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Pasco Digital Learning Academy wins multdistrict licenses; district readies statewide outreach
Summary
Pasco’s digital learning programs IPAL (K‑8) and Pixel (grades 3–8) earned OSPI multi‑district licenses, allowing the district to accept students from across Washington; district officials said Pixel’s bilingual and 80/20 synchronous model could be uniquely attractive.
Pasco Digital Learning Academy staff told the School Board that two of the district’s online programs have earned multistrict licensing from the Washington Office of Superintendent of Public Instruction, enabling Pasco to accept out‑of‑district students statewide and potentially grow enrollment and related funding.
The change is significant because it allows the district to enroll students beyond its geographic boundaries and could increase full‑time equivalent (FTE) revenue; district leaders said they will market program features such as bilingual online classes, an 80/20 synchronous/asynchronous schedule and online music instruction.
An assistant superintendent who presented the overview described PDLA’s program portfolio: IPAL (an asynchronous K–12 alternative learning program), Pixel (grades 3–8 using an 80% synchronous / 20% asynchronous model), Virtual New Horizons (a high‑school version of the 80/20 model) and P3 (a 100% parent‑led K–8 option). She told the board PDLA programs have been offered about 12 years and consolidated under the Pasco Digital Learning Academy in 2022.
Both IPAL K–8 and Pixel 3–8 completed an OSPI application that required evidence on 52 criteria and submitted about 150 pages of supporting materials per application. IPAL K–8 received multdistrict approval in spring 2024 and Pixel earned approval in February 2025, the presenter said. The presenter added that Pixel appears to be the only online program in the state offering a bilingual online curriculum with the 80/20 model.
Early enrollment from other districts is small but present: the presenter reported five students from Kennewick, two from Richland, one from Grandview and two from West Richland currently enrolled in IPAL. Funding models differ by program: IPAL and P3 are alternative learning programs funded at about 80% of standard FTE; Pixel’s funding was described as a percent of FTE (district finance staff will confirm exact rates per interdistrict choice rules).
The presenter described staffing and service elements: K–12 IPAL staff include specialized teachers and facilitators; Pixel has bilingual elementary teachers, middle‑school teachers, paraprofessionals, resource room teachers and specialists for music, PE and robotics. The district reported continuing in‑year enrollment growth patterns for PDLA and plans to advertise the multdistrict licenses highlighting unique offerings.
Action and next steps: District staff said they will proceed with outreach and marketing to highlight Pixel’s bilingual online option and the 80/20 model, continue to track interdistrict enrollments, and refine fiscal modeling for FTE funding under choice transfers. No board action was required at the meeting.
Board members asked about transfer counts, FTE funding rates, and transferable student skills such as technology navigation; staff said students develop transferable digital skills and that the district would provide more detailed enrollment and revenue estimates as outreach grows.
