This bill creates an Indian education division called the Office of Native Education within the Office of the Superintendent of Public Instruction (OSPI) and requires the superintendent to appoint a person responsible for that office. It sets out duties for the office, including helping school districts address American Indian and Alaska Native student needs, assisting with development and implementation of curricula and instructional materials in native languages, culture, history, and tribal sovereignty (pursuant to RCW 28A.320.170), helping districts obtain funding and technical assistance, supporting recruitment and professional development for Native educators, promoting disaggregated data, and issuing annual reports on the state of Indian education and law implementation. The bill amends RCW 28A.320.170 to require school districts, when they review or adopt social studies curriculum after July 24, 2015, to incorporate curricula about the history, culture, and government of the nearest federally recognized tribe(s), with a deadline of September 1, 2026 to meet that requirement. Districts must use the John McCoy (lulilaš) "since time immemorial" curriculum provided free by OSPI, with permission to modify it for regional focus or integration. Districts must consult and collaborate with federally recognized tribes in their districts and neighboring tribes (including tribes now located in Oregon, Idaho, and British Columbia), and collaborate with the Office of Native Education and OSPI on statewide curricular areas like tribal sovereignty and federal policy history. The bill creates procedural compliance, monitoring, and reporting changes: it adds a new implementation/monitoring section to chapter 28A.305 RCW requiring the State Board of Education, in coordination with the Office of Native Education, to begin annual monitoring and evaluation of district compliance in the 2025–26 school year, collecting specified information about district-tribal collaborations, grade levels, course credit and enrollment, curriculum implementation, and professional development. The State Board must report annually to the legislature’s education committees beginning in 2027 and concluding in 2029; the monitoring and evaluation section expires September 1, 2029. OSPI, with the Office of Native Education, must report to the education committees by September 1, 2026 with recommendations on compensating tribes that provide expertise or consultation (including retroactive compensation) and on evaluation/accountability metrics; that reporting requirement expires August 1, 2027. The Office of Native Education’s annual reports for 2026–2029 must include information about district-tribal consultations, tribal perspectives on curriculum implementation, and recommendations to promote tribal consultation. The bill amends RCW 28A.300.105 and RCW 28A.320.170 and adds a new section to chapter 28A.305 RCW. Important context is missing from the extracted facts: the pre-amendment text of the affected RCWs is not provided, there is no statutory definition given here for “federally recognized Indian tribe” or for the scope and content of the named John McCoy curriculum, and no details on funding sources or enforcement mechanisms beyond the monitoring and reporting requirements are included.

If enacted, the state would create an Office of Native Education inside OSPI with a superintendent-appointed lead to help districts add required curriculum about the history, culture, and government of the nearest federally recognized tribes using the free John McCoy "since time immemorial" curriculum (modifiable for local use). School districts must complete this curriculum adoption by September 1, 2026 and formally consult with federally recognized tribes (including tribes now located in OR, ID, or BC) as they review social studies; the State Board of Education will begin annual compliance monitoring in 2025-26 and report to the legislature from 2027–2029, and OSPI must report by September 1, 2026 with recommendations on paying tribes for consultation (including retroactive pay). The practical effects fall mainly on local school districts, OSPI, the State Board, and federally recognized tribes: districts will face new curriculum adoption and consultation duties that are likely to require staff time, teacher training, and possible collaboration costs; OSPI will need to staff and support the new office, run training and reporting, and seek funds for teacher recruitment and retention; tribes will be asked to provide expertise and may be eligible for compensation, though how much and who pays is not specified. Important details are missing from the text provided—there is no clear funding source, no statutory definition of which tribes qualify, and no description of the curriculum content or enforcement mechanisms—so actual costs and compensation outcomes are uncertain.