Senate Bill 6122 amends RCW 28A.150.260 and repeals RCW 28A.300.476. It changes how the state allocates basic education funding to school districts by specifying a distribution formula (to be recommended by the governor and optionally by the superintendent) based on prototypical schools, actual average FTE students, minimum allocations for small schools, and other omnibus appropriations act factors. The bill is an appropriation and procedural change to K–12 funding law, not a criminal or penalty provision. The bill specifies prototypical school sizes and precise average class sizes used for funding (K–3 through grades 9–12), provides enhanced funding for high school laboratory science with a lab course factor, sets CTE and skill center average class sizes and approval requirements, and lists minimum staffing allocations for many staff categories (including a central administration minimum of 5.30% of staff units). It requires OSPI to post state per-pupil allocations for general apportionment and named categorical programs on its main webpage and requires districts to link to that report. It establishes a minimum materials, supplies, and operating allocation ($1,614.28 per FTE, plus $214.84 for grades 9–12) with annual inflation adjustments beginning 2026–27 and requires districts to report disaggregated expenditures for these categories to OSPI starting in 2026–27; OSPI must develop related rules and collect data on certain uses of increased staff allocations for 2024–25. The bill also directs the omnibus appropriations act to specify amounts for exploratory and preparatory CTE courses, and it sets minimum statewide average service levels (hours per week) and class-size bases for the Learning Assistance Program, high-poverty LAP supplements, the Transitional Bilingual Instruction Program (including exited-TBIP), and the highly capable program. It requires a biennial review of the basic education distribution formula by the governor and superintendent, preserves the prior year’s formula if the legislature rejects a recommendation without adopting a new one, requires OFM to review reported FTE monthly, and requires legislative committee approval before changes to the FTE definition take effect. Some specific details are incomplete in the provided text: the list of expenditure categories districts must report is cut off, certain referenced subsections and chapters are not shown, and portions of the staffing allocation table and other omnibus-appropriations specifications are not fully visible in the extracted facts.

If enacted, the bill changes how state K–12 dollars are calculated and reported: districts would get allocations based on “prototypical” school models with specific average class sizes and minimum staff and central administration staffing percentages, plus set per-student amounts for materials and extra grades 9–12 needs that are indexed to inflation starting in 2026–27. The bill also establishes minimum service-hour funding levels for Learning Assistance, Transitional Bilingual, and highly capable programs, provides enhanced funding rules for lab science and approved CTE courses, requires the superintendent to publish per‑pupil allocation tables and districts to link to that report, and requires districts to begin reporting detailed materials, supplies, and operating expenditures to OSPI starting in 2026–27; it also repeals a prior report requirement for physical, social, and emotional support staff. School districts are most affected: they will see changes in how much state money they receive for staff, programs, and materials, face new reporting and website-linking duties, and may need to use increased staff allocations in 2024–25 to shore up paraeducator, office support, or noninstructional aide pay or avoid layoffs as OSPI directs and then report how those funds were used. OSPI, the governor, the legislature, and OFM take on more reporting, rulemaking, and review work; some important implementation details (complete lists of spending categories, omnibus appropriations adjustments, and certain subsection exceptions) are not shown in the extracted facts, so the full practical impact and timing for some provisions remain uncertain.