1. Menus of Best Practices and Strategies
OSPI Staff Panel: Session 1
Menus of Best Practices and Strategies
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2. Panel Norms Be present Ask questions Start/End on time
Consider other viewpoints
Focus on continuous improvement
Practice active listening
Respect each other
Have fun
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3. Making Connections Best practices are like this image because...
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4. What is your WHY? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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5. Panel Purpose
To come together in collaboration to ensure alignment of agency messaging on best practices to strengthen student outcomes.
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6. Focus on Students
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7. Agenda Agenda Welcome History of the Menus
Washington State Institute for Public Policy
LAP Overview
“Dig in” to the menus
Work Plan
Multi-Tiered System of Supports
Next steps
Agenda
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8. Professional Learning
Adapted from Alvin Toffler, Future Shock
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9. Objectives for Session 1
Ground ourselves in the work
Make connections
Build partnerships
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10. History of the Menus
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11. Menu History Timeline
2013
2014
2015
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12. Strengthening Student Educational Outcomes
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13. Definition & Purpose What is LAP?
Definition—Supplemental program that operates in addition to core instruction to serve students who are performing below standard in English language arts (ELA) and math, or both
Purpose—Accelerate student growth through effective and efficient implementation practices
Definition & Purpose
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14. RCW 28A (2)
School districts implementing a LAP shall focus first on addressing the needs of students in grades K-4 who are deficient in reading or reading readiness skills to improve reading literacy.
As provide in WAC (effective 9/1/2017), approximately 50 percent of the total number of K-4 students served by LAP programs need to be enrolled in ELA LAP support.
LAP First Focus
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15. Eligibility for LAP Services
Use multiple measures of performance
Eligible students score below standard in ELA or math.
K–2 Readiness Skills in ELA and Math
K–12 English Language Arts
K–12 Mathematics
Eligibility for LAP Services
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16. Eligibility for LAP Services
Behavior
Students must qualify for LAP services in ELA or math. Below standard – based on multiple performance measures in ELA or math, or both.
*Students can receive LAP behavior supports without also receiving LAP services in ELA or math
Eligibility for LAP Services
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17. WSIPP Readings page 7 CC0 Public Domain via Pixabay.com
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18. WSIPP Readings 1—Evidence-based 2—Research-based 3—Promising
Math p. 41
ELA p. 32
Behavior p. 28
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3 minutes
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19. Washington State Institute for Public Policy
Julia Cramer, Research Associate
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20. The Learning assistance program inventory Washington State Institute for Public Policy Julia Cramer Research Associate
December 12, 2017

21. Washington State Institute for Public Policy
Non-partisan research at legislative/board direction
WSIPP Board of Directors
Senator Andy Billig, Co-Chair
Representative Paul Graves, Co-Chair
Senator Joe Fain
Representative Ruth Kagi
Senator Marko Liias
Representative Larry Springer
Senator Mark Schoesler
Representative Mike Volz
Susan Howson, Senate Com. Serv.
Jill Reinmuth, House OPR Dir.
David Schumacher, OFM
Keith Phillips, Gov. Policy Dir.
Sandra Archibald, UW
Mary Cullinan, EWU
George Bridges, TESC
Robert Rosenman, WSU

22. legislative assignment
“prepare an inventory of evidence-based and research-based effective practices, activities, and programs for use by school districts in the learning assistance program” (SB 5034, Sec. 610, 2013)
In collaboration with the OSPI-led Expert Panels
Initial inventory published July 1, (last updated July 2016)
Updating now for July 1st, 2018.

23. Definitions (RCW 71.24.025) Evidence-based: Research-based: Promising:
Two or more scientifically rigorous evaluations
Sustained improvements in at least one outcome
Cost-beneficial
Tested on a diverse population
Research-based:
One scientifically rigorous evaluation
Promising:
Has a well-established theory of change

24. Creating a WSIPP Inventory
WSIPP follows a consistent process for each inventory we produce
Topic identification
Comprehensive literature search
Screen studies for scientific rigor
Systematically analyze studies
Compute average
“effect size”
Compute benefit-cost and risk
Categorize using statutory definitions

25. Literature Review
Search for all studies that examine whether a program or policy causes a change in relevant outcomes.
Screen for relevance and rigor:
Is this study an outcome evaluation?
What outcomes are measured?
Is there a valid comparison group?

26. Effect size (ES) = standard metric to express magnitude of an impact
Often expressed w/in “1 standard deviation” (SD = distance from the average)
Summarizes direction and magnitude: Did the outcome improve or worsen?
Used to combine and compare estimates from different studies
The mean (average) 50th percentile
More typical result from public policies
84th percentile
Number of students
1 SD
Low test score
High test score

27. Benefit-Cost Estimates (Example: Standardized test scores)
Primary source of monetary benefits: labor market earnings
Economists estimate a 10% gain in average lifetime earnings per standard deviation gain in test scores.
Benefits for:
Participants (students) = higher earnings
Taxpayer = taxes on those earnings
Others in society = “spillover” effect
Estimate average per-participant cost of the program.
Benefits – Cost = Net benefits (in 2016 dollars)
Estimate odds that B>C: 75% of the time

28. Benefit-Cost Estimates
Outcomes For Which We Can Estimate Monetary Benefits
Test Scores
High school graduation
Special education
Grade retention
Crime
Substance use (tobacco, alcohol, drugs)
Mental illness
Health care usage (such as hospitalization)
Child abuse and neglect
Employment

29. Benefit-Cost Estimates
Other Outcomes We Report But Cannot Yet “Monetize”
Attendance
Office Discipline Referrals
Suspensions/Expulsions
Grades/G.P.A
Topics with studies that only report these outcomes can only be research based

30. Example: Double-dose Classes

31. Example: Double-dose classes
Results
Effect sizes
Test scores = 0.093*
HS Grad = 0.045*
Benefits from:
Higher labor market earnings
$16,279
Lower crime and health care costs
$163
Cost per student
($493)
Net benefits
$15,703
Odds of positive benefits
98%
*p ≤ 0.20

32. Example: Double-dose classes
Classification
Two or more rigorous evaluations?
Yes
(5)
Sustained improvements in at least one outcome?
(Test scores, p=0.023
HS Grad, p=0.040)
Cost-beneficial?
(NPV $15,703, Odds 98%)
Tested on diverse population?
(approx. 91% minority)
Evidence-based

33. Example: Summer Book program, (Multiple years)
Results
Effect size
0.138
Benefits from:
Higher labor market earnings
$14,314
Lower crime and health care costs
$26
Cost per student
($218)
Net benefits
$13,703
Odds of positive benefits
70%

34. Example: Summer Book program
Classification
Two or more rigorous evaluations? No
(1)
Sustained improvements in at least one outcome?
(ES=0.138, p=0.346)
Cost-beneficial?
(NPV $13,703, Odds 70%)
Tested on diverse population?
Yes
(approx. 78% minority)
*p ≤ 0.20
Promising

35. What we need from you
Well-defined topics (i.e. programs, interventions, strategies, practices) to review.
Keywords
Citations to studies
Help classifying practices as “promising”

36. Thank You
Questions?

37. LAP Funding
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38. Requirement = $
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39. LAP Base Allocation Readiness to Learn K-2 Academic Readiness ELA ELA
Mathematics
Mathematics
Mathematics
Behavior
Behavior
Behavior
Transition Services K, 8-9
Graduation Assistance 11, 12
Transition Services K, 8-9
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40. All LAP-served students K-12
K-4 Focus
All LAP-served students K-12
Focus on students receiving ELA interventions in grades K-4
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41. All LAP-served students K-12
K-4 Focus
All LAP-served students K-12
50% of students receiving ELA interventions in grades K-4
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42. Grades 5+ Elementary School
K-4 Focus
50% of all K-4 students
50% of
K-4 students
receiving ELA
interventions
High School
Middle School/Jr. High
Grades 5+ Elementary School
K-4 Elementary School
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43. LAP High Poverty Allocation
Readiness to Learn
NEW
K-2 Academic Readiness
ELA
ELA
ELA
Mathematics
Mathematics
Mathematics
Behavior
Behavior
Behavior
Transition Services K, 8-9
Graduation Assistance 11, 12
Transition Services K, 8-9
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44. How many schools take LAP funds?
Each section – 100 schools
1,538 LAP Base
950 LAP HP
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45. How many schools take LAP funds?
Each section – 100 schools
1,538 LAP Base
950 LAP HP
1716 LAP total
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46. Purpose of the menus
The menus were created to guide schools and districts as they strengthen student educational outcomes.
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47. These practices are embedded.
Math Menu Choices
State Math Menu Best Practices include:
Double Dosing
Summer School Programs
Tutoring by an Adult
Tutoring by a Peer
Instructional Coaches
Professional Learning Communities
Targeted Professional Learning
Credit Retrieval
Grade 8 & Kindergarten Transitions
Family Engagement
Community-Based Student Mentors
Math Menu Choices are not:
Number Talks
Math Games
Academic Language
Culturally Responsive Teaching
Growth Mindset
These practices are embedded.
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48. If Tutoring by an Adult is the best practice selected:
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Tutoring by an Adult
If Tutoring by an Adult is the best practice selected:
Strategies for Implementation-Success Factors to Consider When Planning
• Align to core grade-level classroom instruction and never replace core instruction.
• Include clear guidance and professional learning for the tutor, with training centered on best practices in mathematics instruction and understanding of the mathematics content and strategies to support learning of the content.
• Engage tutor and tutee in rich mathematical tasks, and use the standards for mathematical practice (problem solving, reasoning, and discourse) to guide interactions, as opposed to being primarily skill-based.
• Be purposeful and intentional in the development of adult tutoring procedures and processes. Having clear and consistent communication with the teacher, and available resources such as written lesson plans, sample scripts, pre-generated guiding questions,
= improvement
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49. Comprehensive Needs Assessment
Identify the need
Comprehensive Needs Assessment
Review
Data
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50. Implementing with Fidelity Plan-Do-Study-Act
Image from sisep.fpg.unc.edu CC BY-NC-ND
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51. Looking at Systems Needs Demographics Plan Best Practices
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Needs
Demographics
Plan
Best Practices
Report Results
Evaluate Effectiveness
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52. Stop & Jot 1 minute CC0 Public Domain via Pixabay.com
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53. Turn & Talk 3 minutes OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Image from CC BY-SA
3 minutes
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54. Stretch Break 2 minutes CC0 Public Domain via Pixabay.com
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55. LAP Reporting
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56. Services Provided Tutoring Extended learning Readiness to learn
Graduation assistance
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57. LAP Enrollment K-4 ELA 5-12 ELA Math Extended learning
Readiness to learn
Behavior
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58. LAP Enrollment by Grade Level
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59. LAP Enrollment by Student Group
Bilingual
Migrant
American Indian/
Alaska Native
Hispanic/
Latino
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60. Menu Jigsaw OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Image from openclipart.org CC BY-SA
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61. Jigsaw Grab your menu (hard copy)
2. Group 1 – Behavior Content Philosophy (p )
Group 2 – Behavior Content Philosophy (p )
Group 3 – Math Content Philosophy (p )
Group 4 – Math Classroom Practices (p )
Group 5 – ELA Content Philosophy (p )
Group 6 – ELA Classroom Practices (p )
3. Individual close reading (10 minutes)
* - This relates to my work.
! – This is really important.
? – I’d like to learn more about this.
Image from openclipart.org CC BY-SA
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62. Jigsaw 4. Group share (5 minutes) * – This relates to my work.
! – This is really important.
? – I’d like to learn more about this.
Image from openclipart.org CC BY-SA
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63. Jigsaw 5. Create a poster (10 minutes)
Highlight important ideas to share
Identify who will report to group
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64. Jigsaw Groups Report Out
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Jigsaw Groups Report Out
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65. Stretch Break 2 minutes CC0 Public Domain via Pixabay.com
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66. Work Plan
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67. Internal Panel
How can we improve technical assistance to serve customers with implementation best practices?
How do the menus directly correspond to your role at the agency?
How can we help support data-based decision-making for interventions using an MTSS and/or the ISS protocol?
Do these definitions need to be updated?
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68. Internal Panel Targeted Writing Updates:
Target entries for team writing and common alignment in all three menus include:
High Poverty Language in LAP
Professional Learning Communities
Targeted Professional Development
Grade 8 Transitions
School & Community Partnerships
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69. Multi-Tiered System of Supports & Integrated Student Supports Protocol
In preparation for Session 2
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70. ISSP and MTSS Something that resonates with you
Integrated Student Supports Protocol (pages 8-9)
Multi-tiered System of Supports (pages or 11-15)
Something that resonates with you
Something you would like to know more about
5 minutes
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71. Partner-Share & Post 3 minutes
Image from CC BY-SA
3 minutes
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72. Table of Contents
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73. SurveyGizmo
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74. Next Steps… Session 2: MTSS ISS
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75. Making Connections CC0 Public Domain via Pixabay.com
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76. Questions? Feedback? CC0 Public Domain via Pixabay.com
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