I signed my first education employment contract in WA State in 1993 and have been an “insider” ever since. My last position as Director of Special Education ended July 2020. However, as an education advocate since 1998, I have been working across the country, in small and large districts through the IEP process ever since.
Most things related to special education as well as education in general are similar across the nation. Nevertheless, three things stand out within a comparison between WA State and most other states: CHARTERS, IEP GOALS, and FBAs.
GOALS: Today, I completed an initial IEP meeting for a 4 year old within the AUTISM eligibility perspective. Most everything looked similar to what I experience in WA State. However, goals were different: Not the wording nor the assessments, but the number. Within two service areas, Social Emotional and Communication, there were a total of 8 related goals. In contrast, within many WA guided IEP documents, the process seems to minimize the goals toward 1 or 2 per area. This always seems too few when we are addressing a wide range of skill gaps and needs. In fact, I see this contrast everyday when I attend IEP Meetings in WA versus other states. Certainly, there are no rules within governing IDEA that minimize the goals but the “culture” within WA State leans into “less is more”. And we can create our own reasons for this.
FBA’s (FUNCTIONAL BEHAVIOR ASSESSMENTS): Again, there is a “cultural” difference between WA State and other states based upon my experience when addressing the resources found within a FBA. For example, in most situations outside of WA State, when there are behavioral concerns or misunderstandings related to the purpose associated with dysregulation, in most school districts I have rarely faced push back against a FBA request for the team wants to learn more and the FBA provides a deeper dive into behavior analysis. In contrast, unless the student is destroying a classroom or aggressive behavior poses a threat to others, the IEP Team is reluctant to intervene with an FBA. It’s as if the need for an FBA is “saved” for unusual circumstances. Or … the School Psychologists are over-whelmed and have little time for the observations. Again, we can have our own interpretation of this practice, but I will say, the “exclusive” application of an FBA is clearly implemented in WA!
ChARTER SCHOOLS: Within WA education circles, this is the true “C” word: Charters. While there are over 5400 Charter School across the US based upon recent March 2026 data, there are only 17 in WA State. Charters have been sold as “bad for education” within a wide range of WA social media platforms. And this has been the basic theme since charter education started up in 1992 in Minnesota. Nevertheless, I have attended many IEP Meetings across the country within charter programs and I have a much different experience than the typical anti-charter propaganda: I see administrators and teachers stretching themselves toward innovation and a wider band width of instructional practices. Many of these schools use alternatives to the standard publishing house curriculum books and often implement what’s known as Universal Design for Learning strategies; which are established as a meaning-centered approach to learning. Certainly, since teaching and learning are an extension of the human condition, there are NO magic bullets within any system of learning but I do see innovation across many of these schools. Whereas, in 2026, charters are still perceived in WA State as controversial and a dividing issue.
When I asked a school principal about her experience within a charter back east, she stated: “Yes, I came from the traditional public setting and stepped away from the school setting altogether for a brief time due to the restrictions placed upon educators that limited their ability to meet students’ needs. It was only when I learned that in the Charter sector the autonomy to meet student needs on a more individualized level existed, that I chose to enter back into a school leadership role. Now, granted there are a fair share of its own unique challenges in Charter world, and it has by no means been all butterflies and rainbows, but the special team that has been curated at our individual campus, within our network of charter schools, has lent itself well to focussing on what brought us all to the table in the first place, the kids.”
CHARTER ALTERNATIVE IN WA STATE: ALE SCHOOLS: Within the context of WA State public schools, one of the hidden secrets found within the system is an innovative set of schools within the OSPI (State Superintendent) ALE Program [Alternative Learning Experience]. Many districts across the state have “alternative” programs including online, homeschool based, or simply “alternatives” on district property. And many are really innovative; like charters.
For example: While I was the Director of Special Education at Quilcene School District as well as when I was a finalist for a administration position at Orcas Island School District, I discovered both districts had exceptional alternative programs for homeschool based families across the state. In fact, the wide range of resources, curriculum, and services, especially special education, were amazing! I STRONGLY recommend these two programs and so do many parents for both often have “wait lists” to get in.
For more information about ALE programs across the state, check out the following: Alternative Learning Experience.
Just know, each one is likely much different than the next.
Until our paths cross … Happy Summer!