School Bus Purchasing and Depreciation.

School districts are responsible for selecting, paying for, and maintaining student transportation vehicles purchased by the district.  The Office of the Superintendent of Public Instruction (OSPI) is responsible for developing categories and competitive specifications for school bus and vehicle acquisitions, as well as a corresponding list of school bus and vehicle dealers with the lowest purchase price quotes. 

School districts and educational service districts that purchase vehicles through OSPI's competitive quote process or through a separate lowest-price competitive bid process are eligible for certain state funds that are based on the category of vehicle, the anticipated lifetime of vehicles of this category, and a state reimbursement rate.  The accumulated value of the state payments received by the district and the potential investment return is designed to be equal to the replacement cost of the vehicle, less its salvage value, at the end of its anticipated lifetime.  The anticipated lifetime varies by bus type.  Smaller "Type A" buses with seating capacity no greater than 36 passengers have an 8-year depreciation lifespan, while larger "Type C and D" buses have a 13-year depreciation lifespan.

Clean School Bus Program.

The Environmental Protection Agency (EPA) provides $5 billion over five years beginning in federal fiscal year 2022 for the Clean School Bus (CSB) Rebate Program.  The CSB Rebate Program provides rebates or grants to an eligible entity to replace existing school buses with zero-emission (ZE) and CSBs.  Funds may be used for purchase of ZE or CSBs, eligible infrastructure, and other costs, and may also include workforce training.  Beginning in 2023, the EPA established the CSB Grant Program which provides additional funding with the same goal.

Running Start.

The Running Start (RS) program allows high school students to enroll in participating public institutions of higher education and to simultaneously earn both high school and college credit.  Beginning in the 2023-24 school year, students participating in RS programs may be funded up to a combined maximum enrollment of 1.4 full-time equivalents (FTEs), if enrolled dually across the school district and institution of higher education or enrolled full-time at the institution of higher education.  The school district portion of a student's RS enrollment may not exceed one FTE.

Transition to Kindergarten Program.

In 2023 the Transition to Kindergarten (TTK) Program was established to assist eligible children in need of additional preparation to be successful kindergarten students in the following school year.  The OSPI was directed to adopt rules for the administration of, the allocation of state funding for, and minimum standards and requirements for the TTK Program.  The rules must include specified minimum requirements for school districts, charter schools, and state-tribal education compact schools operating a TTK Program.  School districts, charter schools, and state-tribal education compact schools operating a TTK Program must adopt policies regarding eligibility, recruitment, and enrollment for the TTK Program that, at a minimum, meet the requirements of the OSPI rules.  Funding for the TTK Program is calculated using the number of annual average full-time equivalent (AAFTE) eligible children enrolled in the program as specified in the omnibus appropriations act and based on portions of the prototypical school funding model.  The current omnibus bill provides funding for 7,266 AAFTEs during the 2025-26 school year.

National Board Certificate Bonuses.

The National Board Certificate (NBC) is a voluntary certificate for teachers and school counselors that allows eligible candidates to demonstrate advanced knowledge, skills, and practice in 25 certificate areas.  An annual bonus is available to those with a current NBC.  In the 2025-26 school year, the bonus was $6,514, plus a $5,000 bonus to those with an instructional assignment in either:  high schools with 50 percent of students eligible for federal free or reduce-price meal (FRPM); middle schools with 60 percent of students eligible for FRPM; or elementary schools with 70 percent of students eligible for FRPM.

Alternative Learning Experience Enrollments for Local Effort Assistance.

The state provides additional Local Effort Assistance (LEA) funding to school districts that generate less than the state LEA threshold when levying at a rate of $1.50 per $1,000 of assessed value (AV).  An eligible school district's maximum LEA is the difference between the district's per-pupil levy amount at a rate of $1.50 per $1,000 of AV and the state LEA threshold, multiplied by the district's prior year AAFTE student enrollment.  The state LEA threshold in calendar year 2025 was $2,019.28 per pupil.  The threshold is adjusted annually by inflation.

Alternative Learning Experience (ALE) courses provide a way for students to be enrolled in public education without being required to meet the in-class seat-time requirements for regular instruction.  The courses may be delivered via online courses, remote courses, or site-based courses.  Courses offered through the ALE programs may be provided to students residing outside of the district offering the course and may be provided to full-time or part-time students. 

The student enrollment used to calculate the LEA is reduced for school districts having more than 33 percent of the students enrolled in ALE courses.  The reduction is equal to the school district's full-time equivalent students enrolled in ALE courses, minus 33 percent of the AAFTE.  To illustrate, if a school district has a total enrollment of 100 AAFTE students, and 50 of those students are enrolled in an ALE, then the total enrollment would be reduced to 83 students for purposes of LEA calculations.

Bus Depreciation. 

The lifespans used to calculate bus depreciation payments are changed as follows:

• the lifespan for Type A buses is increased from 8 years to 10 years; and
• the lifespan for Type C and D buses is increased from 13 years to 15 years.

The OSPI must temporarily adjust school districts' reimbursement payments for ZE school buses to 33 percent of the quote for that category of vehicle in the 2025-26 through 2027-28 school years.  The adjustment shall not be construed to prevent the final depreciation payment for a ZE bus from being based on the lowest bid in the appropriate bus category for ZE buses for that school year.

Running Start. 

The combined maximum enrollment limit for RS students is reduced, with the level and duration of the reduction contingent on Senate Bill 6346 (tax on millionaires).

• If the tax on millionaires is not enacted, beginning in the 2026-27 school year, the combined maximum enrollment limit for RS students is reduced ongoing from 1.4 FTE to 1.2 FTE.
• If the tax on millionaires is enacted, the combined maximum enrollment is 1.3 FTE in the 2026-27 and 2027-28 school years, and in the 2028-29 school year increases back to 1.4 FTE.

Transition to Kindergarten. 

The OSPI must develop rules for the allocation of state funding that prioritizes existing TTK programs for:

• existing TTK programs that serve low-income students, before providing funding for new TTK programs that are located within extreme child care access deserts; and
• students who:
  • qualify for free or reduced-price meals or have a household income at or below 185 percent of the federal poverty level and lack access to licensed child care; 
  • are eligible but not scheduled for enrollment in the Early Childhood Education and Assistance Program or Head Start Program; 
  • are eligible for or receiving special education; or
  • are English learners or multilingual learners.

Funding for the TTK Program is limited to the amount of funding specified in the omnibus appropriations act and must be allocated based on the prioritized criteria developed by the OSPI.  Students in TTK must be counted as kindergarten students for the purposes of calculating special education funding.  The OSPI rules must authorize school districts, charter schools, and state-tribal compact schools to charge sliding scale fees for enrollment in a TTK program, except to children eligible for but not yet placed in the Early Childhood Education and Assistance Program or the Head Start Program or children with disabilities entitled to a free appropriate public education.  The OSPI must submit an annual report by June 30 of each year on the planned TTK slot allotment for each upcoming school year.

National Board Bonuses. 

Inflationary increases for National Board bonuses are eliminated beginning with the bonus awarded for the 2026-27 school year.

Alternative Learning Experience Enrollments for Local Effort Assistance.

The maximum student enrollment in ALE programs that may count in LEA formulas is reduced from 33 percent to 25 percent of total enrollment.  The reduction is equal to the school district's full-time equivalent students enrolled in ALE courses, minus 25 percent of the AAFTE. 

(In support) None.

(Opposed) School districts struggle as costs increase above state formulas.  Reductions in this bill will exacerbate the problem.  No one thinks these policies are good ideas.  If this passes, next year schools will come back and ask to restore reductions to the TTK and fully fund buses and running start.  The reductions will make it harder to provide needed increases for special education, transportation, and materials, supplies, and operating costs.  Please mitigate the negative impacts of this bill.

State revenue is positive, and yet K-12 is being reduced.  Funding schools is the state's paramount duty.  Legislators express support for public schools and should honor their commitments by not adopting these policies.

Reductions like those in the bill and the LEA are hurting rural districts.  Every dollar for small rural districts matters.  Small districts like Carbonado are being honored for academic excellence, and some of the most creative staff in the state work in small rural districts.  The LEA improves equity and the ability for small rural districts to compete.

Parents want the best for their kids.  Protect funding for public schools.  Public education is being gutted nationwide, and we do not want the same thing happening in our state.  Costs for insurance are going up, and collective bargaining is approaching.  Districts will need to find other ways to fund basic education if this bill passes.

Transportation is part of basic education.  The bus depreciation changes keep dirtier diesel buses on the road longer and shift transportation obligations to districts.  Districts may need to pay OSPI to comply with this bill.  These cuts are in addition to chronic underfunding that is putting even wealthy districts under binding conditions. 

Running Start cuts will directly impact students.  In 2011 the running start enrollment limit was reduced from 2.0 FTE to 1.2 FTE after the recession.  In 2023 the limit increased to 1.4 and enrollment surged, especially in the summer, helping low-income students and students of color.  Community and technical colleges are dedicating resources to increase these programs, and this bill will reverse that progress.  Low-income students will not be able to cover costs for additional courses no longer covered by the bill, widening equity gaps.

Running Start continues to be the most accessible path to higher education, and challenges students.  This bill takes that away from students and harms the most marginalized students who use the program.  Consider the real impact this will have on students.  Running Start is a lifeline for low-income students who could not afford tuition.  Running Start students are often the first generation in their families to take college courses.  Using summer courses helps students ease into college courses, graduate on time from high school, and enter the workforce sooner.  Reducing the limit would decrease the available credits in the summer.  Running Start is affordable because students can take these classes for free compared to paying later. 

The cuts to the TTK directly impact students and hurts our youngest learners.  Please restore this funding or we risk losing the progress we have made.  The TTK funding helps small districts, where not all students qualify as low-income or are eligible for special education.  Some small districts have one classroom, which they will not be able to maintain if funding is eliminated.  Consider keeping funding for small districts so they can continue their TTK programs.

Julie Salvi, Washington Education Association; Jamie Traugott, Washington's State Board for Community and Technical Colleges; Clifford Traisman, Northshore, Bellevue, Highline and Seattle Public School Districts; Tyler Muench, Office of Superintendent of Public Instruction; Jessie Sprouse, Carbonado School District; Paula Dawson, Dieringer School District 343; Jeff Snell, Washington Association of School Administrators; Ruffaro Guzha, WA State Board for Community and Technical College; Lori Christmas, Grays Harbor College; Harmony Adams; and Bruce Polley.

More than 20 persons signed in.  Please contact the House Public Records Office at https://leg.wa.gov/public-records-requests/ or call (360) 786-0926.