This bill amends RCW 28A.232.020 to require the superintendent of public instruction to separately calculate and allocate the state moneys appropriated under RCW 28A.150.260 to school districts for each full‑time equivalent (FTE) student enrolled in an alternative learning experience (ALE) course. The calculation must be based on the estimated statewide annual average allocation per FTE student in grades 9–12 in general education, excluding small high school enhancements, and must reflect applicable rules and provisions of the omnibus appropriations act. If the ALE course is a vocational ALE course, the allocation must also include vocational program funding enhancements in addition to the allocation described above. This is a modification of existing law (an amendment to RCW 28A.232.020) that creates a procedural/administrative requirement for how state funding for ALE students is calculated and allocated; it is not described as creating a new crime or changing penalties. The primary agencies and programs affected are the Office of the Superintendent of Public Instruction, school districts, and alternative learning experience programs, including vocational ALE courses. Important details are not included in the provided text: the bill excerpt does not define terms such as “alternative learning experience course,” “vocational ALE course,” “vocational program funding enhancements,” or “small high school enhancements”; it does not reproduce or explain RCW 28A.150.260 or the current allocation method; it does not state amounts, formulas for vocational enhancements, an effective date, or fiscal impacts. The bill was read for the first time on 01/24/25 and referred to the Committee on Appropriations.

If enacted, the state superintendent will be required to calculate and send a separate state payment for each full‑time equivalent student enrolled in an alternative learning experience (ALE) course based on the statewide average high school per‑student allocation, and vocational ALE courses will receive additional vocational funding enhancements. That change is likely to make ALE funding more transparent and could shift district revenue for students in ALEs, especially increasing likely funding for vocational ALE offerings compared with nonvocational ALEs. The agencies most affected are the Office of the Superintendent of Public Instruction, which will take on a new administrative calculation and allocation task, and school districts and ALE program operators, whose budgeted revenue and program choices may change. Key details are missing here — the bill text does not define important terms, provide the enhancement amounts or formulas, or give an effective date — so the exact fiscal impact on district budgets and the superintendent’s workload is uncertain.