This bill creates a temporary grant program in statute, adding a new section to chapter 28A.655 RCW that directs the Office of the Superintendent of Public Instruction (OSPI) to award grants to help K–12 public schools purchase or maintain access to a digital assessment, diagnostic, and learning platform for math and English language arts. The program is subject to available appropriations and the new section expires December 31, 2028. Eligible applicants are school districts, charter schools, and state-tribal education compact schools. Applicants must describe how they will use funds and provide professional development for staff. Assessment tools funded must include a criterion-referenced component (the bill requires this feature but does not define the term). OSPI must award grants based on demonstrated need and ensure recipients vary by geography and size, may adopt rules for the program, and must report by November 1 of each year grants are awarded on how funds were used, student demographics, and impacts on math and English language arts test scores. Important details are not provided in the extracted text: the specific RCW number for the new section is not given; no appropriation amounts or funding sources are stated; the bill does not define "criterion-referenced component"; and it does not specify application procedures, timelines, award amounts, grant durations, or how "need" will be evaluated.

If funded, the Office of the Superintendent of Public Instruction would run a temporary grant program through December 31, 2028 that gives public school districts, charter schools, and state-tribal education compact schools money to buy or keep access to digital assessment, diagnostic, and learning platforms for K–12 math and English language arts. Participating schools would likely face lower up-front costs for these tools but would need to develop plans and provide professional development so staff can use the tools effectively; students (and parents) may see more shareable assessment results and schools may track progress more closely, while OSPI will take on the new work of awarding grants, adopting rules, and reporting annually on how funds were used and any impacts on test scores. The groups most affected are school districts, charter and compact schools and OSPI; schools gain a new funding option but actual funding level, grant sizes, application details, how “need” is judged, and what counts as a required “criterion-referenced” component are not specified in the text, so the program’s real reach and impact will depend on future appropriations and the rules OSPI adopts. If no appropriations are made, or if key definitions and award procedures remain unclear, the program may have little practical effect.