We’re excited to announce our transition to a new location for our multimedia content — the OSPI News Center. As part of our ongoing efforts to streamline our online presence and make our content easy to access, we will also be closing our Medium blog and publishing all new content on the News Center.

While our Medium blog will no longer be updated, we will continue to maintain this site as an archive for our previously published articles. You can continue to access these articles at medium.com/waospi.

The News Center has dedicated sections for all types of content produced by OSPI, including news releases, videos, and special projects. It also lives on OSPI’s official website, giving you key access to program information or documents related to our content.

If you have any questions or concerns, please feel free to reach out us at commteam@k12.wa.us. We appreciate your support and look forward to bringing you new content on our new, dedicated platform.

OSPI Archives Medium Blog, Transitions to News Center was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

OLYMPIA — February 1, 2024 — The Office of Superintendent of Public Instruction (OSPI) is seeking sponsors and sites for the 2024 U.S. Department of Agriculture (USDA) Summer Food Service Program (SFSP). The SFSP helps children and teens living in areas identified as low-income to continue to receive nutritious meals during the summer when they do not have access to school meals.

Who Can Sponsor the SFSP

This federally funded program may be sponsored by public and private nonprofit schools; residential and non-residential summer camps; private nonprofit organizations; tribal organizations; and units of local, county, municipal, and state government. Colleges and universities that participate in the Upward Bound Program may also sponsor meal sites.

Eligible sponsors will operate a nonprofit meal program for children age 18 and younger. Meal sites must be in areas where at least 50% of the children are qualified for free or reduced-price school meals, or where at least 50% of the children enrolled in a specific program are eligible for free and reduced-price school meals. All children — regardless of family income level — can receive a free meal at a site once the site has been approved.

Operators of federal Child Nutrition Programs must follow the unique and complex regulations for the programs they offer. Sponsors of the SFSP must have adequate administrative capability and financial viability to operate the program and maintain compliance. For this reason, OSPI encourages organizations to offer the SFSP as a site under an experienced sponsor for the first year of operation.

Meals Served Under the SFSP

Meal reimbursements help program sponsors offset some of the costs of providing well-balanced, nutritious meals and snacks to participants. Since SFSP is a reimbursement program, sponsors are reimbursed for meals served that meet USDA meal pattern requirements for the SFSP. Sponsors may prepare their own meals or purchase them from a school district or food service management company.

Interested in Applying?

To apply, email OSPI’s Summer Meals Team at summermeals@k12.wa.us, call 360–725–6200, or visit the Summer Food Service Program webpages. The deadline to apply to participate in SFSP is June 1, 2024.

USDA Nondiscrimination Statement

In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.

Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720–2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877–8339.

To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at: https://www.usda.gov/sites/default/files/documents/USDA-OASCR%20P-Complaint-Form-0508-0002-508-11-28-17Fax2Mail.pdf, from any USDA office, by calling (866) 632–9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:

1. mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250–9410; or
2. fax: (833) 256–1665 or (202) 690–7442; or
3. email: Program.Intake@usda.gov

This institution is an equal opportunity provider.

Serve Your Community by Offering USDA Summer Meal Programs was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

OLYMPIA — January 30, 2024 — Three important indicators of student success are attending school regularly, passing all of their ninth grade classes, and completing advanced courses where they earn both high school and college credit at the same time. In the 2022–23 school year, Washington’s students made significant strides in all three, according to data published recently by the Office of Superintendent of Public Instruction (OSPI).

“Every year, Washington’s students continue to work hard to set themselves up for success,” said State Superintendent Chris Reykdal. “Attending school regularly, passing all their classes in ninth grade, and completing advanced-level coursework all prepare students for their unique future pathways. I am so proud of our students for their efforts and of educators and district staff for supporting them.”

Attendance

Attending school regularly is a critical building block for student learning and is linked to students’ reading ability and likelihood of graduating from high school on time. On an average school day, about 95% of students are in class and 5% are absent.

At the height of the pandemic, states across the nation saw a decrease in student attendance. In Washington, the trend over the past two years is moving in a positive direction. “Regular Attendance” is defined as missing no more than two days of school per month for any reason. In the 2022–23 school year, the percentage of students who attended school regularly increased to 69.7%, an improvement of 2.5 percentage points from the 2021–22 school year.

With the support of federal emergency pandemic relief funding, OSPI has invested in a regional initiative, coordinated through the state’s nine educational service districts (ESDs), to provide direct outreach to students and their families and supporting school districts in enhancing their attendance systems.

To maintain and expand these services, OSPI submitted a budget request to the Legislature proposing need-based grant funding for ESDs and community-based organizations to continue implementing these intervention strategies. Funding would also support the development of robust early warning systems and the collection and analysis of attendance and other relevant data.

The Legislature is currently considering a bill that would continue these efforts. Senate Bill 5850, sponsored by Sen. John Braun, would create a grant program to support students who have 18 or more absences from school in a year. The bill would also provide funding for OSPI’s Open Doors Youth Reengagement Program, which supports students ages 16–21 facing barriers to completing high school. Its companion bill, House Bill 2146 sponsored by Rep. Alicia Rule, is also being considered.

Ninth Grade On Track

When students pass all their classes in ninth grade, they are up to four times more likely to graduate from high school on time.

Across Washington, 70.3% of students passed all their ninth-grade courses in the 2022–23 school year, an increase of 0.2 percentage points as compared to the 2021–22 school year. The greatest gains have been for students who are migratory, whose ninth grade on-track rate increased by 3.5 percentage points from 2021–22 to 2022–23. Students who are multilingual/English learners also made strides, as their ninth grade on-track rate increased by 1.4 percentage points in the 2022–23 school year.

The Ninth Grade Success Initiative, a partnership between OSPI and Stand for Children’s Center for High School Success, has proven success in increasing the numbers of students successfully completing ninth grade. Since 2019, more than 50 school districts across Washington have developed Ninth Grade Success Teams and provided mentorship and tutoring for students. Those districts that participated from 2019–2022 have seen their ninth grade on-track rates increase by nearly 6.7 percentage points as compared to neighboring schools in the same county.

OSPI invested in the Ninth Grade Success Initiative with a portion of the agency’s federal pandemic relief funding, which expires in September. Superintendent Reykdal has asked the Legislature for permanent state dollars to sustain the project and expand it into more school districts.

House Bill 2053, sponsored by Rep. Monica Stonier, would establish the Ninth Grade Success Grant Program and is currently making its way through the legislative process. Senate Bill 5408, a similar bill sponsored by Sen. Marko Liias, is also moving through the legislative process.

Dual Credit

Dual credit courses offer Washington students the opportunity to earn college-level credit while still in high school, helping to prepare them for postsecondary education. These courses include Advanced Placement, Cambridge International, Career and Technical Education (CTE) Dual Credit, College in the High School, International Baccalaureate, and Running Start.

During the 2022–23 school year, 64.5% of high school students completed a dual credit course, an increase of 1.4 percentage points as compared to the 2021–22 school year.

Most notably, every student group made gains in dual credit course completion rates as compared to the previous year. Students identified as two or more races and students identified as Black/African American completed dual credit courses at a rate higher than the statewide average — 65.7% and 65.4%, respectively.

Expanding student access to dual credit opportunities has remained a top priority for Superintendent Reykdal. The Legislature made progress in this area during the 2023 Legislative Session, eliminating fees for College in the High School courses and expanding access to Running Start.

Attendance, ninth grade on-track, and dual credit data can be viewed for the state, by school district, and by school on the Washington State Report Card.

Washington Students Show Increased Attendance and High School Course Completion was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

In Jake Rember’s classroom, creativity takes center stage. AI-generated coloring sheets are scattered across his desk, while a group of students learn to sculpt 3D models of dragons on their computers.

“They’re getting used to failing and moving past the point of failure while building these models,” said Rember. “It’s about the process and whether they can recreate it when we come back to the project at a later time.”

At Brinnon Elementary School, this focus on the iterative process of creation, rather than the product, is at the heart of Rember’s approach to instruction. Students gain hands-on experience with digital production tools like Blender that aid in understanding of subject matter and technology, while also catering to their interests.

Educators have strong ties to the school from having attended Brinnon Elementary themselves and being a part of the tight-knit community. Rember’s unique background in machine learning led him to adopt AI tools and emerging technologies in the classroom, helping him to dial into the specific needs of the rural school district.

“We’re a small community with about 80 students, which is challenging because we are in a remote location,” said Trish Beathard, Superintendent and Principal of Brinnon School District. “But we work really hard to bring services to our students and have some of the highest state achievement scores in the area.”

As the Director of Special Education and Technology, Rember uses AI tools to customize art projects for students with disabilities, create state-compliant assessments based on student interests, and streamline administrative tasks that previously took time. Personalized instruction has allowed educators to focus more on supporting individual student learning.

“Giving teachers access to the ability to rapidly tailor education for the personal needs of a student is transformative,” he said. “With AI, you can develop any kind of comprehension or writing assessments and have it be personalized to what students want to be engaging with.”

Special education and English language learning also stand to benefit immensely from AI. AI-generated captioning for students who are hard-of-hearing or deaf, for example, is a transformative service for school districts that might not have the resources to provide it themselves.

“A lot of students that would [not] have had access to interpretation might [or] be in that gray area where they don’t necessarily rise to the level of needing it in an IEP, but they would still benefit from it,” said Rember. “So, as an option, being able to have AI caption can be very powerful.”

The use of AI in classrooms is not without ethical considerations for privacy, accuracy, and relevance. Reflection and understanding are key parts of the human-centered AI approach to creating prompts and vetting AI-generated teaching materials. Educators are also careful not to enter any descriptive data into AI generators, which can easily identify specific students in small districts like Brinnon.

“The quality of the information you put in is often going to be the quality of information you receive,” said Rember. “But with anything derived by AI, we want to be thorough in the information we give it and also vetting it to make sure that it is suitable for students.”

For example, AI can create categorically incorrect information or include unwanted depictions of guns or alcohol. Administrative assistants spend time carefully vetting these materials, but Rember maintains that AI-generated content is a good starting point for most tasks such as lesson planning, grant writing, or budgeting.

“If you’re stuck, you can ask it to give you an example of what it should look like,” he said. “It will probably give you something bad, but just the act of identifying something bad helps you hone in on what would be good. And that’s a good starting point.”

Digital Equity and Inclusion Grants were key in providing smart panels, computers, and instructional materials to the Brinnon School District, increasing access to high-quality technology instruction for students.

Rember continues to bring innovative tools to the classrooms, including a 3D printer that students will use to print their 3D dragon creations. Eventually, he believes that AI will become an integral part of education and that teachers will embrace this change.

“Not only will it be something that we need to teach our students about, but it’s something that will enable our teachers to be able to move faster as well,” Rember said. “Teachers could start to engage with students in a way they wouldn’t have been able to before and create tools to better aid students in the classroom.”

For More Information

• OSPI website: Human-Centered Artificial Intelligence in Schools
• Human-Centered AI: Guidance for K — 12 Public Schools

Small School, Big Ideas: The Transformative Use of AI in Brinnon School District was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

OLYMPIA — January 18, 2024 — Today, the Office of Superintendent of Public Instruction (OSPI) published a roadmap to guide the implementation of Artificial Intelligence (AI) in Washington’s schools, making Washington the fifth state in the nation to publish state-level guidance on AI use in its public schools.

The guidance, which centers on human inquiry and empowerment, encourages educators and school leaders to embrace the use of AI as a tool to support personalized student learning, enhance productivity for school employees, and equip students to thrive in a rapidly changing technological world.

“Our commitment is not just to integrate AI into the classroom,” said State Superintendent Chris Reykdal in his opening message in the guidance. “It’s to do so with a vision that places our educators and students at the center of this digital revolution with a priority for human inquiry that uses AI for production, but never as the final thought, product, or paper.”

“AI is a powerful tool, but it only enhances learning if students and educators embrace an ‘H→AI→H’ approach,” Reykdal continued. “Start with human inquiry, see what AI produces, and always close with human reflection, human edits, and human understanding of what was produced.”

The guidance aims to equip students to be at the forefront of innovation, enabling them to understand and shape the technology that is increasingly becoming a part of their lives, and schools across Washington are already pioneering efforts to integrate AI into the learning environment.

On the edge of the Olympic National Forest, educators at Brinnon Elementary School in the Brinnon School District are using a human-centered AI approach to dial into the specific needs of their school community. As a small, rural school district, personalized instruction and streamlined administrative processes have allowed educators to focus more on supporting individual student learning.

Jake Rember, Director of Special Education and Director of Technology at Brinnon Elementary, uses AI to customize art projects for students with disabilities, develop classroom assessments based on student interests, and streamline administrative tasks. Human reflection and understanding are key parts of his process to create prompts and vet teaching materials created by AI.

“Giving teachers access to the ability to rapidly tailor education for the personal needs of a student is transformative,” said Rember. “But with anything derived by AI, we want to be thorough in the information we give it and also vetting it to make sure that’s it is suitable for students.”

A significant focus of the guidance is on the ethical application of AI in schools, including academic integrity, data privacy, safety, and respect. This principle is woven throughout the guidance to ensure that the use of AI technology upholds the values of honesty, integrity, and recognition of collective human knowledge.

The guidance also includes background and context about the emergence of AI as an industry, potential opportunities and risks for the use of AI in classrooms, key principles and values for educators to adhere to, considerations on the impacts to local school district policies, and an initial list of topics for district leaders to prioritize for educator professional learning.

Over the coming months, OSPI will continue to update the guidance with new resources, information, and tools. The agency will also continue to elevate emerging practices for how different school districts are implementing AI in the learning environment.

The guidance was developed by a diverse and experienced advisory group of school-, district-, and state-level educators; educational technology experts; researchers; and a K–12 public-school student.

“Incorporating AI into our educational system is about more than technology; it’s about preparing our students for a future where digital literacy is key,” said Dr. Trevor Greene, Superintendent of the Yakima School District, and a member of the advisory group. “Our focus remains steadfast on ensuring that every student benefits from these advancements while upholding the highest standards of safety and ethical use.”

The advisory group is charged with ensuring that the state guidance aligns with the needs and expectations of Washington’s students, educators, and district leaders.

“This is our moment, Washingtonians, to lead the country and to lead the globe,” Reykdal said. “Washington is home to some of our most cutting-edge technologies and innovations, and it’s only fitting that our students will be on the forefront of the implementation of artificial intelligence for learning, creativity, and production.”

For More Information

• Human-Centered AI: Guidance for K–12 Public Schools
• Video: Superintendent Chris Reykdal on Artificial Intelligence
• Sign Up to Receive Updates from OSPI on AI in Schools
• OSPI’s Artificial Intelligence in K–12 Schools Webpage

Superintendent Reykdal Introduces Guidance for Integration of Human-Centered AI in Washington’s… was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

Today, Senator Joe Nguyễn introduced Senate Bill 6223, a bill requested by State Superintendent Chris Reykdal to establish levels of compensation for locally elected school board directors that more appropriately reflect their level of responsibility.

OLYMPIA — January 12, 2024 — In Washington state, locally elected school board directors are accountable for the operations of their school district — from approving the budget, to adopting the curriculum, to setting the vision and strategic goals for the district, to hiring and evaluating the district superintendent.

Despite their level of responsibility, school board directors receive minimal compensation, and many are not compensated at all. State law, which has not been updated since 1987, does not allow school board directors to earn more than $50 per day and $4,800 per year. Adjusted for inflation, those amounts from 1987 today would be $138 per day and $13,240 per year, a difference of 176%.

Without the financial resources to be able to take time off work, afford childcare, and/or access transportation to attend the monthly meetings, and with little to no compensation associated with the position, many interested and qualified community members are likely not pursuing the opportunity to become a school board director.

In a recent study and survey by the Washington State Department of Commerce, just 13% of school board directors reported earning an annual household income of less than $60,000, despite nearly half of Washington’s students identifying as low-income. Further, researchers found that just 10% of Washington’s school board directors identified as directors of color, despite students of color comprising 50% of the statewide student population.

Senator Joe Nguyễn introduced Senate Bill 6223 today to address these imbalances. If passed, the bill would establish a new compensation model for school board directors that more appropriately reflects the level of responsibility associated with the position.

“Each year, our students, families, educators, and school staff become increasingly more diverse,” said Senator Nguyễn. “Those who govern our schools, though, are often not reflective of the communities they serve. We have a chance to remove a significant financial barrier to this critical role, opening up the opportunity to serve to many more interested community members.”

The compensation model proposed in the legislation allows for school board directors to receive a maximum amount equaling $500 per month plus $0.50 per student enrolled in the district. For example, in a district with 5,000 students, school board directors could earn up to a maximum of $8,500 per year. School boards would have the ability to adopt a compensation model that is lower than the maximum allowed if they choose.

Basing compensation levels, in part, on the number of students in the districts is intended to reflect the scope and complexity of the work, as well as the financial risk.

“School board directors play a significant role in the leadership of a school district,” said State Superintendent Chris Reykdal. “We expect them to manage multi-million-dollar budgets, adopt local policies and governance, review and approve curriculum and instructional materials, and make informed decisions that have a major impact on the way their district serves their students, staff, and families.”

“In total, our 295 school boards manage 43% of our state’s tax dollars, as well as their local levy funds. They deserve fair compensation for the paramount duty they perform for our state,” Reykdal continued.

For More Information

• Senate Bill 6223
• School Directors’ Compensation Study (Washington State Department of Commerce, published January 6, 2023)

Reykdal, Nguyễn Launch Effort to Right-Size Local School Board Director Compensation with… was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

OLYMPIA — January 10, 2024 — Today, State Superintendent Chris Reykdal detailed the state of Washington’s K–12 public education system in an annual public address from the Old Capitol Building, where the Office of Superintendent of Public Instruction (OSPI) is headquartered, in Olympia.

As policymakers are gathered in Olympia for the first week of the 2024 Legislative Session, Reykdal provided updates on student learning and postsecondary readiness, student health and well-being, school funding, and more.

“Every day, our schools are filled with dedicated professionals who support our students’ learning and well-being,” Reykdal said. “The progress made by our students, educators, and school and district staff over the past year is incredible. I am so proud of Washington’s public schools and the impressive accomplishments of our students.”

“It is our state’s paramount duty to provide a high-quality public education to all students,” Reykdal continued. “Schools need resources so that they can provide students with access to challenging learning experiences, support their health and well-being, and prepare them for the future. I have submitted proposals for consideration by the Legislature that would build on our state’s progress and ensure schools in every community have access to the resources they need.”

Brief descriptions of some of the topics covered by the Superintendent are provided below.

Student Learning and Postsecondary Readiness

On measures of student learning, Washington’s public-school students continue to perform similar to or better than their peers from other states. Data from the National Assessment of Educational Progress (NAEP) — the only indicator of student learning that is comparable across all states — show that Washington’s students make gains in both math and English language arts (ELA) over time. The data also place Washington’s eighth graders in the top 15 states in the country for their math and reading abilities.

Data from the 2022–23 school year show that Washington’s public schools are seeing increased rates of students enrolling in public school, attending school regularly, completing advanced coursework, and graduating from high school on time. The Class of 2023 saw a record-high graduation rate of 83.6% at the same time that more and more students have been completing dual credit courses that provide students the opportunity to earn college-level credit while still in high school.

Student Health and Well-Being

All students need to feel safe, healthy, supported, and challenged in order to thrive, and schools play an impactful role in this community responsibility. As the mental and behavioral health needs of young people across the country have increased and evolved since the peak of the pandemic, school districts across Washington have been implementing programs and initiatives to meet these needs.

OSPI leverages a combination of state funds, federal grant awards, and a significant portion of federal pandemic relief funding to support these efforts. One of OSPI’s larger programs is the regional mental and behavioral health services initiative.

The initiative, operated through the Association of Educational Service Districts (AESD) and delivered in every region of the state, provides trained staff to schools across the state who provide foundational prevention education and training for students, staff, and families; as well as coordinated intervention supports directly for students.

Over the past two school years, this initiative provided direct behavioral and mental health services to more than 3,600 students in over 100 schools across the state. This legislative session, OSPI is working with Rep. Alicia Rule and the AESD (House Bill 2280) on legislation that would maintain and expand the critical services being provided to students statewide through this initiative.

School Funding

Schools need resources to serve their students, families, and communities, especially as student needs continue to increase and evolve. We know that students need access to counselors and nurses, small class sizes, highly effective teachers, safe and modern learning spaces, and rigorous coursework.

While our state has made significant gains in recent years in school funding, the funding provided by the state is not keeping up with inflation. As the impact of inflation reduces school districts’ buying power, they are also balancing the impending expiration of emergency relief funds and the fiscal impact of declining student enrollments at the height of the pandemic. These factors have placed many districts in a challenging financial situation.

In addition, many districts are unable to obtain sufficient Capital Budget resources to fully fund necessary school construction projects. School construction bonds provide needed funding to repair and update school buildings, helping to keep learning environments safe and healthy. While local levies require 50% voter approval (a simple majority) to pass, school construction bonds require a passage rate of 60% (a super-majority).

At this threshold, only 45% of the bonds in Washington have passed in the last 10 years. If the bond approval threshold were a simple majority, 72% of the failed bonds would have passed and nearly 85% of all bonds would have passed. OSPI continues to advocate for the Legislature to eliminate the super-majority requirement for bonds.

Transformations Over the Next Year

Over the next year, OSPI is addressing two system changes that are directly connected to preparing students for the careers of the future.

Learning Standards Review

Last fall, OSPI began an initiative to review, refine, and prioritize Washington state’s K–12 learning standards, which define what each student should know and be able to do at each grade level. State law requires OSPI to periodically review and update the learning standards to align with current best practice, and the learning standards in several content areas have not been updated in many years.

Through this project, OSPI aims to make the learning standards more accessible and usable for both educators and families, and more aligned to the knowledge, skills, and abilities that employers are seeking from Washington’s graduates. Currently, OSPI is gathering feedback from educators, students, and families to inform a review of the standards in English language arts, math, and science — the first standards under review.

Artificial Intelligence in the Classroom

Artificial Intelligence (AI) is evolving rapidly, and young people are already using it in their daily lives. OSPI has gathered a team of internal and external experts to develop guidance, professional learning opportunities, and other resources to support educators and school districts in implementing the use of AI tools in classrooms.

Next week, OSPI will be publishing initial guidance for educators, which will focus on principles and standards for using AI in schools, the opportunities and risks, maintaining academic integrity, and more. By the end of the school year, OSPI will have published full, formal guidance and best practices for the use of AI in schools, covering topics including data privacy, ethical use, equitable access, and teaching resources.

By supporting students in embracing AI, Washington is supporting students to be prepared for the future.

Achievements from the Past Year

Washington’s students, educators, and school and district staff have made significant achievements in the past year. Following are just a few examples:

• Washington’s public schools have served nearly 90 million meals to Washington’s students.
• Every student received more than 1,000 hours of instruction, totaling more than 1.1 billion hours of learning provided by Washington’s educators.
• The graduation rate for the Class of 2023 reached a record high, with more than 85,000 Washington students earning a diploma.
• Nearly 225,000 high school students participated in at least one dual credit course, earning them high school and college-level credit at the same time.
• Across Washington, 143 schools offered dual or heritage language instruction to about 50,000 students.
• More than 5,600 graduates from the Class of 2023 earned the Seal of Biliteracy for demonstrating literacy in multiple languages. Students earned the Seal in 87 different languages, the highest number of languages offered in any state in the country.
• Washington’s Imagination Library, which provides a free book each month to children from birth through age 5, expanded to statewide coverage in 2023 and provided more than 780,000 books to nearly 115,000 of Washington’s youngest learners.
• More than 5,200 preschoolers who needed additional support to be successful when entering kindergarten were served by Washington’s transitional kindergarten program.

For More Information

• View a recording of Superintendent Reykdal’s address
• See state- and district-level enrollment, attendance, and graduation data on the OSPI Report Card
• Learn more about Washington state’s learning standards review project
• OSPI Legislative Priorities

A Record-Breaking Year: Superintendent Reykdal Provides Update on K–12 Education in Washington was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

Dana Miles, the 2023 Washington State Teacher of the Year, has produced a multimedia project in partnership with OSPI. This five-part series is comprised of video interviews that Dana conducts with experts on Deaf education, as well as articles she wrote to accompany each video.

This is the final part of the series. Find all parts of the series here:

• Part 1: Creating Magic with Deaf Students
• Part 2: Exploring a Magical World for Deaf Students
• Part 3: Unlocking Magic Potential in Deaf Students
• Part 4: Equipping Deaf Students with Magic
• Part 5: Embarking on a Magical Journey for Deaf Students

Key Question

What can we do to prepare Deaf students as they graduate from high school?

Introduction

Comedian, writer, and former TV host Trevor Noah says in his book Born a Crime: “English is the language of money. English comprehension is equated with intelligence. If you’re looking for a job, English is the difference between getting the job or staying unemployed.” In short, the more proficient you are in English, the more opportunities you will have.

According to statistics published by the National Deaf Center in 2019, 53.5% of Deaf people were not in the labor force; 32.2% DeafDisabled people reported being employed, and more of them work part-time than Deaf people without additional disabilities. Many underlying factors contribute to those issues.

As Deaf students approach graduation, regardless of their English language proficiency skills, there are different ways we can prepare them for success. Daniel Veit, a Deaf staff member at Texas School for the Deaf, worked in the field of Work Experience with Deaf students for more than 20 years. He will share some tips, ideas, and strategies to better prepare Deaf students for the working world as they approach graduation.

About Daniel Veit

Daniel Veit has over 20 years of experience in career development and education, spanning high school and higher education. During his time at Gallaudet University, he played a role in creating new career development courses for incoming students, including drafting proposals and developing a curriculum to help them prepare for their future internships and employment opportunities. In the past 12 years at the Texas School for the Deaf, Daniel has been involved in the Career & Technical Education program, working with various programs in different career clusters.

Guiding Discussion Questions

1. Did the statistics on the labor force for Deaf people surprise you? Why or why not?
2. What kind of workplace accommodations would Deaf people need?
3. Identify different types of communication tools for Deaf people.
4. What are the differences between accommodations and accessibility?
5. Do you have any other ideas we should consider to prepare Deaf students for the working world?
6. How can we use Americans with Disability Act (ADA) laws for people with disabilities to their benefit? What are the limitations of the ADA laws? How would you overcome these limitations?
7. If you could change something about our hiring processes or implement a policy in place for people with disabilities, what would you do?

Additional Resources

• National Association of the Deaf: National Employment Resource Center for the Deaf and Hard of Hearing
• National Deaf Center: Transition
• National Deaf Center: Research and Data
• National Deaf Center: Deaf 101
• Washington State Department of Social and Health Services (DSHS): Division of Vocational Rehabilitation Deaf and Hard of Hearing Services
• National Deaf Center: A Toolkit for #DeafSuccess
• National Deaf Center: Serving Deaf Students in Higher Education
• National Deaf Center: Student Resource Portal

DISCLAIMERS: This article was written by Dana Miles, the 2023 Washington State Teacher of the Year. The author’s opinions, beliefs, and viewpoints do not necessarily reflect those of OSPI, and publication of this story does not constitute OSPI’s approval or endorsement of its contents. With questions, please contact OSPI’s Communications team at commteam@k12.wa.us.

Dana’s use of the term “Deaf” includes, but is not limited to, different types of members of the deaf community: Deaf, deaf, Hard of Hearing, DeafBlind, and DeafDisabled. Dana uses the term “sign language” in place of American Sign Language (ASL) to include all sign languages worldwide. The terms used here are meant to be inclusive.

Dana Miles: Embarking on a Magical Journey for Deaf Students was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

Dana Miles, the 2023 Washington State Teacher of the Year, has produced a multimedia project in partnership with OSPI. This five-part series is comprised of video interviews that Dana conducts with experts on Deaf education, as well as articles she wrote to accompany each video.

This is the fourth part of the series. Find all parts of the series here:

• Part 1: Creating Magic with Deaf Students
• Part 2: Exploring a Magical World for Deaf Students
• Part 3: Unlocking Magic Potential in Deaf Students
• Part 4: Equipping Deaf Students with Magic
• Part 5: Embarking on a Magical Journey for Deaf Students

Key Question

What kinds of tools and strategies should we consider for Deaf students in a classroom?

Introduction

With bilingualism (American Sign Language and English) incorporated into the classroom, we must also consider other important components of a deaf classroom. For example, we need to make sure that the classroom is set up so that it is accessible and accommodating for Deaf students, such as the layout of the desks and flashing lights for fire alarms and classroom bells.

A communication policy must also be established and enforced to ensure that the learning experience is equitable for all Deaf students. By creating an environment where everybody has access to information as people communicate, the students will be able to acquire more information through incidental learning. Having a space that is fully accessible and accommodating, the student’s learning potential will be maximized.

Kim Scott-Olson, a former educator in a Deaf/Hard of Hearing program at a public school, has rich experience and knowledge to share with you on how to create an environment that will equip students with tools and strategies to create a language-rich environment.

About Kim Scott-Olson

Kim Scott-Olson is a language access advocate, language and literacy development consultant, and founder of the Thank You for Signing Campaign. She served as a Teacher of the Deaf for Evergreen Public Schools in Vancouver, WA, for seven years.

Guiding Discussion Questions

1. If you were to create a classroom for Deaf students, how would you set up the classroom? Consider classroom setup, accessibility, accommodations, cultural considerations (e.g., communication policy, Deaf role models, Deaf studies, Deaf history, celebrating Deaf success, American Sign Language poetry like Flying Hands, communtiy participation), teaching strategies, and technology you would need to ensure a rich learning experience.
2. What kind of communication policy should be established, and how would you enforce it?
3. List different ideas and strategies to maximize the learning potential of Deaf students in a classroom.
4. For those who may not have strong English proficiency, how can you incorporate instruction that is more visual rather than depending heavily on text?
5. How will you ensure that your classroom incorporates Deaf Culture?
6. Share ideas on promoting a sense of pride in Deaf students.

Additional Resources

• National Deaf Center: What Does Deaf Mean?
• National Deaf Center: Resources
• Described and Captioned Media Program, which parterns with content creators and distributors to make media accessible
• Ava, a live captioning product: 12 Ways to Make Classrooms Accessible for Deaf and Hard of Hearing Students
• DeafCulture, which provides resources for inclusive education: Ideal Classrooms
• National Deaf Center: Assistive Listening Systems
• National Deaf Center: Captioning and Access FAQ
• Motion Light Lab: ASL Literacy Activities
• Science of Learning Center at Gallaudet University: Visual Communication and Sign Language Checklist
• Science of Learning Center at Gallaudet University: Assessment Toolkits
• Laurent Clerc National Deaf Education Center at Gallaudet University
• Laurent Clerc Center: Online Community Center

DISCLAIMERS: This article was written by Dana Miles, the 2023 Washington State Teacher of the Year. The author’s opinions, beliefs, and viewpoints do not necessarily reflect those of OSPI, and publication of this story does not constitute OSPI’s approval or endorsement of its contents. With questions, please contact OSPI’s Communications team at commteam@k12.wa.us.

Dana’s use of the term “Deaf” includes, but is not limited to, different types of members of the deaf community: Deaf, deaf, Hard of Hearing, DeafBlind, and DeafDisabled. Dana uses the term “sign language” in place of American Sign Language (ASL) to include all sign languages worldwide. The terms used here are meant to be inclusive.

Dana Miles: Equipping Deaf Students with Magic was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.

Dana Miles, the 2023 Washington State Teacher of the Year, has produced a multimedia project in partnership with OSPI. This five-part series is comprised of video interviews that Dana conducts with experts on Deaf education, as well as articles she wrote to accompany each video.

This is the third part of the series. Find all parts of the series here:

• Part 1: Creating Magic with Deaf Students
• Part 2: Exploring a Magical World for Deaf Students
• Part 3: Unlocking Magic Potential in Deaf Students
• Part 4: Equipping Deaf Students with Magic
• Part 5: Embarking on a Magical Journey for Deaf Students

Key Question

How do we ensure a strong start and foundation for Deaf children?

Introduction

One of the biggest issues in our Deaf community is language deprivation. Here are several facts from the Language Equality and Access for Deaf Kids (LEAD-K) campaign:

• “Average reading level by 18 years of age has remained at 3rd or 4th-grade level for more than half a century. Only 6% of deaf students scored proficient in English. 51% of deaf students scored at the ‘far below basic’ level, which is the lowest level of performance.”
• “Research has shown that the first 3 years of life are crucial for language development and the basis for kindergarten readiness. Early intervention programs for deaf children continue to be based on auditory language, spoken English, which, according to the growing research, does not ensure a deaf child’s full access to a language-rich environment.”

Deaf children not exposed to language before age 5 may struggle with normal language acquisition, which may impact their social, emotional, and cognitive development (Hall et al., 2017). To prevent this from happening, Deaf children need to be given full access to language. Providing children with a strong start in language will open many doors of opportunities for them. Since sign language is 100% accessible, Deaf children need to start signing as early as possible.

In this video, I interview Drew Treacy, who works for the Center for Deaf and Hard of Hearing Youth (CDHY), which is an agency that serves Deaf and Hard of Hearing children throughout the state of Washington. She has an intensive background and knowledge of American Sign Language (ASL) as a former ASL specialist. Drew is also Deaf, which gives her an insight and in-depth understanding of the Deaf community, Deaf culture, and ASL.

About Drew Treacy

Drew Treacy is the K-8 Outreach Services Manager for the Center for Deaf and Hard of Hearing Youth (CDHY), where she has worked since 2011 in roles as a paraeducator, teacher, and American Sign Language (ASL) specialist. Treacy has provided professional learning opportunities to school districts and statewide.

Guiding Discussion Questions

1. What should language access look like?
2. Why do you think that American Sign Language is heavily stigmatized even though it has been proven to be a complete language, with grammar rules, syntaxes, etc.?
3. How do we delicately navigate the rights of parents’ choice in choosing communication strategies for Deaf/Hard of Hearing children without delaying the language acquisition process?
4. When educators, researchers, and administrators say that hearing aids or cochlear implants are tools, not language, what do they mean by that?

Additional Resources

• Nyle DiMarco Foundation: What is Language Deprivation?
• Garrett Bose, ASL professor at San Diego State University: How to Prevent Deaf Children from Language Deprivation
• Language Equality and Acquisition for Deaf Kids (LEAD-K)
• LEAD-K: Mythbusters
• Language First, an ASL/English bilingualism resource for families and educators
• Science of Learning Center at Gallaudet University: Research Brief on Advantages of Early Visual Language
• Science of Learning Center at Gallaudet University: Research Brief on Family Involvement in ASL Acquisition
• National Association of the Deaf: Early Intervention for Infants and Toddlers
• Why I Sign, information about narratives shared using the #whyisign hashtag
• Mic: The strange reason deaf children aren’t taught sign language

DISCLAIMERS: This article was written by Dana Miles, the 2023 Washington State Teacher of the Year. The author’s opinions, beliefs, and viewpoints do not necessarily reflect those of OSPI, and publication of this story does not constitute OSPI’s approval or endorsement of its contents. With questions, please contact OSPI’s Communications team at commteam@k12.wa.us.

Dana’s use of the term “Deaf” includes, but is not limited to, different types of members of the deaf community: Deaf, deaf, Hard of Hearing, DeafBlind, and DeafDisabled. Dana uses the term “sign language” in place of American Sign Language (ASL) to include all sign languages worldwide. The terms used here are meant to be inclusive.

Dana Miles: Unlocking Magic Potential in Deaf Students was originally published in Office of Superintendent of Public Instruction on Medium, where people are continuing the conversation by highlighting and responding to this story.