Senate Bill 6192 adds new requirements and programs and amends existing education law. It creates a "star teacher" selection in each educational service district (three math and three English language arts teachers annually, subject to available appropriations) with annual $10,000 bonuses for selected full‑time teachers and an additional $10,000 for those teaching in high‑poverty schools; these bonuses are added to salary but excluded from average salary calculations and salary limit provisions. The bill requires school districts to implement structured literacy (K–12, with K–4 emphasis) and structured numeracy (K–12, with K–4 emphasis) programs built from specified evidence‑based components, phases in implementation beginning 2026–27 and requires full implementation by 2028–29, and directs the Professional Educator Standards Board to adopt revised endorsement standards for reading and writing literacy by September 1, 2027, with educator preparation programs to incorporate those standards by 2028–29. The bill makes procedural changes to assessment, screening, intervention, and parent notification for third graders. It requires specific screenings (including dyscalculia screening) and screening at the end of kindergarten and third grade, mandates meetings between teachers and parents of third‑grade students likely to score below basic before assessment results are returned, requires district notification and parental consent processes for grade placement and intensive improvement strategies, and exempts students whose IEPs provide specially designed instruction. It establishes that students who scored basic or below basic on the prior‑year third‑grade statewide assessments must receive an intensive improvement strategy from a state menu of best practices (or an approved alternative), requires OSPI to convene expert panels and publish state menus (math menu by July 1, 2026; reading menu ongoing), and requires schools with more than 40% of tested third graders scoring basic or below basic to implement schoolwide intensive strategies, with specified exclusions from that calculation. Legally, the act adds new sections to multiple chapters of the RCW and amends existing sections (including RCW 28A.320.202 and RCW 28A.655.235), creating new programmatic and compensation rules and imposing substantive procedural requirements on districts, schools, and OSPI. It does not create a new crime or change criminal penalties; it primarily enacts programmatic, financial, and procedural changes. Some details are incomplete in the extracted text: the definition of "below basic" is cut off, the total appropriations referenced are not provided, the OSPI rule definition of "high poverty school" is not included, and portions of the bill referenced in cross citations are not fully shown here.

If enacted, the law will create new pay incentives for a small number of math and English teachers chosen annually by each educational service district, while forcing school districts to roll out structured, evidence-based reading and math programs K–12 with required screenings, family engagement, and targeted intensive supports for third graders and for any school where more than 40% of tested third graders score low. Practically this means some teachers will receive up to $20,000 a year extra if full time and working in high-poverty settings, many schools will need to run screening tests at kindergarten and third grade, hold pre-result meetings with families, offer or run summer and other intensive programs, and implement schoolwide interventions where low performance is concentrated; students with IEPs are handled through the IEP process and are exempt from certain screening/placement rules. The biggest impacts fall on school districts and educational service districts (new selection duties and ongoing program delivery), OSPI (must develop state menus of approved interventions and convene expert panels), and teacher preparation programs/PESB (must update endorsement standards by 2027 and be in place by 2028–29). Districts will likely face new staffing, screening, program and contracting costs and added administrative work for parent outreach and placement decisions, while selected teachers gain extra pay that is excluded from average-salary calculations. Key implementation details that affect cost and scope are missing from the provided text — notably total appropriations for bonuses and some definitional and program specifics — so the actual fiscal burden and exact requirements on districts remain uncertain.