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As many of you know, OSPI has completed its permanent rulemaking process regarding student discipline. The updated permanent rules took effect on July 11, 2025. These rules mostly mirror the emergency rules issued in September 2024, but also include additional changes that school districts should carefully review. To help school districts comply with the new requirements, WSSDA has updated its model student discipline policy and procedure, 3241/3241P.

As you know, OSPI released emergency discipline rules related to classroom exclusions at the start of the school year. They have now opened public comment as part of their permanent rulemaking process. We need our school leaders to submit feedback to OSPI. Even if changes in your building have been subtle, your voice matters. We must ensure your perspectives as principals and assistant principals are heard. If you don’t tell your story, someone will tell it for you.

The Office of Superintendent of Public Instruction (OSPI) just filed emergency rules clarifying and updating Chapter 392-400 WAC Student Discipline (see OSPI Rulemaking Activity website). OSPI plans to also conduct permanent rulemaking concerning Student Discipline. The emergency rules are effective immediately and the permanent rules are anticipated to be in effect by the 2025–26 school year. OSPI worked in collaboration with our team at 51¸£ÀûÉç, practicing principals, assistant principals, and teachers, as well as the Washington Association of School Administrators, the Washington Education Association, and the Washington State School Directors' Association to guide the updates and rule clarifications. These changes reflect important shifts in enhancing the learning environment through leadership and policy integration at the local level.

Members at all levels across the state continue to report that responding to student behavior is the number one issue impacting their own mental health, well-being, job satisfaction, and frankly, willingness to stay in the profession. Living in a constant reactive state to the unknown behaviors that surface daily is draining both emotionally and physically. It’s a pace that is not sustainable or realistic. Something must be done.

Back in June, we gathered a small cadre of principals, superintendents, and staff members from 51¸£ÀûÉç and WASA to begin to identify short-term and long-term solutions to the leadership crisis in our state. We must do something to reverse the course of high turnover rates, small candidate pools, and decreased job satisfaction. While the focus of this committee is starting with easing the pressure on principals, it is much larger in scale. It’s about the entire leadership pipeline in our K12 educational system. If we want great future superintendents, we must cultivate and support future and current school leaders.