House Bill 1832 creates new law and amends multiple existing RCW sections to require and fund expanded early literacy and elementary math supports. It requires school districts to implement a structured literacy program for kindergarten through fourth grade by the 2027-28 school year, prohibits the three-cueing reading model, mandates K–2 screening and a multitiered system of interventions for students with dyslexia-related indicators, and requires intensive reading strategies and parent notifications for many third graders who are below grade level. The bill adds training and endorsement requirements: the Washington Professional Educator Standards Board must adopt revised reading-and-writing endorsement standards by September 1, 2026, educator preparation programs must incorporate them by 2027-28, and teachers and mentors assigned to reading and literacy roles must complete an OSPI educator training program by specified dates (including certificate renewal requirements effective September 1, 2028). The bill creates new funding and incentive programs. Beginning September 1, 2025, the superintendent must allocate up to $250 per “eligible student” (inflation‑adjusted from 2025-26) to districts under a new formula tied to the prior year’s percentage of students not meeting statewide ELA and math standards; districts must use these funds like learning assistance program allocations. It also creates an annual assessment standard growth bonus program beginning September 1, 2026, in which OSPI allocates $1,000 per enrolled FTE to districts that meet specified assessment growth thresholds; districts must distribute those dollars as bonuses to staff who directly contributed to assessment gains, with per‑staff caps, required consideration of certificated and classified staff, and a prohibition on collective bargaining over bonus distribution. The bill establishes a READ grant program (up to 125 grants, not to exceed $75,000 per year for four years per public elementary school) beginning September 1, 2025 to fund reading coaches; OSPI must prioritize schools with high percentages of third grade students scoring basic or below basic and must evaluate the grant program with reporting due November 30, 2028 (preliminary) and November 30, 2029 (final); the READ grant authority expires July 1, 2030. The act also imposes new reporting and program management duties on OSPI and districts, funds a beginning educator support team program with competitive OSPI allocations and mentor requirements, directs OSPI to compare state math standards to the Singapore method and report by December 31, 2025, recodifies and repeals several statutory sections, and names the act the Building Opportunities for Student Success (BOSS) Act. Important details are missing from the extracted text: the bill chunk omits the definition of “eligible student” used in the $250 allocation, the inflation‑adjustment mechanism, full READ grant eligibility and application rules (text is cut off), operational details for demonstrating a district met the assessment standard growth threshold beyond the percentage schedule, and the complete text of many recodified or amended RCW provisions.

If enacted, districts would receive new targeted money beginning in school year 2025-26 tied to the share of students who do not meet state ELA and math standards and could compete for up to 125 READ grants to hire reading coaches; districts that demonstrate year‑over‑year assessment growth could also access a $1,000 per FTE bonus pool starting in 2026, to be paid to staff who helped produce the gains (with per‑staff caps and a prohibition on bargaining the distribution). At the same time districts must implement a structured literacy program for K–4, expand K–2 dyslexia screening and multitiered interventions, require reading‑focused training for teachers and mentors by 2027–28/2028, and meet new reporting and program evaluation duties, so schools will likely shift staff time and local resources toward screening, training, coaching, and stronger intervention models while gaining some new state funding to support those efforts. The practical winners will likely be elementary schools with large numbers of below‑grade readers (priority for READ grants) and staff who directly contribute to measurable assessment growth (eligible for bonuses), while districts face increased responsibilities, training costs, and administrative work to qualify for funds and implement structured literacy. Key implementation details that would affect budgeting and planning remain unclear in the provided text—most notably how “eligible student” is defined for the per‑student allocation, how the $250 figure will be adjusted for inflation, and some operational rules for grant awards and how districts demonstrate they met the growth thresholds—so districts and districts’ unions may face uncertainty about timing, amounts, and labor impacts.