This bill requires the Superintendent of Public Instruction to establish and maintain a statewide online system for individualized education programs (IEPs), developed in collaboration with educational service districts or an information processing cooperative and available at no cost to school districts, charter schools, and state-tribal education compact schools. The online IEP system must include specified features and safeguards (FERPA compliance, role-based secure access, accessibility and translation, family engagement tools, ability to integrate emerging technologies and a student’s transition plan, and evidence of access to grade-level standards and progress), provides for statewide professional development and targeted technical assistance, and allows the superintendent to delegate implementation authority as provided in existing law. The bill also amends high school and beyond planning requirements by statute: students receive a career interest and skills inventory by grade 7 and begin a high school and beyond plan by grade 8 (including proposed first-year courses); students who have not scored level 3 or 4 on the middle school math assessment must have their plan updated by grade 9 to ensure appropriate math courses for grades 9–10; plans must be updated annually with staff support and updated in grade 10 to reflect high school assessment results and access to advanced course options. Districts must offer interventions and notify parents or guardians annually until a student is on track to graduate. For students with IEPs, high school and beyond plans must align with school-to-postschool transition plans and be integrated into the statewide online IEP system to reduce duplication. The bill requires parent involvement to the greatest extent feasible, language access consistent with district policy, annual district communication to grades 8–12 about graduation pathway options, encourages community partnerships, specifies minimum plan elements, preserves local control over whether a student’s plan meets state board requirements, and directs the State Board of Education to adopt implementing rules. Legally, the bill creates a statewide program and makes procedural and administrative changes to existing law (amending RCW 28A.155.275 and RCW 28A.230.212) rather than creating a new crime or changing criminal penalties. Relevant statutory citations and related provisions are referenced in the text, but the chunked material does not include full content of those referenced statutes, the filing or approval date, detailed technical or operational specifications for the universal online platform, or any fiscal notes or additional sections that may exist elsewhere.

If enacted, the law will create a statewide, superintendent-run online system for individualized education programs that districts, charter, and state-tribal schools can use at no cost, and it will require schools to begin career inventories and high school and beyond plans by early secondary grades with scheduled updates tied to math assessment and other milestones. Practically, educators will need to use and update centralized plans more regularly, align IEP transition plans with students’ high school and beyond plans, provide annual parent notifications and supports for students off-track, and participate in statewide professional development and technical assistance provided by the superintendent in partnership with educational service districts or an information processing cooperative. The superintendent and partner agencies will take on development, maintenance, and training responsibilities, while school districts gain access to a free tool but still face added staff time and operational costs for ongoing plan updates, interventions, translation and family engagement, and annual outreach to families; the law promises reduced duplication for students with IEPs but does not specify where ongoing funding for building, operating, or covering districts’ increased workload will come from, leaving some fiscal and implementation details uncertain.