Transcript Washington Regional Forums Presentation

Every Student Succeeds Act
Washington Regional Forums
DR. GIL MENDOZA
DEPUTY SUPERINTENDENT, K–12 EDUCATION
GAYLE PAULEY
ASSISTANT SUPERINTENDENT, SPECIAL PROGRAMS & FEDERAL ACCOUNTABIL ITY
Agenda
• Welcome (10 min.)
• Every Student Succeeds Act (ESSA) review (10 min.)
• Development of the ESSA Consolidated Plan (10 min.)
• Open discussion for the community to provide
feedback (90 min.)
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ESSA Review
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Washington Regional Forums Every Student Succeeds Act Key Messages
Washington's Regional Forums are designed to gather broad-based
public input on how our state could implement key areas of the
Every Student Succeeds Act (ESSA), which:
• Builds upon ongoing efforts to improve educational
opportunities for all students while giving states more authority
to chart their own courses.
• Emphasizes the close relationship between state, federal, and
local policy.
• Provides an opportunity for states to create a new accountability
system (while considering our state laws), including defining an
accountability system that will be fair, reliable, easier to
understand and more meaningful for kids and parents.
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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)
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Every Student Succeeds Act
• Holds all students to high academic standards that prepare them for success in college
and careers.
• Ensures accountability and guarantees that when students fall behind, steps are taken
to help them and their schools improve; focuses on the very lowest-performing schools,
high schools with high dropout rates, and schools where subgroups are falling behind.
• Continues to ensure that parents and educators have annual assessment information
about how students are doing, while supporting states and districts in reducing
unnecessary, onerous and redundant testing.
• Empowers state and local decision-makers to develop their own strong systems for
school improvement.
• Protects students from low-income families, students of color, English learners, and
students with disabilities from being taught at disproportionate rates by ineffective,
inexperienced, and out of field teachers.
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Basic Structure
Some sections look like the No Child Left Behind Act
(NCLB):
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•
•
•
States select content and achievement standards
Student achievement data is reported out by subgroup
Schools and districts are held accountable for student success
Funding flows from the U.S. Department of Education to states,
then to districts, then to schools
• Maintains major formula grant funding streams and a number
of competitive programs
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Key Changes
The State is in the driver’s seat:
• Much more authority to make decisions, choose academic
standards and assessments, goals, and means of
accountability
• Is responsible for enforcing many requirements
• Many acronyms have been eliminated (No more AYP, HQT,
SES)
• Limitations on the U.S. Department of Education’s
authority
• Consolidates/eliminates many smaller grant programs
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Implementation Timeline
• Full implementation of the Every Student Succeeds Act (ESSA) is required
beginning in the 2017─18 school year
• U.S. Department of Education is working on ESSA guidance
• To date, no publication timeline has been provided
• Draft proposed rules on state plans are open for public comment from the
U.S. Department of Education at
https://www.federalregister.gov/articles/2016/05/31/201612451/elementary-and-secondary-education-act-of-1965-as-amended-bythe-every-student-succeeds
• Comments are due August 1
• U.S. Department of Education’s Frequently Asked Questions Transitioning
to the Every Student Succeeds Act (ESSA) at
http://www2.ed.gov/policy/elsec/leg/essa/faq/essa-faqs.pdf
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Development of the
ESSA Consolidated Plan
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ESSA Consolidated Plan
The Office of Superintendent of Public Instruction must submit a Consolidated Plan to the U.S.
Department of Education for approval (tentatively scheduled for November 2016).
• Development of the Consolidated Plan must include consultation with a number of entities – Governor,
state legislators, the State Board of Education, district and school educators, representatives of Tribes,
education organizations, parents, and other community partners
• The Consolidated Plan must be sent out for public comment for at least 30 days before submission
• The Consolidated Plan will be submitted to the Washington State Legislature for their review for at least 30
days before submission
• The Governor has 30 days to sign-off on the ESSA Consolidated Plan
• The U.S. Department of Education has 120 days to approve the plan
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ESSA Consolidated Plan Organizational
Chart
Supt. of Public
Instruction
OSPI ESSA
Leadership
Team
Federal Programs
(Lead: Gayle
Pauley)
Accountability
System
(Lead: Gil
Mendoza
& Ben
Rarick)
Learning &
Teaching
(Lead:
Kathe
Taylor)
Student
Assessment
System
(Lead:
Robin
Munson)
School &
District
Improvement
(Lead:
Michael
Merrin)
ESSA Consolidated
Plan Team
Effective
Educators
(Lead:
Maria
Flores &
Sue
Anderson)
English
Learners
(EL)
(Lead: Mea
Moore)
Fiscal
(Lead: Kim
Brodie)
Report
Card
(Lead:
Deb
Came)
Parent &
Community
Engagement
(Lead: Paula
Moore)
Early
Childhood
Education
(Lead: Bob
Butts)
Students
With
Disabilities
(SWD)
(Lead:
Doug Gill)
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Washington’s ESSA Consolidated Plan
Team Organization Representation
Association of Washington School Principals Professional Educator Standards Board
Washington Education Association
Bilingual Education Advisory Committee
Special Education Advisory Council
Washington State Commission on African
American Affairs
Commission on Hispanic Affairs
State Board of Education
Washington State Commission on Asian
Pacific American Affairs
Educational Opportunity Gap Oversight and State Legislature
Accountability Committee (EOGOAC)
Washington State Parent Teacher
Association
Educational Service Districts
Title I Committee of Practitioners
Washington State Public School Employees
Governor’s Office
Tribes
Washington State School
Director’s Association
Office of Superintendent of Public
Instruction
Washington Association for Learning
Alternatives
Washington Student Achievement Council
Partnership for Learning
Washington Association of School
Administrators
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ESSA Workgroups Tasks
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Accountability System Workgroup
• Make annual accountability determinations for all public schools/districts based on clear goals to advance continuous
improvement.
• Establish long-term goals, including measurements of interim progress:
o For all students and each subgroup for academic achievement and graduation
o For EL progress
• Establish system to annually differentiate schools using indicators. Determine weighing of that system.
• Establish method to identify schools for support and improvement.
• For adjusted cohort grad rate, determine method for assigning students to a school.
• Establish a clear, shared vision for the role of accountability and how it connects- as a process- to meaningful supports and
continuous improvement for all public schools/districts.
• Ensure meaningful accountability goals for performance and improvement for all public schools and subgroups, such that all
students are on track to college and career readiness.
• Consider additional measures of school quality and equity.
• Ensure that any “super” subgroups promote inclusion rather than masking certain subgroups.
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Learning and Teaching Workgroup
• Review current standards to assure that the academic content are
aligned with college entrance requirements and relevant Career and
Technical Education (CTE) standards.
• Recommend ways that the Every Student Succeeds Act funds could
support academic standards.
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Student Assessment System Workgroup
• Confirm that state assessments (Smarter Balanced, MSP Science, Biology EOC, WA-AIM,
and ELPA21) comply with ESSA requirements.
• Recommend whether 8th grade students in advanced math should be exempted from the
8th grade math test.
• Recommend whether OSPI should allow a school district to substitute a nationallyrecognized exam for the required assessment, and if so, by what process.
• Recommend how for “Recently arrived English Learners’” will participate in state
assessments.
• Recommend whether auditing assessment systems (for quality and burden) should be
undertaken.
• Recommend whether the State should set a cap on the amount of time devoted to
assessments in each grade.
• If time, generate ideas for possible Enhanced Assessment Grant proposals.
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School and District Improvement
Workgroup
• Based on the state’s accountability system, identify and ensure significant,
sustained, evidence-based interventions to dramatically improve school
quality and outcomes in lowest-performing schools and schools with lowestperforming subgroups, and to do so on an ambitious though reasonable time
frame.
• Consider how these school improvement plans/strategies will be informed by
data analysis and deeper diagnostic review, stakeholder engagement, etc.; will
address essential elements that research and evidence indicate are important;
and will be subject to systems of periodic review and continuous
improvement.
• Address what is needed to assist districts in meeting new Every Student
Succeeds Act school and district improvement requirements.
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Effective Educators Workgroup
• Define effective educators criteria and measures under Title II, Part A
of the Every Student Succeeds Act.
• Review allowable use of funds and recommend a state level
reservation of funds.
• Review state reporting requirements to inform definition and data
decisions.
• Review approved Washington Equity Plan and propose strategies for
effective educators (replaces Highly Qualified plan).
• Review local reporting requirements to inform definition and data
decisions.
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English Learners Workgroup
• Identify effective systems of support for English learners (EL) to ensure they are able to attain English
proficiency and meet the same challenging academic standards that all students are expected to
meet.
• Recommend what the state 5 percent set-aside could be used to support:
a. Provide effective teacher and principal preparation and professional development related to the education of ELs
which may include:
o Assisting teachers, principals, and other educators in meeting State and local certification requirements for teaching
English learners.
o Improving teaching skills in meeting the diverse needs of English learners, including how to implement effective
programs.
o Providing effective professional development activities and other effective activities related to the education of English
learners, including identifying curricula for teaching English learners.
o Assistance identifying and implementing effective instructional programs (including dual language models) for teaching
English learners.
b.
Review and align state and federal definitions of English Learner student.
• Work with other workgroups so that they are informed of the federal requirements and state laws
that impact ELs.
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Fiscal Workgroup
• Understand statutory changes to spending and related fiscal rules.
• Understand fiscal flexibility provisions.
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Report Card Workgroup
• Report data in a manner that is rich, timely, accessible, and actionable to a range of
critical stakeholders. Continue commitment to disaggregation of data-for reporting and
accountability- and to closing achievement gaps in education opportunity and outcomes.
• Review current Washington State Report Card to confirm that disaggregation complies
with the Every Student Succeeds Act (ESSA).
• Review ESSA Report Card requirements to identify gaps in the current Washington State
Report Card.
• Recommend content and design changes to the Washington State Report Card.
• Recommend revisions to the current Washington State Report Card to be more useful to
key stakeholders.
• Consider aligning report cards with processes for continuous improvement.
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Parent and Community Involvement
Workgroup
• Understand statutory requirements for parent and family engagement. Provide
recommendations on how the Office of Superintendent of Public Instruction should
support district efforts to increase parent/family engagement at Title I schools. Support
district efforts to leverage community partners when reaching out to families.
• Identify best practices districts could use to engage families. Create ongoing opportunities
for districts to share and collaborate on these practices.
• Identify district and Title I school exemplars for parent and family engagement.
• Provide examples on effective evaluations efforts of parent and family engagement
programs.
• Identify community-based organizations with access to and experience with working with
the families students of Title I schools.
• Provide districts with technical assistance on leveraging local community organizations and
business efforts to increase parent and family engagement, including recruitment and
management of volunteers.
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Early Childhood Workgroup
• Identify multiple opportunities to enhance the role of early childhood
programs at the state and local levels and enhance coordination and
alignment of programs.
• Provide information and encouragement to school districts on how to use
Every Student Succeeds Act (ESSA) funds (e.g., Title I, Professional
Development, Tribal) to serve children and early educators in school district
and community early learning centers.
• Expand state and local professional development opportunities to include
early childhood providers and expand child development knowledge of
principals and other school leaders. Another specific area in ESSA is crosssector literacy professional development.
• Include WaKIDS results in the state’s accountability system as a benchmark for
a child’s—or group of children’s—initial entry into the K–12 system.
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Students with Disabilities Workgroup
• Confirm state alternate assessment requirements within statewide accountability
system, and special education certification requirements consistent with the Every
Student Succeeds Act (ESSA) amendment of the Individuals with Disabilities Education
Act (IDEA).
• Review notice requirements associated with students who are being alternately
assessed.
• Recommendation regarding the adoption of multiple measures that are inclusive of
students with disabilities.
• Recommendation regarding revising current state alternate achievement standards
consistent with expanded elements and incorporate principles of universal design.
• Recommendation for reviewing compatibility between current ESSA requirements for
special education teachers and the Professional Educator Standards Board standards.
• Recommendation for modifying definition of cohort and extended graduation rates
consistent with IDEA eligibility age level entitlements.
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Federal Programs Team
• Align all Elementary and Secondary Education Act (ESEA)/Every
Student Succeeds Act (ESSA) Title programs with the goal of
supporting students in mastering the knowledge and skills necessary
for success in college, career, and life.
• Improve teaching and learning by encouraging greater cross-program
coordination, planning, and service delivery.
• Enhance the integration of programs under this ESEA/ESSA with state
and local programs.
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Resources
OSPI ESEA/ESSA website
http://www.k12.wa.us/ESEA/ESSA/default.aspx
U.S. Department of Education website
http://www.ed.gov/essa
Sign-up for updates at
http://www.k12.wa.us/ESEA/ESSA/default.aspx
Ask questions and add comments for workgroups
to consider at
http://www.surveygizmo.com/s3/2689742/ESSAFeedback
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Contact Information
Dr. Gil Mendoza, Deputy Superintendent
Gayle Pauley, Assistant Superintendent
K-12 Education
Special Programs and Federal Accountability
Office: 360-725-6343
Office: 360-725-6170
Email: [email protected]
Email: [email protected]
Jami Peterson, Executive Assistant
Carrie Hert, Executive Assistant
K-12 Education
Special Programs and Federal Accountability
Office: 360-725-6343
Office: 360-725-6170
Email: [email protected]
Email: [email protected]
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Comments/Feedback
PLEASE COMPLETE THE COMMENT SHEET
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Guiding Questions to Consider
1. What school characteristics are most important?
2. How should school success be measured?
3. How do we ensure that “each and every”
student is successful?
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Thank you!
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