Washington’s ESSA Consolidated Plan Review Tour

1. Washington’s ESSA Consolidated Plan Review Tour Dr. Gil Mendoza Deputy superintendent of k-12 education Gayle Pauley Assistant superintendent, special programs & federal accountability

2. Agenda • Welcome (5 minutes) • Presentation (40 minutes) • Open comment period related to OSPI's process in developing the plan and to the content of the draft plan (75 minutes)

3. Open Comment Process • Upon arrival, print your first and last name on the Review Tour Sign-in sheet. • If you would like to comment, please put a check mark in the requested comment box. • Each person signed up to comment will be called upon, in the order listed on the Review Tour Sign-in sheet. • The person called upon should go to the designated microphone. If accommodation is required, a microphone will be brought to you. • Each person will be allowed three (3) minutes to comment; dependent on the number of persons signed up to comment.

4. Every Student Succeeds Act • Signed into law on December 10, 2015 • Reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA) and replaces No Child Left Behind (NCLB)

5. What are some of the changes in the shift to the Every Student Succeeds Act?

6. ESSA Requirements

7. ESSA Requirements

8. ESSA Requirements

9. ESSA Requirements

10. ESSA Requirements

11. ESSA Requirements

12. Six Overarching Components Washington’s ESSA Consolidated Plan

13. This plan is organized into six major sections that address the requirements of ESSA. • Long Term Goals and Measurement of Interim Progress describes how the SEA established its ambitious long-term goals and measurements of interim progress for academic achievement. • Consultation and Coordination describes how the SEA and other stakeholders, including the public, worked together to develop the plan. • Challenging Academic Standards and Academic Assessments illustrates the state education standards in mathematics, English Language Arts and other disciplines. It shows the assessment systems used in Washington State and explains how our students will be career and college-ready through application of the standards and assessment processes. • Accountability, Support and Improvement for Schools defines key thresholds for schools – in academic achievement, graduation rates, English language proficiency, school quality and other measures. It outlines the support that will be provided to schools when necessary. • Supporting Excellent Educators defines what it takes to be an effective educator and describes the professional development and other supports offered to educators in Washington State. • Supporting All Students describes how all students in our state will have access to a fair, equitable, and high-quality education. It addresses the academic and non-academic needs of subgroups of students, and how the state will collect and use data to ensure a well-rounded and supportive education for all students.

14. Long term goals and Measurements of interim progress Long Term Goals and Measurements of Interim Progress • Academic Achievement • Graduation Rate • English Language Proficiency

18. Projected Timeline

19. Consultation and Coordination • Consultation and Coordination • Timely and Meaningful Consultation • Public Notice • OSPI set up a website for communicating with the public regarding Washington’s Consolidated Plan at www.k12.wa.us/essa. • Outreach and Input • OSPI held ten regional public forums across the state. • Coordination • Plan Coordination

20. ESSA Consolidated Plan Organizational Chart

21. Washington’s ESSA Consolidated Plan TeamOrganization Representation

22. Challenging State Academic Standards and Academic Assessments • Challenging Academic Standards and Academic Assessments • Alternate Academic Achievement Standards • English Language Proficiency Standards • Student Academic Assessments • State Assessment Requirements • Advanced Mathematics Coursework • Universal Design for Learning • Appropriate Accommodations • Languages Other Than English • System of Performance Management • Collection and Use of Data • Monitoring • Continuous Improvement • Differentiated Technical Assistance

23. Learning and Teaching Challenging Academic Standards and Academic Assessments Washington has adopted the Common Core State Standards (2011) and Next Generation Science Standards (2013). We have also adopted the Smarter Balanced Assessment (2015). Section 1111, 1(b)(1) (A-C) Challenging Academic Standards and Alignment with CTE Standards The state has demonstrated that the challenging state academic standards are aligned with relevant career and technical education standards for mathematics, reading or language arts, and science. Section 1111, 1(b)(1)(D)

24. Learning and Teaching Challenging Academic Standards and Alignment with Entrance Requirements for Credit-bearing Coursework in the System of Higher Education in the State The state has demonstrated that the challenging state academic standards are aligned with entrance requirements for credit-bearing coursework in the system of higher education in the state. Section 1111, 1(b)(1)(D) English Language Proficiency Standards and Alignment with Academic Standards The state has adopted English language proficiency standards that: • Are derived from the 4 recognized domains of speaking, listening, reading, and writing; • Address the different proficiency levels of English learners; and • Are aligned with the challenging state academic standards. Section 1111, 1(b)(1)(F)

25. Accountability, Support, andImprovement for Schools • Accountability, Support, and Improvement for Schools Accountability System • Indicators • Subgroups • Minimum Number of Students • Meaningful Differentiation • Participation Rate • Data Averaging • Including All Public Schools State Support and Improvement for Low-Performing Schools • Allocation of School Improvement Resources • Evidence-Based Interventions • More Rigorous Interventions • Periodic Resource Allocation Review • Other State Identified Strategies Identification of Schools • Comprehensive Support and Improvement Schools • Targeted Support and Improvement Schools Performance Management and Technical Assistance for Accountability, Support, and Improvement for Schools • System of Performance Management • Review and Approval of LEA Plans • Collection and Use of Data • Monitoring • Continuous Improvement • Differentiated Technical Assistance

26. Accountability PHASE 1 Academic Indicators School Quality or Student Success Proficiency Proficiency Proficiency Growth Graduation Rate Growth English Learner Progress English Learner Progress English Learner Progress Elementary Chronic Absenteeism Middle School Chronic Absenteeism Chronic Absenteeism High School 9th Graders on Track Advanced Course Taking

27. Accountability PHASE 2 School Quality or Student Success Academic Indicators Proficiency Proficiency Proficiency Growth Graduation Rate Growth English Learner Progress English Learner Progress English Learner Progress Elementary Chronic Absenteeism Chronic Absenteeism Middle School Chronic Absenteeism High School 9th Graders on Track Advanced Course Taking + Industry Certification • Additional measures will be considered for Phase 2: disproportionate discipline, teacher assignment and equity, and a school climate and engagement survey

28. Indicators: Weighting priority by category and grade band

29. Identification for Comprehensive Support Schools will be identified for Comprehensive Support based on the All students group in combination with targeted subgroups. (lowest 5 percent) • This approach emphasizes the importance of targeted subgroups’ performance. • The Achievement and Accountability Workgroup shall review data and consider different methods for the calculation (weights and proportions) in order to balance the importance of historically underserved populations but not skewing outcomes for schools with large populations of those students.

30. Accountability System High School Graduation Indicator Include more than one measure for the high school graduation indicator as part of the Annual Meaningful Differentiation of schools: • The 4-year adjusted cohort graduation rate as required • Extended-year adjusted cohort graduation rates: 5, 6, and 7-year cohort rates Section 1111 (c)(4)(B)(iii)(II)

31. Accountability System Annual Meaningful Differentiation Assign a 1–10 rating, name, and color code. Section 1111(c)(4)(C)

32. Accountability System Participation Rate The Achievement and Accountability Workgroup (AAW) shall develop details around state-determined consequences for schools that do not meet 95 percent participation rate. The AAW will define and recommend supports and technical assistance that would be used to help schools meet 95 percent participation. AAW would also recommend and define tiered accountability if improvement wasn’t made. Section 1111(c)(4)(E)

33. Programs Race & Ethnicity Targeted Support Identified Consistently Underperforming Race/Ethnicity Subgroups and Programs Bottom 10% of Targeted Subgroups (combined and stacked)

34. Accountability System English Learner Subgroup Definition The English learner (EL) subgroup will be identified as current English learner students only. Section 1111(b)(3)(B) English Language Proficiency Progress Measure With input from the Bilingual Education Advisory Committee and Achievement and Accountability Workgroup (AAW), OSPI will develop an EL progress measure over the next year. Using the second year of ELPA21 data, OSPI and the State Board of Education will conduct analyses and simulations. Section 1111(c)(4)(B)(iv)

35. Student Assessment System Exemption of 8th Grade Students in Advance Math Washington will not allow 8th grade students in advanced math to be exempted from the 8th grade math test. Section 1111(b) (2)(C) District Selection of Nationally Recognized Exam If a nationally-recognized test passes peer review in a state that has our same learning standards (CCSS), a committee of stakeholders should return to give input on how it would be implemented. The committee of stakeholders would have to include in the recommendation that using the alternate test would require a change in state law in order to allow the alternate test to be used to meet graduation requirements to avoid double testing. Section 1111(b) (2)(H)

36. Student Assessment System Verification of Select Assessments –Alternate Assessments for Students with the Most Significant Cognitive Disabilities The state is currently operating within the requirements of ESSA regarding assessment of students with the most significant cognitive disabilities, except in the following noted area, which should be addressed by OSPI: Score reports are not available in other languages. Section 1111(b) (2)(D)

37. Supporting Excellent Educators • Supporting Excellent Educators Systems of Educator Development, Retention, and Advancement • Educator Development, Retention, and Advancement Systems • Support for Educators • Resources to Support State-level Strategies • Skills to Address Specific Learning Needs • Evaluation and Support Systems • Education Preparation Programs Educator Equity • Definitions • Rates and Disproportionalities • Public Reporting • Root Cause Analysis • Identification of Strategies

38. Supporting Excellent Educators • Supporting Excellent Educators • Supporting Excellent Educators Performance Management and Technical Assistance for Supporting Excellent Educators • System of Performance Management • Review and Approval of LEA Plans • Collection and Use of Data • Monitoring • Continuous Improvement • Differentiated Technical Assistance

39. Supporting Excellent Educators Definition and criteria for effective educators (teacher and principals) Teacher and Principal Definition: Effective Teachers and principals will be identified as being effective if they receive the following summative scores on TPEP • 4- Distinguished • 3- Proficient Emerging Early Career Teacher and principals will be identified as emerging early career effective* in years 0-3 of their career if they receive a level 2-basic on TPEP. A level 2-basic, after three years of experience will be labeled ineffective. Ineffective Teachers and principals who receive a level 1-below basic in any year of their career will be identified as ineffective Should any federal and state funding be allocated to target ineffective educators, educators in the emerging early career effective category would qualify for job embedded professional learning.

40. Effective Educators Paraeducator qualification requirements Maintain paraeducator qualifications, as previously required under NCLB, until such time that the paraeducator standards recommended by the Paraeducator Workgroup are implemented by the Legislature with funding of a statewide paraeducator evaluation system. Paraeducator qualifications: All paraeducators must have the first, essential credential — a high school diploma or GED (General Educational Development). Paraeducators can provide a copy of their high school diploma — transcripts are not necessary.

41. Effective Educators Paraeducator qualification requirements (continued) With this credential in place, there are three educational pathways and one evaluation option a potential paraeducator can take to meet federal requirements. Educational Pathways: 1. Two years of study at an institution of higher education. The institution you choose must meet five criteria of the Higher Education Act, Section 101(a). All classes must be at level 100 or higher. 2. Associate degree or higher. All associate degrees are acceptable. 3. Pass the ETS ParaPro Assessment. The assessment measures, skills and content knowledge related to reading, writing and math. Evaluation Option: 1. Washington paraeducator portfolio or apprenticeship program — completed previously. Those meeting the apprenticeship requirements must present a journey card or certificate. The portfolio and apprenticeships are no longer offered for enrollment; however OSPI will continue to honor this pathway. Section 1111 (g) (B) and Section 2101 (c) (4) (B) (iii)

42. Effective Educators State level activities 3 percent of Title II funds dedicated for items 2 and 8 from the SEA State Activities List. 2) Developing, improving, or providing assistance to local educational agencies to support the design and implementation of teacher, principal, or other school leader evaluation and support systems that are based in part on evidence of student academic achievement, which may include student growth, and shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders, such as by— • developing and disseminating high-quality evaluation tools, such as classroom observation rubrics, and methods, including training and auditing, for ensuring inter-rater reliability of evaluation results. • developing and providing training to principals, other school leaders, coaches, mentors, and evaluators on how to accurately differentiate performance, provide useful and timely feedback, and use evaluation results to inform decision making about professional development, improvement strategies, and personnel decisions. • developing a system for auditing the quality of evaluation and support systems. 8) Providing assistance to local educational agencies for the development and implementation of high-quality professional development programs for principals that enable the principals to be effective and prepare all students to meet the challenging State academic standards.

43. Effective Educators • 1% of Title II funds dedicated for item 5 on the SEA State Activities List. • 5) Developing, improving, and implementing mechanisms to assist local educational agencies and schools in effectively recruiting and retaining teachers, principals, or other school leaders who are effective in improving student academic achievement, including effective teachers from underrepresented minority groups and teachers with disabilities, such as through— (I) opportunities for effective teachers to lead evidence-based (to the extent the State determines that such evidence is reasonably available) professional development for the peers of such effective teachers; and (II) providing training and support for teacher leaders and principals or other school leaders who are recruited as part of instructional leadership teams. Section 2101 (c) (3)

44. Supporting All Students Supporting All Students • Well-Rounded and Supportive Education for Students • Strategies, Rationale, and Timelines • Use of Federal Funds to Support Strategies • Performance Management and Technical Assistance for Supporting All Students • System of Performance Management • Review and Approval of LEA Plans • Collection and Use of Data • Monitoring • Continuous Improvement • Differentiated Technical Assistance

45. English Learners SEA will assist LEAs in meeting challenging academic standards expected of all students SEA to provide state assessments in native languages to the full extent allowed under ESSA Title I. Section 3113(b)(6)(B) Provide effective teacher and principal preparation and professional development activities related to the education of ELs SEA will support preservice and in-service teachers and principals to acquire competencies related to the effective instruction of ELs. It is the intention that all teachers are attending to ELP standards within their respective content area(s). The SEA will effectively collaborate with LEAs and educator programs to increase offerings for continued professional learning. Section 3113(b)(2)(A-E)

46. Parent and Community Engagement Devote resources and staff to ensure schools, districts, and OSPI support and grow family and community engagement. This effort on family and community engagement is the undergirding to support the success of all students and families, reduce the opportunity gap, and develop more culturally responsive and inclusive schools. Schools, districts, and OSPI must recruit, hire, train, and retain all staff for this commitment to cultural responsiveness, inclusion, and family-community-school engagement. Families, communities, community-based organizations, civic groups, youth service groups, ethnic and racial affinity and support groups, and faith-based organizations provide vital input and wisdom about their students. All staff should leverage this knowledge to improve school policies and practices. When planning for, or implementing racially and culturally equitable and inclusive (e.g., disability, gender, faith, language) family and community engagement efforts, schools, districts, and OSPI must focus on reaching and developing ongoing relationships with families and students whose voices have been lost or not heard as well by holding diversity and inclusion as core values. Washington’s students and families come from diverse communities, life experiences, and perspectives and enrich our schools with their input and support.

47. Parent and Community Engagement SEA supports collection and dissemination of effective engagement strategies Research-based family and community collaboration must be woven into all of the federal programs as a key instructional and school improvement strategy. Family and community collaboration must be a focal point of ESSA implementation. OSPI must ensure that federal programs work together and their individual requirements and efforts are not in conflict or duplicative, given limited resources. Section 1111(g)(2)(F) OSPI/LEA builds parent and family capacity to be engaged in activities and requirements funded by Section 1116 Districts andschools will be encouraged to increase transparency and communication of district and school funding available for family and community collaboration. Section 1116(e)

48. Early Childhood Education State Agency Preschool Technical Assistance and School District Plans State and Regional Technical Assistance • Provide capacity at the Office of Superintendent of Public Instruction (OSPI), to provide technical assistance to school districts regarding: The availability and use of ESSA funds for serving prekindergarten children (e.g., Title I, Title II, Title III); creating quality preschool programs; how to create socioeconomically diverse classrooms using multiple funding streams; transitions into kindergarten; Head Start requirements; and other related information. This state-level technical assistance ESDs, Child Care Aware, and/or regional offices of the Department of Early Learning. Website • Create a section on the OSPI website that will provide information to school district staff pertaining to expanding high quality prekindergarten programs in school districts that would include information on the Head Start standards, blending and braiding funding streams, best practices, model programs, and other useful information. Section 1111 (g) Section 1112 (b)

49. Early Childhood Education ESSA Guides for School Districts and Private Schools Prior to the development of school district consolidated plans, the federal government or OSPI will create a guide for school districts that summarizes the early childhood provisions in ESSA and the new opportunities that school districts have to serve prekindergarten children and to provide professional development (PD) opportunities for early learning professionals. As part of the guide, information will be provided discussing the options that school districts have in collaborating with private schools and other early learning providers in providing joint PD and sharing ESSA funded tools and resources. In addition, the federal government or OSPI will create and distribute a guide for private schools that provides information regarding the assistance that is available to private schools through ESSA.

50. Early Childhood Education School District Planning When school districts are preparing their plans for utilizing ESSA funding, provide opportunities (e.g., face-to-face meetings, webinars) for school district staff to understand ways to utilize ESSA funds for early childhood programs and activities. School District Planning Tool • OSPI should review the current early childhood provisions/questions in its planning tool to determine if early learning is adequately addressed. Assessing Community Need and Technical Assistance • OSPI and the Department of Early Learning should either identify, or develop, a process that school districts and communities can use: to assess the need for additional preschool opportunities in their community, to determine how best to meet the need, and how to provide technical assistance to organizations identified as potential sources for additional opportunities.