best practices for working with local community experts, and to develop a student and family guide on laws/policies related to this topic by November 1, 2026 (hearing time: 8:21). Testifying in support: representatives from OSPI and several concerned students. Testifying as “other:” a concerned school psychologist. The bill is in the Senate Rules Committee.

SB 5418: which allows charter school contracts to include exemptions to one or more of the basic education requirements (hearing time: 53:41). Testifying in support: a concerned citizen, and representatives from the WA State Charter School Commission. The bill has passed out of committee and sent to the Senate Rules Committee.

SB 5517: which increases the minimum state allocation for classified staff salaries over three school years, beginning in the 2025-26 school year and provides different minimum state allocations for classified administrative staff and other classified staff beginning in the 2027-28 (hearing time: 36:20). Testifying in support: representatives from the WEA, SEA, Foster High School, SEIU 925, several concerned citizens, PSE SEIU and WASBO. Testifying as “other:” Supt. of Deer Park SD.

SB 5551: which requires by September 1, 2026, each school district must adopt or amend: A policy that acknowledges the requirement for boards of directors to provide every student with access to school library information and technology programs (hearing time: 29:58). Testifying in support: representatives from the WLA and several concerned citizens. Testifying in opposition: the Supt. of Deer Park SD and the Northshore SD. Testifying as “other:” representatives from the Mead SD.

SB 5570: which requires school districts to incorporate curricula about the nearest federally recognized Indian tribe or tribes into their social studies curricula no later than September 1, 2026, and requires districts to collaborate with neighboring tribes on coordinating curricula (hearing time: 1:35). Testifying in support: the Chairman of the Suquamish Tribe, representatives from the WSNAEAC, several concerned citizens, Marysville SD, Ferndale SD and Children of the Setting Sun Productions. The bill is in the Senate Ways & Means Committee.

SB 5596: which states that every person employed by a school district in a teaching or other nonsupervisory certificated position shall be subject to nonrenewal of employment contract during the first three years of employment by such district, unless, the employee has previously completed at least two years of certificated employment in another school district in the state of Washington (hearing time: 55:24). Testifying in support: representatives from the WEA. Testifying in opposition: representatives from the Dept. of Defense. Testifying as “other:” representatives from the PESB and CSG. Scheduled for executive session on February 18 at 8am.

SB 5637: which requires school districts that operate a high school provide a mandatory one-half credit stand-alone course in civics for each high school student hearing time: 1:28). Testifying in support: several high school students and representatives from LYAC. Scheduled for executive session on February 18 at 8am.

SB 5654: which prohibits certain interventions, including chemical and mechanical restraint, and prohibits the construction of isolation rooms. The bill allows physical restraint and isolation only when certain requirements are met and prohibits the isolation of students in prekindergarten through grade five beginning August 1, 2027 (hearing time 00:54). Testifying in support: representatives from OSPI, Disability of Rights WA, TEAMCHILD, True Measure Collaborative, Crisis Prevention Inst., ARC of King County, Pullman SD, SEAC, and several concerned citizens. Testifying as “other:” representatives from the LILAC Learning Center, SEIU 925 paraeducators, AWSP, WEA and PSE.

SB 5693: which describes a teacher residency, establishes requirements for Teacher Residency Programs, and directs the PESB to establish a process for approving the transition of an existing Teacher Preparation Program to a Teacher Residency Program (hearing time: 1:08:35).

Odds and Ends

There has been a lot of press regarding national scores in math and reading, but what can we do about it? From NPR, A Deep Dive on US Reading and Math Scores, and What to do About Them.

An interesting take on strictly following the curriculum. From, “The Conversation,” Why Being Forced to Precisely Follow a Curriculum Harms Teachers and Students.

Legislative Update for the week of February 7

Posted by CSTP Staff on February 7, 2025
Current Affairs, Education, Education Policy | districts, education, education reform, Legislature, teaching

Happy Friday everyone! The legislature wrapped up week 4 of session and was as busy as ever. Lawmakers remain working hard, hearing public testimony on numerous bills and voting many onto the respective rules and fiscal committees. The first cut-off date is Friday, February 21, just two weeks away. Given this looming cut-off, we should expect policy committee members to maintain their full schedules and fast pace.

On Tuesday, the Senate Early Learning & K-12 Education Committee heard public testimony on SB 5352, sponsored by Sen. Marcus Riccelli, which would expand free breakfast and lunch to all public school students. During the hearing, Committee Chair, Sen. Lisa Wellman, noted the budget crisis that Washington is facing. She referenced the three bills brought before their committee last week which would help fund special education, student transportation and basic materials. Sen. Wellman cast doubt that all items would be able to be fully funded, and asked those testifying which of the other bills SB 5352 should replace. Funding school lunches is also a priority of Governor Fergeson and his office was represented on Tuesday, testifying in support of the legislation.

On Thursday, the House Education Committee surprised those watching by breaking for caucus for nearly 90 minutes, only to return and announce that no bills scheduled for executive session would be exec’d after all. Rep. Sharon Tomiko-Santos gave no further details on why the bills stalled during caucus, however, this leaves the sponsors of those four bills in limbo, hoping they get put back on the committee’s schedule before policy cut-off.

Quick Note – Yesterday, February 6, State Superintendent, Chris Reykdal released a statement regarding President Trump’s latest executive order regarding trans-female athletes participating in sports. Read his full press release here.

Education Committee Schedules for next week on tvw.org

House Education Committee:

Monday, February 10 @ 1:30pm
Tuesday, February 11 @ 4pm
Thursday, February 13 @ 8am

Senate Early Learning & K-12 Education Committee:

Tuesday, February 11 @ 8am
Wednesday, February 12 @ 10:30 am
Thursday February 13 @ 10:30 am

House Bills

New this week:

HB 1832: which would provide additional funding for school districts to target support for students who are not meeting grade level standards in math and ELA as well as provide additional bonuses to educators whose efforts directly lead to improved student performance on assessments.

HB 1855: which expands state protections for marginalized students regardless of federal action or inaction.

Bills we’re following:

HB 1189: which requires school districts to follow specific procedures when receiving and denying applications from students’ parents/legal custodians who are volunteering to have unsupervised access to minors or individuals with developmental disabilities and who have criminal convictions on their record checks (hearing time: 1:30:08). Testifying in support: several concerned citizens.

Senate Bills

New this week:

SB 5637: which requires school districts that operate a high school provide a mandatory one-half credit stand-alone course in civics for each high school student.

SB 5670: which creates a fuel tax assistance grant program to help fund rural schools’

transportation costs.

SB 5693: which designates the role of the PESB to establish and oversee additional teacher residency requirements as well as specific requirements for teacher apprenticeship programs.

Bills we’re following:

SB 5003: which would establish the school security and preparedness infrastructure grant program (hearing time: 11:59 and 21:21). Testifying in support: representatives from OSPI, the Conservative Ladies of WA, and a concerned citizen.

SB 5007: which requires each ESD to develop and offer training for staff to address excessive absenteeism and truancy. Secondly, the bill adds supporting students who are chronically absent to the Building Bridges Program (hearing time: 12:09 and 1:08:19). Testifying in support: representatives from OSPI, CISWA, WAESD, Big Brothers Big Sisters, SBCTC, a concerned citizen, and the Supt. of Kiona-Benton City SD. Testifying in opposition: representatives from the Conservative Ladies of WA.

SB 5008: which requires OSPI to establish a temporary grant program to support the use of assessment, diagnostic, and learning tools for K-12 students in math and English language arts, subject to appropriations. (hearing time: 1:04).

SB 5080: which directs the Financial Education Public-Private Partnership (FEPPP) to create a statewide financial education graduation requirement implementation plan, informed by data from school districts (hearing time: 3:47 and 31:54). Testifying in support: representatives from FEPPP, Canopy Credit Union, WBA, WSYR, Westbanks Financial, WBBA and SBE. Testifying in opposition: representatives from the Conservative Ladies of WA. WA Bill would Require High School Students to Receive Financial Education before Graduating.

SB 5120: which would expand the Learning Assistance Program (LAP) allocations for high poverty schools from 1.1 to 1.6 hours per week (hearing time: 46:06). Testifying in support: representatives from Seattle PS, Tukwila SD, WEA, LEV, WSASP, OSPI and the Foundation for Tacoma Students.

SB 5126: which would direct the OSPI to provide direction and state-level coordination to help schools better identify and connect students to behavioral health supports. The bill establishes a regional school-based mental and behavioral health student assistance program through the educational service districts (hearing time: 16:52). Testifying in support: representatives from the Port Angeles SD, the UW School of Medicine, CISWA, WSPTA, AESD, WSASP, NAMI WA, NAMI WA Youth, WCAAP and the Washington Youth Alliance. Testifying in opposition: representatives from CCHR and a concerned citizen.

SB 5134: which would require public schools to commemorate the contributions of Chinese Americans and Americans of Chinese descent and requires school districts to incorporate instruction about the Chinese Exclusion Act (hearing time: 1:03:20). Testifying in support: Pierce County Council District 6 Rep. Jani Hitchen, several concerned citizens and a representative from the CRPF of Tacoma. Testifying as “other:” a representative from the Washington State Historical Society and the WEA.

SB 5179: which directs OSPI to establish a process to investigate and address complaints alleging noncompliance with state laws concerning civil rights; harassment, intimidation, and bullying; certain curriculum requirements; the use of restraint or isolation on a student; and student discipline (hearing time: 1:32:51). Testifying in support: The Arc of King County, OSPI, WSASP. Testifying in opposition: representatives from WSSDA, and several concerned citizens. The bill was passed out of committee and was sent to the Senate Ways & Means Committee.

SB 5180: which specifies certain components that must be included in a model policy and procedure relating to gender inclusive schools, as well as protects school employees from retaliation if they supported a student who exercised certain rights, or used curriculum or instructional materials that address subject matter related to sexual orientation, gender expression, or gender identity (hearing time: 33:42). Testifying in support: representatives from SCPTSA, the Shoreline SD, WA State LGBT Commission, PFLAG Skagit, the Queer Power Alliance, and several concerned citizens. Testifying in opposition: several concerned citizens. Testifying as “other:” representatives from the Lavender Rights Project.

SB 5189: which supports the implementation of competency-based education (hearing time: 1:11:45). Testifying in support: representatives from the SBE, Dishman Hills High School, LaConnor School District, SBCTC, Highline Public Schools and the WEA. Testifying in opposition: representatives from the Conservative Ladies of WA and several concerned citizens. Testifying as “other:” representatives from OSPI. The bill is in the Senate Ways & Means Committee.

SB 5192: which increases allocations for materials, supplies, and operating costs (MSOC) as well as provides that MSOC calculations must use a three-year rolling average for student enrollment and must be adjusted annually for inflation (hearing time: 1:29:07). Testifying in support: representatives from the WEA, the Supt of Bellevue SD, Supt of Tukwila SD, CFO of Federal Way PS, Supt of Highline PS, Supt of Richland SD, Supt of Kennewick SD, Supt of Seattle PS, Supt of ESD 105, Supt of Lake Stevens SD, Supt of Issaquah SD and the Supt of Deer Park SD. Testifying as “other:” representatives from the Chehalis SD. The bill is in the Senate Ways & Means Committee.

SSB 5263: which would increase the special education funding multipliers to 1.6381 for Pre-K students and 1.5289 for K-12 students and would eliminate multiplier tiers that provide different levels of funding based on time spent in a general education setting (hearing time: 2:14). Testifying in support: representatives from WSSDA, WASA, WSPTA, WEA, Supt of University Place, Supt of Franklin-Pierce SD, Supt of Peninsula SD, Supt of Cheney PS, Lake Stevens SD, Supt of Issaquah, Supt of Richland SD, Supt of Kennewick SD, School Alliance, SCPTSA and OSPI. The bill is in the Senate Ways & Means Committee.

SB 5270: which requires school districts receiving funding for the Beginning Educator Support Team Program to provide a mentor to any novice school nurse employed by the district (hearing time: 49:03). Testifying in support: representatives of SNOW and OSPI. Testifying as “other:” representatives of AWSP and the WEA.

SB 5358: which provides prototypical school funding for 6th grade Career and Technical Education Program (CTE) courses offered in a middle school (hearing time: 00:28).

SB 5369: which amends the statutory definition of school social worker and grants authority for ESDs to coordinate with local mental health agencies to arrange for in-school placements of licensed social worker associates and masters of social work candidates (hearing time: 1:35 and 1:07:45). Testifying in support: representatives from the UW Smart Center, WASSW, WSCA, OSPI, NAMI WA, NAMI Youth, Communities in Schools of WA, Elevate with Purpose Initiative and several concerned citizens. Testifying in opposition: a concerned citizen. Testifying as “other:” representatives from WSASP and the PESB.

SB 5567: which would expand secondary training for careers in natural resources and conservation. Scheduled for a public hearing at 10:30am on February 12th.

Odds and Ends

“While disparities in kindergarten readiness still exist, the district has seen growth in readiness among almost every student demographic.” From the Seattle Times, Seattle’s Pre-K Program is Helping More Students Prepare for Kindergarten.

“Computer science is not just nice to have but a fundamental skill for today’s K-12 students.” From ED Week, Computer Science for All: This District Leader is Making it a Reality.

Legislative Update for the week of January 31st

Posted by CSTP Staff on January 31, 2025
Education, Education Policy | districts, education, education reform, Legislature

That’s a wrap for week three of session, and the pace in Olympia has not let up. Along with work sessions and public hearings, we are now seeing committees holding executive sessions in order to move legislation forward to respective fiscal and rules committees. A theme that is shared amongst both chambers is the need for increased school funding, in terms of behavioral health, special education, student transportation, staffing and materials.

Although this session is considered “long,” lawmakers only have 105 to make the most of the legislation that is brought before them. The first cut-off date of session is Friday, February 20, and looms large over the heads of policy committee members. In order to move forward in the legislative process, bills must be passed out of their respective policy committees and into either fiscal or rules committees within their house of origin. Bills that are not voted out of policy committees by that date are considered, “dead,” and will not move forward this session.

Both the Senate and the House Education Committees held work sessions this week focusing on graduation requirements and maximizing instructional hours. The State Board of Education (SBE) proposed their Future Ready Initiative, to the Senate-Ed committee members, touching on its three-phased approach which spans several years, “culminating in a major legislative proposal anticipated for the 2027 session.”

Education Committee Schedules for next week on tvw.org

House Education Committee:

Monday, February 3 @ 1:30pm
Tuesday, February 4 @ 4pm
Thursday, February 6 @ 8am

Senate Early Learning & K-12 Education Committee:

Tuesday, February 4 @ 8am
Wednesday, February 5 @ 10:30am
Thursday February 6 @ 10:30am

House Bills

New this week:

HB 1590: which supports student success through instruction in self-resiliency skills.

HB 1618: which would give access to college in the high school to private school students.

HB 1634: which would provide school districts and public schools with assistance to coordinate comprehensive behavioral health supports for students.

HB 1637: which concerns non firearm measures to increase school safety for students and staff.

HB 1651: which concerns teacher residency and apprenticeship programs.

HB 1662: which removes the requirement for certain education agencies to reside in the OSPI for administrative purposes and by making other necessary changes to support independent administration of each agency.

HB 1663: which would enhance youth mental health and well-being through advanced training and expansion of the workforce in schools.

HB 1699: which aims to defend equity in interscholastic sports.

HB 1722: which reviews state restrictions affecting students participating in secondary career and technical education programs and other state-approved career pathways.

HB 1727: which concerns school library information and technology programs.

Bills we’re following:

HB 1051: which would permit the recording of individualized education program team meetings. Bill scheduled for Public Hearing on February 3 at 1:30pm

HB 1151: which would establish the ninth-grade success grant program. Referred to the House Appropriations Committee.

HB 1296: which would make changes to delineated rights of parents and legal guardians of public school children, establish a statement of student rights and associated duties for school districts, and would establish anti-retaliation protections for public school employees (hearing time: 1:12:20). Testifying in support: representatives from the SCPTSA, Planned Parenthood Alliance Advocates and several concerned citizens. Testifying in opposition: representatives from Eatonville School Board and Reject 5599. The bill was passed out of committee.

HB 1404: which would increase student access to free meals served at public schools. Referred to the House Appropriations Committee.

HB 1450: which directs OSPI to administer TTK programs in coordination with to work with the Department of Children, Youth, and Families to authorize programs, approve sites, and set enrollment caps. The bill also limits early entry to kindergarten to children who are likely to be successful in kindergarten as well as aligns TTK and ECEAP standards (hearing time: 54:33). Testifying in support: representatives from WACHILD. Testifying in opposition: representatives from the WEA, the Rural Ed Center, several concerned citizens. Testifying as “other:” representatives from Start Early WA, Meridian SD, WACHARTERS, FYSB, OSPI, WSA Head Start & ECEAP and several concerned citizens.

Senate Bills

New this week:

SB 5483: which aims to preserve history and heritage education.

SB 5517: which relates to determining state allocations for school staff salaries.

SB 5551: which concerns school library information and technology programs.

SB 5564: which would make modifications to the goals of basic education.

SB 5567: which would expand secondary training for careers in natural resources and conservation.

SB 5570: which aims to support public school instruction in tribal sovereignty and federally recognized Indian tribes.

SB 5574: which would provide instruction on Asian American and Native Hawaiian/Pacific Islander history in public schools.

SB 5596: which would repeal the interstate teacher mobility compact.

Bills we’re following:

SSB 5181: which modifies certain rights of parents and guardians of children enrolled in public school and removes rights related to notification requirements regarding medical services and treatment (hearing time: 2:29). Testifying in support: representatives from OSPI, Planned Parenthood Alliance Advocates, Sexual Violence Law Center, WSPTA, Gender Justice League, Northwest Progressive Institute and the WEA. Testifying in opposition: representatives from the WSCC, Lynden School Board, Eatonville SB and several concerned citizens. The bill is in the Senate Rules Committee.

SB 5189: which supports the implementation of competency-based education (hearing time: 1:11:45). Testifying in support: representatives from the SBE, Dishman Hills High School, LaConnor School District, SBCTC, Highline Public Schools and the WEA. Testifying in opposition: representatives from the Conservative Ladies of WA and several concerned citizens. Testifying as “other:” representatives from OSPI.

SB 5263: which would increase the special education funding multipliers to 1.6381 for Pre-K students and 1.5289 for K-12 students and would eliminate multiplier tiers that provide different levels of funding based on time spent in a general education setting (hearing time: 2:14). Testifying in support: representatives from WSSDA, WASA, WSPTA, WEA, Supt of University Place, Supt of Franklin-Pierce SD, Supt of Peninsula SD, Supt of Cheney PS, Lake Stevens SD, Supt of Issaquah, Supt of Richland SD, Supt of Kennewick SD, School Alliance, SCPTSA and OSPI. The bill was passed out of committee and sent to the Senate Ways & Means Committee.

SB 5272: which expands the school-related crimes of Interference by Force or Violence and Intimidation by Threat of Force or Violence, and increases the penalties for Interference by Force or Violence. The bill also requires standard signage notifying the public of these offenses and possible penalties to be displayed at public school gymnasiums, auditoriums, and public school athletic fields (hearing time: 5:16). Testifying in support: representatives from OSPI, WACTE, Spokane PS, WOA, TEAMCHILD, Lation Community Fund, a concerned citizen. Testifying as “other:” representatives from AWSP

SB 5358: which provides prototypical school funding for 6th grade Career and Technical Education Program (CTE) courses offered in a middle school (hearing time: 00:28).

SB 5369: which amends the statutory definition of school social worker and grants authority for ESDs to coordinate with local mental health agencies to arrange for in-school placements of licensed social worker associates and masters of social work candidates (hearing time: 1:35 and 1:07:45). Testifying in support: representatives from the UW Smart Center, WASSW, WSCA, OSPI, NAMI WA, NAMI Youth, Communities in Schools of WA, Elevate with Purpose Initiative and several concerned citizens. Testifying in opposition: a concerned citizen. Testifying as “other:” representatives from WSASP and the PESB.

Odds and Ends

What motivates the boys and girls in your classroom and how are those motivators different? From Education Week: Why School isn’t Working for Many Boys and What Could Help?

Looking for inspiration during the second semester? This week from KQED’s MindShift, Four Strategies for a Successful Second Semester.

Inclusion for All: Why General Education Teachers Can and Should Teach Special Education Students

Posted by CSTP Staff on January 14, 2025
Education, Elementary, Life in the Classroom | education, special education, teacher of the year, teaching

This post was written by Kim Broomer, 2025 Washington State Teacher of the Year. Kim is a kindergarten teacher at Ruby Bridges Elementary in the Northshore School District. Kim is a dynamic educator committed to inclusive schools and creating a culture of belonging for each and every student she works with in her classroom and beyond.

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Every child deserves access to their neighborhood school, learning alongside their siblings, neighbors, and peers. Yet, in many cases, students with disabilities are denied this fundamental right. They are sent to schools outside their communities, under the rationale that their needs are “too complex” for general education teachers to handle. This misconception not only segregates students but also undermines the potential of educators to rise to the challenge of inclusion.

Sarah’s story is a poignant example of why this must change. Sarah was a bright and capable student with complex communication needs who was denied enrollment at her neighborhood school. While her brother and neighborhood friends rode to school together, she was sent to a school miles away. The reason? Her needs were deemed too intricate for her neighborhood school to accommodate. But when Sarah joined my classroom, it quickly became clear that her needs weren’t “too complex” at all, they were simply misunderstood.

Challenging the Myth of “Too Complex”

The notion that only special education teachers can meet the needs of students like Sarah is a myth rooted in outdated beliefs about disability and education. General education teachers are fully capable of teaching students with disabilities. Inclusive education isn’t about having all the answers upfront; it’s about a willingness to learn, adapt, and partner with specialists to meet the needs of every student.

Sarah’s presence in our classroom was a gift. She used an augmentative and alternative communication (AAC) device to express herself, and her interests, humor, and insights quickly became a vibrant part of our community. With support from our special education team, we developed strategies that worked for her—integrating visuals into lessons, building in movement breaks, and using peer modeling. Far from being a burden, Sarah enriched our classroom, teaching us about patience, resilience, and the power of inclusion.

Schools Have a Responsibility to Their Communities

Every school has a responsibility to educate the students within its boundaries, regardless of ability. Denying students like Sarah access to their neighborhood schools sends a harmful message: that inclusion is optional and that some students belong elsewhere. This segregation not only isolates students with disabilities but also deprives their peers of the chance to learn from and with them.

Inclusion benefits everyone. Research shows that students in inclusive classrooms, both with and without disabilities, perform better academically and develop stronger social and emotional skills. Teachers in inclusive settings grow professionally, through learning new strategies that make them better educators for all students.

The Path Forward: Embracing Inclusion

Sarah’s success at school highlights what is possible when schools embrace inclusion. By working together, general and special education teachers, families, and administrators, we created an environment where she could thrive. Her story is a reminder that no student is “too complex” for their neighborhood school.

It’s time to dismantle the systems that segregate students and encourage collaboration that empowers general education teachers to meet diverse needs. Inclusion is not just a possibility, it is a necessity. When every child is welcomed, supported, and celebrated in their local school, we all grow stronger as a community.

Kim Broomer, NBCT

2025 Washington State Teacher of the Year

Kindergarten Teacher

Ruby Bridges Elementary

Legislative Preview: January 10, 2025

Posted by CSTP Staff on January 10, 2025
Education, Education Policy | districts, education, education reform, Legislature

We are back in action, here to kick off both the New Year and a new legislative session. The Legislature will convene for the regular 2025 legislative session on Monday, January 13 and is scheduled to end on April 27. The Washington State Legislature’s regular sessions run 105 days in odd numbered years, and 60 days in even numbered years. Longer sessions provide lawmakers with ample time to write their state’s two year budget, as well as submit hundreds of bills to be considered by their peers.

Washington State is a bicameral body, composed of the lower Washington House of Representatives with 98 representatives, and the upper Washington State Senate with 49 senators. Currently, the Democratic Party holds a trifecta in the legislature, meaning the Democratic Party controls the office of governor and both chambers of the state legislature. For those who are interested in really getting into the nitty-gritty of the regular (long) session and understanding the process that bills go through before they are signed into law by our state’s governor, this article from the Washington State Standard, is a good resource.

Earlier in December, the outgoing Governor, Jay Inslee, released his proposed balanced budget for 2025-27. Inslee’s proposal highlights programs and services that include public safety, education, early learning, housing and behavioral health. His proposal provides K-12 education with an additional $1.3 billion for schools to support increased costs for maintenance, supplies, technology and educator compensation.

Inslee’s proposed spending plan also includes some cuts and reductions. KUOW reported that, “His proposal would pause pay bonuses for teachers who receive their National Board Certification and eliminate or reduce some education grant funding that officials say is ‘underutilized’ — including a program for training paraeducators.” Governor Inslee is serving his last term in office and Governor-elect, Bob Ferguson, will begin his term as Washington State’s 23rd governor on January 15. In late September, Washington State’s Superintendent, Chris Reykdal, gave a press conference highlighting his goals for the upcoming legislative cycle, as well as submitted his K-12 Operating budget requests to the governor. Reykdal emphasized the need for increased funding in the areas of special education, student transportation and high poverty schools. “Budget writers must recognize that schools today are expected to do everything from feeding and educating students, to supporting, protecting, and nurturing their developmental, physical, and mental health,” Reykdal stated.

Pre-Filed Bills

HB 1021: which works to promote educational stability for children of military families.

HB 1031: which aims to mitigate the impact of rising school facility temperatures resulting from climate change.

HB 1032: which concerns school district elections.

HB 1051: which would permit the recording of individualized education program team meetings.

HB 1079: which supports remote testing options for students enrolled in online school programs.

HB 1085: which aims to improve school safety by extending penalties for interference by, or intimidation by threat of, force or violence at schools and extracurricular activities and requiring schools to notify the public of such penalties.

HB 1122: which would determine restrictions on mobile device usage by public school students.

HB 1134: which would promote resource conservation practices in public schools.

HB 1151: which would establish the ninth grade success grant program.

HB 1189: which aims to address parental involvement through volunteering in schools after a criminal conviction.

SB 5004: which would update emergency response systems in public schools including panic or alert buttons.

SB 5007: which would support students who are chronically absent and at risk for not graduating high school.

SB 5008: which would support the use of assessment, diagnostic, and learning tools in public schools.

SB 5009: which modifies the student transportation allocation to accommodate multiple vehicle types for transporting students.

SB 5012: which concerns the organization of interscholastic athletics.

SB 5025: which concerns educational interpreters.

SB 5030: which expands access to educational services by reducing barriers to obtaining vital records and allowing alternative forms of documentation.

SB 5080: which would make financial education instruction a graduation requirement.

SB 5097: which relates to school boards and ensuring the competitiveness in girls’ interscholastic athletic activities.

SB 5113: which concerns the cost-of-living adjustments for plan 1 retirees of the teachers’ retirement system and public employees’ retirement system.

SB 5123: which would expand protections for LGBTQ+ students to promote inclusivity in public schools.

SB 5126: which would establish a statewide network for student mental and behavioral health.

SB 5134: which would require public schools to commemorate the contributions of Chinese Americans and Americans of Chinese descent.

SB 5135: which concerns school districts’ authority to establish their curriculum.

SB 5136: which aims to protect the rights of parents and guardians by using students’ given names in public schools.SB 5137: which requires parental or legal guardian approval before a child participates in comprehensive sexual health education.

Odds and Ends

Is it time to appoint Washington States’ school chief? From the Washington State Standard, Ferguson and GOP Leaders See Value in Eliminating WA’s Elected Schools Chief. From the Seattle Times’ Education Lab, Washington Needs More Early Childhood Educators. But the Pay is the Problem.

From the Seattle Times’ Education Lab, Washington Needs More Early Childhood Educators. But the Pay is the Problem.

Meet CSTP’s Legislative Update Coordinator Samantha Miller

Samantha Miller returns as CSTP’s Legislative Updates Coordinator for the 2024 legislative session. She writes weekly emails during the legislative session focusing on bills that impact Washington educators.

Samantha has degrees in both Political Science and History, as well as a Master in Teaching. Samantha has worked in Elementary Education for 6 years, most recently as a 3rd Grade general education teacher. The majority of her time is spent chasing around her two children who keep her very busy. Samantha enjoys running, working in her yard, listening to political podcasts, and spending time with her family.

Weekly Legislative Update – March 31, 2023

Posted by CSTP Staff on March 31, 2023
Education | college, covid-19, districts, education, education reform, equity, high school and beyond, HSBP, Legislature, principal, social emotional learning, special education, teaching, teaching certification, teaching license, washington certification, washington legislature

CSTP Updates

There is just one month left in the 2023 Legislative Session, and this week lawmakers were desperately trying to get last minute bills passed out of committee before Wednesday’s deadline, as well as working behind the scenes crafting this year’s budget. Wednesday marked the last day for bills to pass out of policy committees in the opposite house, except for fiscal committees. The House Appropriations and Senate Ways & Means Committees have until Tuesday, April 4, to move bills out.

Last Friday, the State Supreme Court upheld the capital gains tax, reversing the previous superior court order. This means that the revenue raised by this tax can be assumed in our state’s next two-year budget, which comes as a relief to many lawmakers during this budget-drafting crunch time. While we are on the topic of budgets, Senate Democrats released their budget proposal late last week, and according to NPR, “The operating budget that Senate lawmakers released includes about $5 billion in new spending, and almost $3 billion of that would be for education, for things like teacher salaries, special education funding.” The House Democrats released their budget proposal Monday afternoon, and Crosscut reports, “The proposed House budget would spend nearly $70 billion over the next two years, an increase from the $59 billion budget plan approved two years ago. Among other things, it would expand the number of K-12 schools providing free breakfast and put $172 million toward boosting special education in K-12 schools. Now that both the house and senate have released their proposals, lawmakers will need to sit down to figure out a compromise by April 23, the end of the session.

Education Committee Hearings for Next Week on TVW.org

House Appropriations Committee

Monday, April 3 at 9:00 a.m.
Tuesday, April 4 at 9:00 a.m.

Senate Ways & Means Education Committee

Monday, April 3 at 10:00 a.m.
Tuesday, April 4 at 10:00 a.m.

House Bills

2SHB 1013: which would require OSPI and Washington ESDs to jointly establish a regional apprenticeship pilot program with one site each in Eastern and Western Washington (hearing time: 6:18). The bill is in the Senate Ways & Means Committee.

SHB 1015: which revises minimum employment requirements for paraeducators. The bill has passed both chambers and has been signed by the House Speaker and the Senate President.

ESHB 1057: which would provide a benefit increase to certain retirees of the public employees’ retirement system plan 1 and the teachers’ retirement system plan 1. The bill is in the Senate Rules Committee.

SHB 1109: which would provide additional special education funding to school districts in order to increase initial evaluations during summers. The bill is in the Senate Ways & Means Committee.

HB 1146: which would require schools to notify high school students and their families about available dual credit programs and any available financial assistance. The bill is in the Senate Rules Committee.

SHB 1207: which aims to prevent and respond to harassment, intimidation, bullying, and discrimination in schools through updated policies and procedures. The bill is in the Senate Rules Committee.

2SHB 1238: which would require K-5 elementary public schools, beginning with the 2024-25 school year, to offer universal free breakfasts and lunches if up to 30% of students at the school qualify for free or reduced lunch. The bill is in the Senate Ways & Means Committee.

ESHB 1277: which would establish rules to improve the consistency and quality of the implementation of the fundamental courses of study for paraeducators. The bill is in the Senate Rules Committee.

HB 1308: which establishes a graduation pathway option that enables students to meet pathway requirements by completing a performance-based learning experience. The bill is in the Senate Rules Committee.

2SHB 1316: which would lower dual enrollment program costs for eligible students from $65 to $42.50 per credit by creating a subsidy program, incentivizing reduction of per college credit fees charged to college in the high school students, and revising eligibility for the Running Start (RS) program tuition fee waiver. The bill is in the Senate Ways & Means Committee.

2SHB 1332: which would require all school districts to incorporate a tribal sovereignty curriculum into their social studies curricula by September 1, 2023, as well as require districts to consult with the nearest federally recognized Indian tribe(s) about incorporating materials about their history, culture, and government into their social studies curricula by September 1, 2025. The bill is in the Senate Ways & Means Committee.

ESHB 1377: which would require the posting of approved courses and providers of continuing education. The bill is in the Senate Ways & Means Committee.

ESHB 1436: which would increase the enrollment limit for special education funding over several years until the 2027-28 school year, when the limit is removed, and would increase special education excess cost multipliers for kindergarten through age 21 over four school years to 1.059 for students who spend at least 80 percent of the school day in a general education setting. The bill is in the Senate Ways & Means Committee.

HB 1478: which establishes a statement of student rights for public schools and requires public schools to develop student-focused educational and promotional materials that incorporate the statement and to include the materials into required civics instruction. The bill is in the Senate Rules Committee.

2SHB 1550: which would establish the transition to kindergarten program to provide no-charge assistance to eligible children in need of additional preparation to be successful kindergarten students in the following school year. The bill is in the Senate Ways & Means Committee.

2SHB 1565: which requires the development of an online platform for the recruitment and hiring of public school employees and establishes a teacher residency program. The bill is in the Senate Ways & Means Committee.

HB 1622: which aims to support the needs of students experiencing homelessness by aligning program goals, establishing common reporting requirements, and establishing examples of permitted expenditures for the OSPI program. The bill is in the Senate Rules Committee.

SHB 1658: which would authorize high school students aged 16 and above to earn up to two elective credits through paid work experience if approval and alignment with the student’s High School and Beyond Plan are met. The bill is in the Senate Rules Committee.

SHB 1701: which concerns basic education services to youth who are served through institutional education programs. The bill is in the Senate Ways & Means Committee.

Senate Bills

SB 5019: which removes “classified staff providing student and staff safety” from the definition of physical, social, and emotional support staff and the specific funding considerations for that group. The bill is in the House Rules Committee.

SSB 5048: which would require colleges to provide enrollment and registration in College in the High School (CHS) courses at no cost to students in grades 9-12 at public high schools, and would require the legislature to appropriate funds to fund CHS courses, at inflation-adjusted rates. The bill is in the House Appropriations Committee.

SSB 5072: which would establish new requirements for identifying students who may be eligible for highly capable services, including conducting universal screenings once in or before second grade, and again before sixth grade. The bill is in the House Rules Committee.

ESSB 5102: which requires school districts and school boards to provide every student with access to school library information and technology programs. The bill is in the House Appropriations Committee.

SSB 5127: which would clarifyschool districts’ ability to redact personal information related to a student. The bill is in the House Rules Committee.

E2SSB 5174: which would modify the student transportation allocation formula and expand the definition of “to and from school” to include the transportation of students participating in career connected and work based learning opportunities. The bill is in the House Rules Committee.

ESB 5175: which would allow employment contracts between a school board and principal to be up to three years in length, as opposed to limited to a term of one year. The bill is in the House Rules Committee.

E2SSB 5243: which revises high school and beyond plan (HSBP) requirements, and would require OSPI to facilitate the transition and adoption of a common online platform for HSBPs. The bill is in the House Appropriations Committee.

ESSB 5257:which would ensure that public schools provide daily recess for all elementary students with a minimum of 45 minutes when the school day is longer than five hours and a minimum of 30 minutes when the school day is shorter, as well as prohibit schools from withholding recess as a punitive action. The bill is in the House Rules Committee.

E2SSB 5311: which would increase the special education excess cost multipliers for pre-K and K12 students over a four-year period and increase the special education enrollment funding cap from 13.5 percent to 14.5 percent. The bill is in the House Appropriations Committee.

E2SSB 5315: which would require OSPI to establish standards for approval, monitoring, and investigating school district contracts with nonpublic agencies (NPAs) operating special education programs for students with disabilities, and requires that restraint and isolation procedures and notification requirements apply to NPAS. The bill is in the House Appropriations Committee.

ESB 5355: which requires school districts to provide instruction on sex trafficking prevention and identification at least once between grades 7 and 12 beginning in the 2024-25 school year. The bill is in the House Appropriations Committee.

SSB 5617: which would require interdistrict cooperative agreements in a skill center to stipulate that any course equivalencies approved by OSPI or a host district must be honored by other participating school districts. The bill is in the House Rules Committee.

SSB 5626: which requires OSPI to establish a grant program for expanding the capability of school districts to integrate media literacy and digital citizenship into public school instruction. The bill is in the House Appropriations Committee.

ESB 5650: which concerns salary inflationary increases for K-12 employees. The bill has passed both chambers and has been signed by the House Speaker and the Senate President.

Odds and Ends

“Called “un-grading,” the idea is meant to ease the transition to higher education…” This week from NPR Ed, To Help New Students Adapt, Some Colleges are Eliminating Grades.

“I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day,” from MindShift this week, How Science Class Can Help Students Explore Inequities in Their Communities.

Meet CSTP’s Legislative Update Coordinator Samantha Miller

Samantha Miller returns as CSTP’s Legislative Updates Coordinator for the 2023 legislative session. She writes weekly emails during the legislative session focusing on bills that impact Washington educators. Samantha has degrees in both Political Science and History, as well as a Master in Teaching. Samantha has worked in Elementary Education for 6 years, most recently as a 3rd Grade general education teacher. The majority of her time is spent chasing around her two children who keep her very busy. Samantha enjoys running, working in her yard, listening to political podcasts, and spending time with her family.

The Exodus

Posted by Lynne Olmos on June 21, 2022
Current Affairs, Education, Education Policy, High School, Life in the Classroom, Middle School, Online Teaching, Parent Involvment, Professional Development, Teacher Leadership, Uncategorized | teacher shortage

Are you here to stay?

For some educators, it is the end. They are leaving the classroom. Others are leaving their current positions, changing their teaching assignments, seeking the change that will heal the damage, the damage of the last three years.

It’s hard to fully analyze what has happened to our profession. So much has changed, and these changes are real and here to stay, whether or not we are.

Let’s break it down into a few chewable bites.

Loss of Control

We educators take years to establish control in our classrooms and in our practice. But, the pandemic stripped away our control. Suddenly, we were tasked with solving unsolvable problems, such as how to continue educating students who were no longer in our classrooms. As students returned, we had no control over the work we could expect from them. Expectation had to be lowered, or we would have experienced prolonged failure for our students and ourselves. Then, close on the heels of the subdued and masked, return to schools, this year brought us a marked increase in behavior issues. Unhappy students, fueled by TikTok challenges, anti-public education sentiment, and pent up emotions, vandalized our schools, stole from us, threatened us, and refused to comply with the simplest tasks.

Loss of Respect

With parents on a national scale accusing us of teaching inappropriate materials, violating their students’ rights with mask mandates and quarantines, and having unrealistic expectations, what should we do? Some students parrot the words of their parents, disrespecting public education in general and their teachers specifically. No matter the hours we put in, the changes we endure, the new training we take on, the tears we shed, we are not always seen as allies in the public eye.

Loss of Hope

The statistics are rolling in. We are going to see the effects of the pandemic and the staggering economy on student achievement for years to come. We face the prospect of appearing to fail at our life’s work for many years to come. We have experienced the effects firsthand in our classrooms with students who are easily a year or more behind, not just academically, but developmentally. We are tasked with the continued problems of inequity and achievement gaps, the threat of gun violence, the ongoing lack of mental health support, diminished resources, and a world full of false narratives and propaganda that we fight on a daily basis, just trying to help our students discover their own truths.

Loss of Joy

There is less time for play, for art, for relaxation in the school setting. The urgency around learning loss and solving the problems growing in the system is driving us away from one the most important elements of education. Students and teachers need to find joy in learning and in being a community. Without it, there is less engagement, less safety, less overall satisfaction in the experience of teaching and learning.
It is tough to face all of the loss and carry on, but we must. Of course, some will not come with us on the journey ahead. We certainly understand their need to seek a new profession or remove themselves from uncomfortable situations. However, the rest of us need to rally and carry on in a way that restores the loss.

Let’s be clear. Restoring the loss is not a call to return to normal. There is no normal, no make education great again rhetoric. We need to embrace new solutions to the problems we face.

If we want control of our profession, we need to lift our voices and let our needs be known. Teacher leadership efforts all but disappeared in the pandemic. It is time to step back into the role of advocates and leaders. What do we need? How can we get it? Why do our voices matter? Who is willing to listen and give us the agency we have earned through our experiences.

If we want respect, we need to face this issue on two fronts. First, in the classroom respect is not a given. We cannot stand in front of a group of young people who have suffered through the last few years and demand, because we are older or we are the authority, that we deserve their respect. When you study the effects of trauma on children, you start to understand that traumatic experiences tend to create an aloofness in children. They do not automatically trust adults. Without trust, true respect cannot exist. To earn the respect of students, it will take time. Teachers will need to focus on the safe and supportive environment they provide in the classroom. They need to model the respect they want to receive. That is the only way to get it from kids who have been struggling. On a larger scale, our respect as a profession will also take time. We need to openly advocate for the safety and support of our students. Our voices need to be heard, so that the false narratives have some competition. And, maybe most importantly, we need to reach out to families and communities, including them and opening our doors. When they see what we do for kids, they will have a deeper understanding.

If we want hope for the future of education, the time is ripe for innovation, creativity, and entrepreneurship. Seek and share solutions to our common problems. What works? What helps our students? What makes us happier in our classrooms? For me, I am diving deeper into trauma-informed teaching practices and brain science. The pandemic gave me the opportunity to put my work online and expand the resources I provide to my students. I am not pulling back from that; I am leaning in. I am embracing technology as a way to open up a world of knowledge for my students, and I resolve to help them find their own truth through informed research and inquiry. After all, those kids are my hope.

Finally, if we want joy, we need to play and create together. We need to offset the incessant testing with music, theater, dance, art, physical activity, and all pursuits that bring smiles to the faces in our buildings. Happiness is the cure for all the ills we are facing, and the pursuit of happiness in education is a noble cause.

So, if you are not giving up on finding your joy in this profession, I invite you to join me in my quest for regaining our control, our respect, our hope, and our joy.

Despite the challenges (and because of them), I’m staying.

Are you?

Ready for a deeper dive? Check out the links below.

Links to stories about the crisis:

NPR’s Consider This: Teachers Reflect on a Tough School Year

EdSource: Covid Challenges, Bad Student Behavior, Push Teachers to the Limit & Out the Door

The Wall Street Journal: School’s Out for Summer & Many Teachers Are Calling It Quits

NPR: We Asked Teachers How Their Year Went; They Warned of an Exodus to Come

Here some more to address some of the problems:

Education Week Video: How Can We Solve the Teacher Staffing Shortage

Secretary Cardona Lays Out a Vision to Support and Elevate the Teaching Profession

Education Week: How School Leaders Can Support Social Emotional Learning (and Retain Teachers, Too)

Experts Say We Can Prevent School Shootings; Here’s What the Research Says

Find Your Joy: Lessons from the Tennis Court

Posted by Emma-Kate Schaake on May 31, 2022
Education, Life in the Classroom, Teacher Leadership | coaching, mental health, self-care

Find Your Joy: Lessons from the Tennis Court

Coaching tennis this year has been a blast. We know all too well the seemingly insurmountable challenges and stresses of almost every aspect of our educational system. For me, hitting the tennis court after school these past few months has been life giving.

The news feels heavy (it always feels heavy) so instead of diving into Uvalde, or Roe .v Wade, or the two year anniversary of George Floyd’s death, or the myriad other societal catastrophes, (which I do plenty on my Instagram) I’m going to practice some self care and focus on something that brings me joy.

Taking a leaf from Lynne’s book, here are some lessons that being back out on the court has taught me. Coaching, is of course, a kind of teaching, but I’ve been in awe of the broader gifts hitting this little yellow ball has given me.

You can’t win ‘em all

No one wins 40-0, 6-0, 6-0. Not our girls who make it to the state tournament or even the pros. You’re going to give up points. In your classroom, you can do everything “right” and kids will still disengage, put their heads down, socialize instead of reading, or fail a class.

There’s often a top down narrative that if only teachers made lessons more engaging, built strong relationships with their students, or called home, then all students would want to show up and succeed. But, what if you’ve done all that? You’ve thoughtfully planned lessons instead of just recycling from years past, students know they can cry with you about a breakup, and you’ve connected with all families, but students still fail?

Some things are simply outside of our control. Sometimes, your opponent aces their serve. Sometimes, a student is experiencing trauma at home bringing their focus to safety, not homework.

This doesn’t mean you don’t do everything you can to get 100% of your students to succeed, 100% of the time. Of course you do; this is what good teachers strive for. It doesn’t mean you don’t practice serve returns and just expect to lose points.

You’re just not going to win 40-0, 6-0, 6-0 or ace every lesson, every student, every day, 180 days a year.

Go easy on yourself

When you lose those aforementioned points, you have to shake it off.

It’s inspiring to watch our girls lose the first set, but battle back to win the next two, all because they didn’t give up or let the mistakes get to them. Tennis is an intensely mental sport and it takes some serious toughness to not let the double fault or shanked backhand throw you.

Teachers have the weight of the world on their shoulders and it’s all too natural to feel pulled down by obligation, or even failure. But, your best learning opportunities are almost always when you take a risk with something new or relinquish control to your students and watch what they can do with it.

So, go easy on yourself when things don’t exactly go according to plan. And don’t worry, that missed dropshot is just the first point.

Take your time

The best players don’t rush through their serves. They have a rhythmic routine (four bounces or jumping from side to side) and they take their time winding up for the perfect ball.

Our equity team often discusses how educators tend to operate on “white guy time.” Or, more formally, it’s the “sense of urgency” found in white supremacy culture. For example, our work with the Nisqually tribe around our Thunderbird mascot is still in process since I wrote that piece in December. Faster isn’t always better.

Sure, sometimes lesson ideas come from the drive to work, but more often, you build units based on evidence of student learning and interest. There’s a reason 44% of teachers leave the profession within five years (and that was pre-pandemic!). It takes patience and persistent, thoughtful, reflective effort to stay in the game.

If it’s not fun, it’s not worth it

This is perhaps the most important reminder I’ve gained this season. I ruined tennis for myself in high school by putting too much pressure on myself. Seriously, I didn’t play for ten years because I felt like I had to be the best or not play at all.

It’s been my number one goal as a coach to help our girls not fall into that trap.

If anything in life is more stress than payoff, it warrants some serious reconsideration or a mindset shift at the very least.

Many of my classroom procedures are in place to save myself a headache. For example, I’m flexible on due dates because I don’t want to arbitrarily punish students, but also because I don’t want that anxious feeling when 10 final essays are missing by the due date. I’m in education for the long haul and if I wind myself so tight that I’m constantly stressed, then it isn’t worth it.

This is a tough lesson to give to educators right now as 55% of teachers are seriously thinking of leaving the profession. And, I don’t blame them. Several of my teacher friends have left with very valid reasons for doing so.

Obviously, teaching is a job (something I think we forget as it’s so often labeled a “calling”) and it is therefore not going to be “fun” all the time.

Our girls compete and obviously want to win matches, but tennis is first and foremost a game. It should be fun. Practices where they’re commentating for each other’s points in British accents are pure gold.

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So, as we wrap up the school year, the third tainted by the pandemic, I hope some of these reminders help you refocus and practice some self care. Remember, you can’t win ‘em all, go easy on yourself, take your time, and have fun!

Your Turn: What does culturally responsive teaching look like in your district?

Posted by Lynne Olmos on May 15, 2022
Education, Education Policy, Equity, High School, Life in the Classroom, Middle School, Parent Involvment, Professional Development, Social Issues, Teacher Leadership, Uncategorized | cultural appreciation, cultural awareness, culturally responsive, culturally sustaining

We asked our bloggers to tell us about their experience with culturally responsive teaching. We asked them:

What does culturally responsive teaching look like in your district?

How are you and the educators you know using relationships to connect with students, honor their individuality and support academic achievement?

Gretchen Cruden

*“We embrace learning that connects to their real lives…”*

Culturally responsive teaching may look a little different in our school. I work in a high-poverty, extremely rural school. Example? We are so rural that we are defined as a frontier school and have had “cougar patrol” as part of our playground supervisory activities. That said, our school embraces what our students walk in the door with and honor it. We are a culture of “make do” and “outside the box” thinking because our students often do have to be creative in their problem solving in their home environments. We embrace learning that connects with their real lives including studying outdoor survival skills, gardening and dissecting parts of animals their families have hunted. These lessons honor their home lives and connect families to the school. In this way, our school embraces and supports our students’ backgrounds and helps build bridges to adjacent possibilities as they grow in their academics.

Lynne Olmos

*“…more celebrations of diverse cultures could benefit us all.”*

For all the time I have worked in my small, rural district, there has been a sort of self-congratulatory attitude in our district. We are proud of our students of color and how successful they are in our schools. However, that success is really a tribute to their hard work more than it is to any sort of outreach or responsive programs built into the system. Latinx families make up around 35% of our community, and, though we have a migrant support program that hosts occasional events and the standard English language learner supports, we don’t do a great deal to celebrate Latinx culture. Our kids are awesome, and some of our teachers go the extra mile to embrace the diverse cultures in our classrooms. However, there is a need for a more culturally responsive system.

Every now and then, we get the opportunity to celebrate our diversity. One very cool opportunity that landed in my classroom recently was through a national project funded by the CDC and managed by the Olympia Family Theater. The project, entitled Fully Vaxxed, utilized the input of bilingual youth from our school and a few others to write plays about the impact of the Covid vaccines on Latinx communities. Three of my students participated in the program, and our Drama Club attended opening night to celebrate their work. It was awesome!

We really do a great job supporting all students in my district, but more celebrations of diverse cultures could benefit us all. Everyone deserves to see their home language, culture, and traditions represented, respected, and honored in their school environment.

Emma-Kate Schaake

“I want students to know they have strengths in their cultural, linguistic, and ethnic backgrounds…”

I am grateful to have a district and department with enough funding to have some creativity in lesson planning and curriculum. Last year, I was able to buy four class sets of contemporary young adult books for book groups and that unit was the best engagement I had online by far. The English teacher saying that books should be windows into other perspectives or mirrors into your own is almost trite by now, but still incredibly true.

The books we read allowed students to share their own experiences and empathize with the characters. As much choice as I can offer in my curriculum, the better. I want students to know they have strengths in their cultural, linguistic, and ethnic backgrounds, regardless. So often, students do not see themselves in texts (especially those written by old, dead, white men) and I try to deviate from that norm as much as I can.

So now it is your turn.

Tell us how your school responds to the culture of its students. How do you connect with your students, honor their culture, and support their academic achievement?

Just Say No To Learning Styles

Posted by Jan Kragen on April 26, 2022
Education | learning styles, personalized education

According to a survey in 2017, 93% of the public and 76% of educators believe in the theory of learning styles. It’s a pervasive idea. It’s appealing. It’s obvious.

Even though it’s wrong.

As its essence, the idea behind learning styles instruction is:

children who are visual learners learn best with visual instruction
children who are auditory learners learn best with auditory instruction
children who are kinesthetic learners learn best with kinesthetic instruction

However, experiments don’t bear this premise out. “If classification of students’ learning styles has practical utility, it remains to be demonstrated.”

Dr. Dylan Wiliam from the Institute of Education, University College London, argues that the whole premise of learning-styles research—that the purpose of instructional design is to make learning easy—may be incorrect. “If students do not have to work hard to make sense of what they are learning, then they are less likely to remember it in six weeks’ time.”

In other words, the learning styles movement wanted to make learning easy. But people learn best when learning is more challenging.

Especially if it’s more interesting.

Not only that, but teachers and students may have very different ideas of what each child’s “learning styles” are.

In a study published in Frontiers in Education, researchers interviewed nearly 200 fifth and sixth grade students, asking them to choose their preferred learning style (visual, auditory, or kinesthetic). Then their teachers were asked to identify each student’s preferred learning styles.

There was no significant correlation between the teachers’ judgements and the students’ own assessments. Clearly, the styles aren’t as obvious as some might expect!

If you, as a teacher, are a strong verbal or auditory learner, you should learn to incorporate extra kinesthetic activities like “vote with your feet.” However, you aren’t doing the activities to make your kinesthetic learners suddenly become better students. You are adding the activities to make your classroom experience richer for everyone. In the same way, you ought to incorporate extra visuals into your instruction: art, maps, charts, graphs, cartoons.

In my classroom, everyone learns to take 2- and 3-column notes (the third column giving space for questions or doodles). I also show everyone how to take notes in a more visually interesting way. In the end, students will choose the way that suits them best.

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