Transcript SUMMARY OF ENGROSSED SUBSTITUTE SENATE BILL (ESSB) 5946 2013 LEGISLATIVE SESSION Update as of September 12, 2013

SUMMARY OF
ENGROSSED SUBSTITUTE SENATE BILL
(ESSB) 5946
2013 LEGISLATIVE SESSION
Update as of
September 12, 2013
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PART I
Learning to Read, Reading to Learn
Summary
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Reading and Early Literacy Systems (Sections 101 – 103)
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OSPI is responsible for:
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Working with state and regional partners (including ESDs,
Department of Early Learning, and higher education) to
implement Washington’s Comprehensive Literacy Plan, Birth to
Grade 12
Providing models to support multi-tiered systems of support for
struggling (such as Response to Intervention (PBIS), Positive
Behavior Interventions and Support (PBIS), etc.)
Working in partnership with the ESDs and higher education
partners to provide technical assistance and professional
development opportunities for school districts
Summary
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Reading and Early Literacy Systems, Cont.
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Each ESD will have a K-4 Literacy Coordinator to support
regional professional learning and technical assistance as
part of the statewide ELA system.
School districts are responsible for providing a comprehensive
system of instruction and services in reading and early
literacy to kindergarten through fourth grade students that is
based on the degree of student need for additional support.
These systems must include:
Annual use of screening assessments.
 Research-based family involvement and engagement strategies.
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Progress Reporting (Section 104)
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Each school district shall require that report cards for students in K–4
include information regarding student progress on acquiring reading skills
and whether students are at grade level in reading.
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Schools must report to the district, and the district must report to OSPI
annually:
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Schools must explain to parents/guardians which interventions/strategies will
be used to support the student and what strategies can be used at home to
support
The number of students in grades K–4 that are reading below grade level
(disaggregated by subgroup); and
The interventions that are being used to improve the reading skills of the
students (disaggregated by subgroup)
OSPI submits an annual report of this information to the Legislature and
the Educational Opportunity Gap Oversight and Accountability Committee.
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Progress Reporting, Cont. (Section 105)
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Beginning with the 2014-15 school year, for any student scoring
“basic” or “below basic” on the statewide third grade assessment
schools must:
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Schedule a meeting before the end of the year between the
parent/guardian, teacher, and principal (or designee) to explain to the
parent or guardian which interventions and strategies will be used to
help improve the student’s reading skills and appropriate grade
placement for the student
For students to be placed in 4th grade, strategies must include an
“intensive improvement strategy” provide by the district that includes a
summer program or other option agreed upon by the family and school.
“Fully inform” and obtain consent from the parents and/or guardians
about all decisions
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Intervention (Section 106)
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Beginning in the 2015–16 school year school districts must
implement an intensive reading and literacy improvement
strategy from a state menu for any student who scored basic or
below basic in the previous year on the third grade statewide
English language arts assessment.
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If necessary, districts may use an “alternative practice or strategy”
approved by OSPI for two school years initially.
The state menu must include:
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Best practices and strategies to improve reading and literacy
Strategies for English Language Learners
System improvements that schools and districts can implement to
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Intervention, Cont. (Section 106)
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Beginning in the 2014–15 school year a meeting must be
scheduled for any student who scores below basic on the third
grade statewide student assessment in English language arts
to discuss appropriate grade placement and intensive
remediation strategies.
In order for students to be placed in fourth grade the
strategies discussed must include an intensive improvement
strategy identified to meet the student’s need to prepare for
fourth grade.
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PART II
Requiring the Learning Assistance Program
(LAP) to be Evidence-based
Summary
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Compliance
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Reducing disruptive behavior in the classroom is added to
the statutory purpose of the LAP.
School districts implementing a LAP are required to focus
first on addressing the needs of students in grades K–4.
LAP plans are eliminated.
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Data Reporting
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Beginning in the 2014–15 school year districts must annual
entrance and exit performance data for each student
participating in the LAP in the statewide individual student
data system.
By August 1, 2014 and each August thereafter, school
districts shall report to OSPI:
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The amount of academic growth gained by students participating
in LAP.
The number of students who gain at least one year of academic
growth.
The specific practices, activities, and programs used by each school
building that received LAP funding.
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Program Design
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Beginning in the 2015–16 school year LAP expenditures
are to be tied to the strategies in section 106 of this
legislation regarding intensive interventions for students
who score basic or below basic on the third grade
statewide English language arts assessment.
Beginning in the 2016–17 school year school districts must
use a practice or strategy that is on a state menu
developed in accordance with this legislation.
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Program Design (continued)
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Beginning in the 2016–17 school year school districts may
use a practice that is not on the state menu for two years
initially, and continued use of such practice is contingent
on showing levels of improvement over that time period
that are commensurate with the best practices and
strategies on the state menu.
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PART III
Student Discipline
Summary
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Discipline Task Force
OSPI is charged with convening a discipline task force to
develop:
 Standard definitions for causes of student disciplinary
actions taken at the discretion of the school district.
 Data collection standards for disciplinary actions that are
discretionary.
 Data collection standards for disciplinary actions that
result in the exclusion of a student from school.
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Discipline Task Force (continued)
OSPI shall revise the statewide student data system to
incorporate the task force’s recommendations and begin
collecting data based on the revised standards in the 2015–
16 school year.
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Suspensions and Expulsions
Effective September 28, 2013:
 An expulsion or suspension of a student may not be for an
indefinite period of time.
 Emergency expulsions must end or be converted to
another form of corrective action within ten school days
from the emergency removal from school.
 Any corrective action involving a suspension or expulsion
from school for more than ten days must have an end
date of not more than one calendar year from the time of
corrective action.
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Suspensions and Expulsions (continued)
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School districts are encouraged to make efforts to have
suspended or expelled students return to an educational
setting as soon as possible.
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Questions and Responses
Parts I, II, and III
See “ESSB 5946 Q&A” Document
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PART IV
Educator Support Program
Summary
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The Educator Support Program is established to provide
professional development and mentoring support for
beginning educators and educators on probation.
Subject to funds appropriated for this purpose, OSPI shall
allocate funds for the Beginning Educator Support Team
(BEST) on a competitive basis to individual school districts
or consortia of districts (no funds were appropriated for
the purpose in the 2013–15 biennium).
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PART V
Alternative Learning Experiences
Summary
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Changes to the Definition of ALE
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Statutory references to ALE “programs” are changed to “courses.”
ALE courses, or coursework in the case of Grade K–8, are defined
as a delivery method for the program of basic education which is:
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Provided in whole or in part independently from a regular classroom
setting or schedule, but, may include some component of direct
instruction;
Supervised, monitored, assessed, evaluated, and documented by a
certificated teacher employed by the school district or under contract as
permitted by applicable rules; and
Provided in accordance with a written student learning plan.
Definitions are provided for online, remote, and site-based ALE
courses.
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Funding for ALE
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School districts are permitted to claim state funding for
students enrolled in online, remote or site-based ALE
courses.
ALE courses offered for high school students must meet
district or state graduation requirements and be offered
for high school credit.
Beginning in the 2013–14 school year funding per fulltime equivalent (FTE) student enrolled in ALE courses shall
be based on the annual average allocation per FTE
student in Grades 9–12 in general education.
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Compliance and Accountability
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Each school district offering or contracting to offer ALE courses
must:
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Report annually to OSPI the course types and offerings, and the number
of students participating in each;
Document the district of residence for each student enrolled in an ALE
course; and
Beginning in the 2013–14 school year and ending in the 2016–17
school year, pay for costs associated with a biennial measure of student
outcomes and financial audit of the district’s ALE courses by the State
Auditor.
Beginning in the 2013–14 school year districts must designate
ALE courses as such when reporting course information to the
OSPI.
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Questions and Responses
Parts IV and V
What questions are you getting?
Other Questions?
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Thank you.