This bill requires the Superintendent of Public Instruction to develop and maintain a statewide online system for individualized education programs (IEPs), adding a new section to chapter 28A.155 RCW. The superintendent must consult with a nonprofit information processing cooperative authorized under RCW 28A.310.180. The bill requires that a statewide model be made available at no cost to school districts, charter schools under chapter 28A.710 RCW, and state-tribal education compact schools under chapter 28A.715 RCW. The bill creates a procedural change (a new state requirement and system) rather than a criminal or penalty change. It specifies system features and safeguards: FERPA and other privacy-law compliance, secure role-based access for authorized users, the ability to integrate emerging technologies, representation of evidence of access to grade-level standards and reasonable progress, documentation of student strengths and needs and student outcomes, integrated language support and translation services, family engagement tools showing qualitative and quantitative progress and links to grade-level standards, and compliance with applicable state and federal accessibility standards. It also requires the superintendent to provide statewide professional development and targeted technical assistance for educators, administrators, and families. Important implementation details are not included in the provided text: no effective date or deadlines, no funding or appropriation language, no governance, data ownership, retention, or liability rules, no enforcement mechanism or penalties, and no formal definitions of key terms such as “individualized education programs,” “authorized users,” or “emerging technologies.” The exact new section number in chapter 28A.155 RCW is not shown, and it is unclear whether additional related provisions appear elsewhere in the bill.

If enacted, the Office of the Superintendent of Public Instruction would be responsible for creating and running a statewide, no-cost online model for individualized education programs that school districts, certain charter schools, and state-tribal compact schools could use. The system is intended to standardize IEP creation and oversight, improve educator collaboration and family engagement, and include built-in privacy protections, role-based access, language support, evidence showing access to grade-level standards and student progress, and statewide professional development and technical assistance for educators, administrators, and families. Practically, OSPI takes on the project and ongoing training obligations while districts and covered schools gain access to a uniform IEP platform without a purchase price, which may reduce local procurement costs but will require staff time to adopt and comply with privacy, accessibility, and data-access rules. The bill does not identify funding, timelines, governance, definitions of key terms, or data ownership and liability arrangements, so who pays for development, hosting, integration, and ongoing support and how operational responsibilities and risks are allocated remain unclear.