SB 6192
In CommitteeSenate
Reading and math instruction
Concerning instruction and intervention in reading and mathematics.
This status may be delayed. See Action History below for the latest updates.
How does a bill become law?
- Introduced: The bill is filed and assigned a number.
- Committee: A subject-matter committee holds hearings, takes public testimony, and decides whether to advance the bill.
- Floor Vote: The full chamber (House or Senate) debates and votes on the bill.
- Opposite Chamber: The bill repeats the committee and floor vote process in the other chamber.
- Governor: The Governor reviews the bill and decides whether to sign or veto it.
- Signed: The bill has been signed into law.
AI Analysis
This bill creates a new bonus program for top-performing reading and math teachers, requires all school districts to adopt structured literacy and numeracy programs using evidence-based practices by 2028–29, and mandates targeted interventions for struggling students—especially third graders—starting in 2026–27. It also updates teacher training standards and creates a state-level resource guide for effective interventions.
- Establishes a new 'Star Teacher' award program with up to six teachers per educational service district eligible for up to two $10,000 bonuses per year (one base, one if teaching in a high-poverty school).
- Requires all school districts to implement a structured literacy program using evidence-based practices by 2028–29, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- Requires all school districts to implement a structured numeracy program by 2028–29, including early math screening (especially for dyscalculia), and targeted interventions for struggling students.
- Mandates parent-teacher meetings for third graders at risk of scoring 'below basic' on math assessments, and requires intensive math improvement strategies (e.g., summer programs) for those students.
- Requires the Office of the Superintendent of Public Instruction to create a state menu of best practices for reading and math interventions, and allows districts to propose alternatives with evidence of effectiveness.
- Requires the Washington Professional Educator Standards Board to update teacher endorsement standards to include literacy and numeracy competencies by September 1, 2027.
Who is affected
- K–12 teachers in math and English language arts — Teachers who demonstrate strong student growth in reading/math may receive up to two $10,000 bonuses per year if they teach in high-poverty schools.
- K–12 students — Students in grades K–12 will receive structured literacy and numeracy instruction aligned with evidence-based practices; third graders scoring below grade level will be offered targeted interventions and summer programs.
- School districts and administrators — School districts must adopt and implement new reading and math programs by 2028–29, and provide intensive support to struggling students starting in 2026–27.
- Teacher preparation programs and educator credentialing bodies — Teacher preparation programs must update training to include new literacy and numeracy standards by 2028–29.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
The Star Teacher bonus program—including an *additional* $10,000 for teachers in high-poverty schools—directly targets and financially rewards educators in under-resourced settings, where teacher retention is most challenging. This can help stabilize staffing in high-need schools and recognize work that often goes uncompensated in performance-based systems. The $10,000 bonus is substantial relative to Washington’s median teacher salary (~$72K in 2024), and the bonus is *not* included in salary schedule calculations, avoiding long-term compensation cap issues.
EducationPeopleRef: Sec. 1(3)(a)-(b); Sec. 1(2)Mandating early, intensive math interventions for third graders at risk of scoring 'below basic'—including summer programs, small-group instruction, and parent-teacher planning—addresses a well-documented crisis: Washington’s third-grade math proficiency has hovered near 50% for years, with significant equity gaps. Early intervention is strongly associated with long-term academic success, and the bill’s focus on third grade (a known academic checkpoint) is evidence-based and timely.
EducationPeopleRef: Sec. 5(2)–(6); Sec. 6(1)(a); Sec. 2(2)(g); Sec. 3(2)(g)Requiring structured literacy and numeracy programs aligned with evidence-based practices (e.g., phonemic awareness, phonics, multisensory instruction) brings Washington in line with national best practices and research on how children learn to read and do math. This reduces reliance on ineffective methods like 'balanced literacy' or 'discovery math' that have contributed to persistent learning gaps—particularly for students with dyslexia, dyscalculia, and English learners.
EducationPeopleRef: Sec. 2(2)(a)-(h); Sec. 3(2)(a)-(h); Sec. 4The creation of a state menu of evidence-based interventions—developed by OSPI with expert panels—provides districts with accessible, vetted resources, reducing the burden on under-resourced districts to design programs from scratch. This standardization helps ensure equity across districts and prevents the use of unproven or commercialized curricula that lack local alignment.
EducationPeopleRef: Sec. 6(3); Sec. 2(3); Sec. 3(3); Sec. 5(2)Allowing districts to propose alternative interventions—subject to evidence-based outcomes review—creates flexibility for innovation while maintaining accountability. This avoids top-down mandates that ignore local context and supports district-level problem-solving, especially for schools with unique student populations (e.g., rural, tribal, or high-mobility communities).
EducationPeopleRef: Sec. 6(4); Sec. 2(4); Sec. 3(5); Sec. 7(4)
Potential Concerns (5)
The $10,000 bonuses for Star Teachers require state funding ($3.6M annually at full implementation), which must be drawn from the general fund or new revenue—potentially diverting funds from broader K–12 base funding or other essential services. While the bill explicitly states bonuses are *in addition* to salary schedules and excluded from average salary calculations, the fiscal burden falls on state budgets already strained by inflation and rising special education costs, indirectly affecting all public services.
FinancialRef: Sec. 1(3)(a)-(b)The bonus structure rewards teachers in *high-poverty schools* with an *additional* $10,000, but the primary selection criteria are student test score improvement—metrics heavily influenced by student demographics, prior achievement, and access to support services. Teachers in high-poverty schools often face greater systemic barriers to student growth, making it harder to qualify for the base bonus, and the additional bonus is only available to those already teaching in qualifying schools. This risks reinforcing inequity by rewarding teachers in less-resourced schools only when they achieve outcomes that may be structurally constrained.
EducationPeopleRef: Sec. 1(3)(a)-(b); Sec. 1(2)Mandating parent-teacher meetings and requiring parental consent for math interventions (Sec. 5(5)–(6)) may unintentionally delay or block timely support for struggling students, especially in households where parents lack time, transportation, or familiarity with the school system. The bill allows parents to decline interventions and gives them veto power if consensus fails—potentially undermining the goal of universal early remediation for third graders at risk of falling behind.
EducationPeopleRef: Sec. 2(2)(h); Sec. 3(2)(h); Sec. 5(2); Sec. 6(1)(a)The requirement to notify parents of dyscalculia risk (Sec. 3(2)(f)(i)) without mandating or funding follow-up diagnostic evaluations or specialized support may create anxiety and parental burden without improving outcomes. Schools may lack psychologists or trained staff to conduct reliable dyscalculia screenings, and the bill does not allocate new resources for assessment or intervention beyond general numeracy programs.
EducationLean peopleRef: Sec. 2(2)(f); Sec. 3(2)(f)(i)The bill’s emphasis on structured literacy and numeracy aligns with national consensus on evidence-based reading and math instruction (e.g., National Reading Panel, National Math Advisory Panel), but the mandate to fully implement by 2028–29—without specifying how districts will be supported in curriculum adoption, professional development, or materials procurement—may strain districts with limited capacity, especially smaller or rural ones. Implementation success will depend heavily on OSPI’s technical assistance and funding配套, which are not guaranteed in the bill.
EducationRef: Sec. 4; Sec. 2(2)(a)-(h); Sec. 3(2)(a)-(h)
Who Is Most Affected
Teachers in high-poverty schools have the highest chance of receiving the *additional* $10,000 bonus, but must overcome structural barriers to student growth to qualify for the base bonus. This may increase retention in high-need schools but could also create stress if test-based metrics dominate evaluation.
Low-income students, students of color, and English learners—groups disproportionately represented in below-basic math/reading scores—stand to benefit significantly from early, structured interventions. However, if implementation is underfunded or parent consent delays services, gains may be limited.
School districts face new mandates without guaranteed new funding. Smaller or rural districts may struggle to hire literacy coaches, implement screening tools, or run summer programs—though the state menu and OSPI support may mitigate this. Districts in high-poverty areas may benefit most from the bonus program but face greatest implementation challenges.
Teacher preparation programs must revise curricula by 2028–29 to meet new literacy/numeracy standards. This aligns with national trends but may require new faculty expertise or partnerships—costs likely passed to students through higher tuition or longer program lengths.
Parents of third graders gain more involvement in academic interventions but also face new responsibilities (e.g., attending meetings, consenting to summer programs). Low-income or non-English-proficient parents may find it harder to navigate consent requirements or access support.