2026-27 School Year Budget
We know our community values clear, transparent information about the district’s budget. This page brings together budget documents and resources for the 2026-27 school year, including enrollment, staffing, and allocation information, as well as prior-year materials to provide context and support informed engagement.
OSD Budget Documents
Additional Resources
2026 OSD Community Budget Survey: What We Heard
The 2026 Olympia School District budget survey received 2,536 responses from families, staff, students and community members. Overall, respondents emphasized protecting the parts of school that most directly shape students’ daily experience, especially teacher relationships, safety and well-being, class size, staff positions, counseling and mental health support, and special education services. Adults, particularly families and staff, placed stronger emphasis on class size, staffing, safety and teacher relationships, while students more often highlighted course options, clubs and athletics, music and arts, and career and college readiness.
When asked about possible trade-offs, respondents were generally more open to reductions farther from the classroom, such as reducing district administration, consolidating programs, or delaying curriculum purchases, than to reducing school-based staff. Across groups, reducing school staff was among the least acceptable options, and families and staff also expressed strong concern about increasing class size.
Community Listening Session #1: OSD Budget Feedback
At the first Olympia School District budget listening session, participants consistently emphasized the importance of relationships, belonging, and student support. Many shared that students feel most connected at school when they have trusted adults, strong peer relationships, safe and inclusive environments, and access to programs that help them feel seen, supported, and engaged. Arts, music, athletics, clubs, libraries, counselors, family liaisons, and small class sizes were all mentioned as important parts of that experience.
When asked what matters most for student success, participants most often pointed to strong relationships between students and staff, safe and welcoming school environments, academic opportunities, and access to counseling and mental health supports. Many also highlighted the importance of protecting broad, equitable access to enrichment opportunities and student supports across the district.
Participants also asked for continued transparency and clear communication as budget decisions move forward. Comments reflected a desire for plain-language explanations, clearer information about staffing and spending, long-term planning, and more opportunities for community involvement in the process.
Looking ahead, many participants encouraged the district to continue investing in experiences that prepare students for the future, including outdoor learning, science, arts, music, world languages, life skills, career-connected learning, and balanced, thoughtful use of technology.
Community Listening Session #2: OSD Budget Feedback
At the second Olympia School District budget listening session, participants again emphasized that students feel most excited, connected, and like they belong at school when they have strong relationships, consistent support from trusted adults, and access to opportunities that help them feel engaged and included. Music, art, clubs, sports, libraries, counselors, family liaisons, welcoming school culture, and meaningful relationships with teachers and staff were all named as important parts of students’ day-to-day experience at school. Participants also highlighted the value of student voice, engaging learning, family connection, and opportunities for students to explore their interests.
When asked what matters most for student success and should be protected during budget reductions, many responses pointed to strong relationships between students and staff, academic programs and course offerings, safe and welcoming school environments, and access to counseling and mental health supports. Music, visual arts, extracurricular opportunities, college and career readiness, low class sizes, neighborhood schools, and support for families were also recurring priorities. Across many responses, participants emphasized the importance of protecting both core academics and the experiences and supports that help students feel connected, confident, and well-rounded.
Participants also shared a strong desire for clearer communication and greater transparency as budget decisions move forward. Comments called for more accessible, easy-to-understand budget information; clearer explanations of how decisions are made; more detail on spending and staffing; stronger long-term planning; and broader opportunities for public input. Several responses also reflected a desire for earlier communication about possible future changes and more meaningful dialogue with families and community members throughout the process.
Looking ahead, many participants encouraged the district to continue investing in experiences that prepare students for the future while preserving the human side of learning. Common themes included applied, hands-on learning; arts and music; science and math; career and life skills; civics; critical thinking; media literacy; social-emotional development; nature-based learning; and strong family and community supports. Many comments also called for thoughtful, balanced use of technology, emphasizing relationships, creativity, and opportunities for students to connect, explore, and learn beyond screens.
Student Listening Sessions on OSD Budget
Secondary School Student Listening Session Summary Across all secondary schools (TMMS, CHS, Reeves, WMS, OHS, Jefferson MS, Avanti, ORLA), students shared clear and consistent priorities about what matters most in their school experience, with some important nuances across different school models.
Priority Area
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Trend Across Schools
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Feeling Safe & Supported
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Top priority across nearly all groups
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Relationships with Teachers
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Consistently top 2-3
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Clubs, Athletics and Activities
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Strong priority for engagement
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| Mental Health Supports |
Consistently high priority |
Students consistently emphasized that relationships, belonging, and safety are foundational to learning. Across schools, students highlighted the importance of strong connections with teachers and access to trusted adults. For example, students at CHS and OHS spoke about teachers who make learning engaging and responsive, while ORLA students emphasized the benefits of a smaller, K–12 model that fosters close relationships.
Clubs, athletics, music, theater, and arts are viewed as central—not optional—because they drive connection, identity, and engagement. Students at middle schools and comprehensive high schools frequently identified sports and music programs as essential, while students at Avanti and ORLA emphasized creative expression and arts as core to their experience.
Students value choice and relevance in learning. Across schools, electives, CTE programs (such as woodshop and robotics), IB coursework, and Running Start opportunities were highlighted. Avanti students emphasized flexibility, hands-on learning, and multiple ways to demonstrate understanding, while ORLA students specifically noted the importance of Running Start and real-world learning pathways.
Students also expressed concern about the impact of budget reductions on class size, individual support, and services for students with disabilities. At several schools, students raised questions about how larger classes could affect learning and whether supports would remain in place.
Across all schools, students consistently identified priorities that should not be reduced: mental health supports, strong teaching staff, music and arts programs, clubs and athletics, and career and college readiness opportunities.
Overall, students emphasized that connection, belonging, creativity, and relevance drive their success. Budget decisions that preserve these elements—while recognizing the unique strengths of different school models—will have the greatest impact on student learning and well-being.
Student Listening Session Results (by secondary school):
Thurston County Legislators
22nd District:
35th District: