1. ESEA FLEXIBILITY REQUEST Background Highlights of Principles 1 – 3 School Identification Requirements Supports & Services July 19, 2012 Alan Burke, Deputy Superintendent, OSPI Bob Harmon, Assistant Superintendent, OSPI Andy Kelly, Assistant Superintendent, OSPI Sue Cohn, School Improvement Specialist, OSPI

2. ESEA Flexibility Audio is one-way only; all participants are in mute status. Please send questions to us via the Comments box. We will answer questions at our first available opportunity. PowerPoint presentation is available online at: http://www.k12.wa.us/ESEA/PublicNotice.aspx http://www.k12.wa.us/ESEA/PublicNotice.aspx WEBINAR ETIQUETTE REMINDER 2

3. ESEA Flexibility Share background for ESEA Flexibility Request Describe highlights of Principles 1, 2, and 3 Outline criteria used for each classification of schools identified through Principle 2 Share requirements for identified schools and their districts and support/services OSPI will provide Outline timeline and next steps Respond to questions GOALS FOR WEBINAR 3

4. ESEA Flexibility BACKGROUND FOR ESEA FLEXIBILITY REQUEST 4

5. ESEA Flexibility WHY DID WASHINGTON STATE APPLY? This is the right decision for Washington State. Over 1176 schools and 113 districts across our state were identified as in improvement based on 2010-11 state assessments. And, by 2014, nearly every school and district would be identified as in improvement. So we know our current AYP system doesnt work. We need a new way to measure progress and provide resources to support our work. This request gives us the opportunity to set new annual learning targets and frees up to $58 million across our state to address the needs of struggling students and schools. It provides the flexibility Washington needs to ensure ALL students graduate with college- and career-ready skills. Randy Dorn Superintendent of Public Instruction 5

6. ESEA Flexibility WHAT DOES ESEA FLEXIBILITY REQUIRE FROM STATES? 1. Ensure college- and career-ready expectations for all students (Common Core State Standards [CCSS] and Smarter Balanced Assessment Consortium [SBAC] in Washington) 2. Implement state-developed system of differentiated recognition, accountability, and support 3. Support effective instruction and leadership (Teacher and Principal Evaluation Project [TPEP] in Washington) 4. Reduce duplication and unnecessary burden on school districts by the State 6

7. ESEA Flexibility WHAT DOES ESEA FLEXIBILITY PROVIDE FOR STATES? Highlights: 1.Flexibility to determine new ambitious and achievable annual targets for reading, mathematics, and graduation rates. 2.Elimination of AYP determinations and associated sanctions for schools in improvement, including 20% set- aside of Title I, Part A funds for Public School Choice and Supplemental Education Services and 10% set-aside for professional development for schools. 3.Elimination of associated sanctions for districts in improvement and the 10% set-aside for professional development for districts. 7

8. ESEA Flexibility HIGHLIGHTS FOR PRINCIPLES 1 & 3 Principle 1: Ensure college- and career-ready expectations for All students Principle 3: Support effective instruction and leadership 8

9. ESEA Flexibility HIGH-QUALITY CURRICULUM AND ASSESSMENTS: A BALANCED SYSTEM All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction Common Core State Standards specify K-12 expectatio ns for college and career readiness Common Core State Standards specify K-12 expectatio ns for college and career readiness 9

10. ESEA Flexibility Package USED/OSPI Principle 1: Ensure College- and Career-Ready Standards & Assessments for All Students - Highlights 10

11. ESEA Flexibility PRINCIPLE 1: WEBINARS & RESOURCES Opportunities to Build Statewide Awareness: Opportunities and Resources OSPI CCSS 2011-12 & 2012-13 Quarterly Webinar Series -District/Building Leaders (System Focus) -Mathematics -English language arts http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar WA Comparisons and 3-Year Content Transition Plans Resources for Regional/Local CCSS Awareness Activities -Hunt Institute CCSS Videos -College Board Leadership Webinar Series -Parent Guides to the CCSS, National PTA -Overview PowerPoint presentations http://www.k12.wa.us/CoreStandards/default.aspx 11

12. ESEA Flexibility PRINCIPLE 1: WEBINARS & RESOURCES Opportunities to Build Statewide Capacity: Opportunities and Resources CCSS Professional Learning Opportunities – Digging Deeper -Offered through all 9 ESDs -Will also be offered in 2012-13 http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx CCSS District Implementation Network Pilot Project Grantee Workshops -Workshops will be replicated regionally during 2012-13 http://www.k12.wa.us/CoreStandards/DistrictProject.aspx Summer and Fall 2012 Statewide Conferences Support for Identifying Quality Instructional Material and Resources -Achieve 20+ State Consortia -Access to and application of existing and emerging rubrics as connect to CCSS Access to Examples of Quality Demonstrations of Instruction -Videos and resources from other states/organizations 12

13. ESEA Flexibility Package USED/OSPI Principle 3: Support Effective Instruction and Leadership - Highlights 13

14. ESEA Flexibility More information will be posted on OSPI website. PRINCIPLE 3: WEBINARS 14 Webinar #1 Topic: Evaluation System Orientation - Instructional and Leadership Frameworks Thursday, August 23 from 1:30-3:30pm Webinar #2 Topic: Student Growth - Summative Methodology Thursday, August 30 from 1:30-3:30pm

15. ESEA Flexibility UNPACKING PRINCIPLE 2 Principle 2: Implement state- developed system of differentiated recognition, accountability, and support. 15

16. ESEA Flexibility STATES MUST: Set ambitious, but achievable, Annual Measurable Objectives (AMOs) Identify: – Reward schools: Provide incentives and recognition for high- progress and highest performing Title I schools – Priority schools: Identify lowest-performing schools and implement interventions aligned with the turnaround principles – Focus schools: Identify and implement meaningful interventions (i.e., turnaround principles) in schools with the lowest performing subgroups – Emerging schools: Identify other low-performing Title I schools and provide incentives and support Build state, district, and school capacity 16

17. ESEA Flexibility STATE UNIFORM BAR GOALS UNDER OLD NCLB REQUIREMENTS 17

18. ESEA Flexibility Set Ambitious but Achievable Annual Measurable Objectives (AMOs) NEW Annual Measurable Objectives (Targets): Cut Proficiency Gap by Half by 2017 Sample High School - 10 th Grade Reading 18 Proficiency Gap

19. ESEA Flexibility ACCOUNTABILITY EVOLUTION WITH ESEA REQUEST ESEA Request Accountability System Used to identify Reward, Priority, Focus, and Emerging schools Washington States New Accountability System Used to identify Reward, Priority, Focus, and Emerging schools for Title I and non- Title I schools School Improvement Uses AYP calculations to identify schools and districts in a step of improvement (Title I) Uses PLA Methodology based on AYP calculations to generate list of Persistently Lowest Achieving Schools (PLAs) SBE/OSPI Achievement Index Used to identify Award Schools AYP Determinations Sanctions for schools and districts in improvement Set-asides required for Public School Choice and Supplemental Education Services Up to 2011-12 2012-13 and 2013-14 2014-15 and beyond AMO Calculations Annual targets intended to close proficiency gaps by half by 2017; uses 2011 as baseline and adds equal annual increments (1/6 of proficiency gap) to get to 2017 target; each subgroup, school, district, and state have unique annual targets. Calculations reported on Report Card No AYP sanctions based on identification of schools and districts in improvement Requires districts to set aside up to 20% for Priority, Focus, and Emerging Schools 19

20. ESEA Flexibility CRITERIA USED TO IDENTIFY SCHOOLS 20

21. ESEA Flexibility REWARD SCHOOLS * The school cannot have significant gaps among subgroups, which means the school is not on the list of Focus Schools or the list of Emerging Schools. 21 CategoryDescription HIGHEST PERFORMING TITLE I SCHOOLS* Title I schools only Met AYP in all students group and/or in all subgroups for 3 years in both R and M; highest performing at each level over 3 years HIGH- PROGRESS TITLE I SCHOOLS* N = up to 92 (10%) Title I schools showing greatest improvement and performance in R/M or graduation rates over 3 years Ratio of current performance to improvement is 1:1

22. ESEA Flexibility PRIORITY, FOCUS, & EMERGING SCHOOLS 22 CategoryDescription PRIORITY Lowest performing in all students group over 3 years N = at least 46 (5%) schools; includes 27 SIGs Remaining 19 chosen using PLA methodology for R/M (Title I schools) and grad rates < 60% (Title I and Title I-eligible secondary schools that graduate students) FOCUS Lowest performing subgroups over 3 years N = 92 (10%) Title I schools only Uses PLA methodology for R/M and grad rates < 60% Identified from bottom of ranked list of all subgroups School could be identified for multiple subgroups EMERGING N = 138 Includes next 5% up from bottom of Priority Schools list (46 schools) and next 10% up from bottom of Focus Schools list (92 schools)

23. ESEA Flexibility Priority: Based on All Students Performance PRIORITY, FOCUS, AND EMERGING SCHOOLS Lowest 5% (N=46) Lowest 10% (N = 92) Next 10% (N=92) Next 5% (N=46) Emerging: Next 5% of Priority and 10% of Focus Total N = 138 Focus: Based on Subgroup Performance Next 10% (N=92) 23

24. ESEA Flexibility REQUIREMENTS FOR SCHOOLS IDENTIFIED AS PRIORITY, FOCUS, OR EMERGING 24

25. ESEA Flexibility REQUIREMENT FOR PRIORITY SCHOOLS Implement SIP aligned with Turnaround Principles/meaningful interventions that address the unique needs of the school and its students and informed by Needs Assessment 25

26. ESEA Flexibility PRIORITY, FOCUS, AND EMERGING SCHOOLS 26 RequirementPriorityFocusEmerging Engage in Needs Assessment or NA (Sept – Oct) Develop SIP using findings from NA; use OSPIs 8- step process and on-line planning tool; submit plan for review and feedback (Oct – Nov) **** Implement SIP aligned with Turnaround Principles *** Implement SIP aligned with meaningful interventions that match unique needs of school and subgroups Engage in PD aligned with turnaround model and/or meaningful interventions Develop 90-day benchmark plans to monitor progress District: Set-aside up to 20% of Title I, Part A funds; ensure school(s) implements SIP as designed; build capacity to sustain *Use findings from external Needs Assessment (NA) **Use findings from internal Needs Assessment (NA) ***If Emerging School is identified from Priority Schools list

27. ESEA Flexibility Provide strong leadership by: – Reviewing the performance of the current principal and replacing if necessary; and – Providing the principal with operational flexibility (e.g., budget, staffing). Ensure that teachers are effective and able to improve instruction by: – Reviewing the quality of all staff and retain only those who are determined to be effective and have the ability to be successful in the turnaround effort; – Preventing ineffective teachers from transferring to these schools (e.g., through MOUs); and – Providing job-embedded, ongoing professional development (e.g., coaching). IMPLEMENT TURNAROUND PRINCIPLES 27

28. ESEA Flexibility Redesign the day or school year to provide additional time for student learning (e.g., double-dose in mathematics) and teacher collaboration (e.g., grade-level or content-area PLCs). Ensure instructional program is research-based, rigorous, and aligned with standards in order to meet the academic needs of all students (e.g., the school implements a tiered system of instruction and support such as RTI or similar system aligned with CCSS). Use data to inform instruction and for continuous improvement (e.g., benchmark assessments) and provide time for collaboration on the use of data. Improve school safety and discipline and other non-academic factors, such as students social, emotional, and health needs (e.g., implement PBIS or similar system). Provide ongoing mechanisms for family and community engagement. IMPLEMENT TURNAROUND PRINCIPLES (CONT.) 28

29. ESEA Flexibility Package USED/OSPI REQUIREMENT FOR FOCUS SCHOOLS Implement SIP aligned with meaningful interventions that address the unique needs of the school and its students and informed by Needs Assessment 29

30. ESEA Flexibility Strategic actions may include the following: Implementation of the Turnaround Principles Implement tiered intervention system that is research-based, rigorous, and aligned with standards (e.g., Response to Intervention or similar system aligned with CCSS, SIOP, GLAD, Positive Behavioral Interventions and Supports to improve school safety and discipline and other non-academic factors, such as students social, emotional, and health needs ). Use data to inform instruction and for continuous improvement (e.g., benchmark assessments) and provide time for collaboration on the use of data. Implement college/career readiness programs (e.g., AVID, GEAR-UP!) IMPLEMENT MEANINGFUL INTERVENTIONS 30

31. ESEA Flexibility REQUIREMENT FOR EMERGING SCHOOLS: Implement SIP informed by Needs Assessment. *Schools from Priority List must implement Turnaround Principles *Schools from Focus List must implement meaningful interventions aligned with unique needs of school and students 31

32. ESEA Flexibility Schools identified for Priority or Focus status based on their mathematics and reading (combined) performance must meet all three of the following criteria: Priority: Increase performance in reading and mathematics in the all students groups and all subgroups so that for 3 consecutive years, the school (a) meets or exceeds its AMOs, (b) has at least a 95% participation rate for each group, and (c) is no longer in the bottom 5% of the states Priority list; Focus: Increase performance in reading and mathematics in the identified subgroup(s) so that for 3 consecutive years, the school (a) meets or exceeds its AMOs, (b) has at least a 95% participation rate for each group, and (c) is no longer in the bottom 10% of the states Focus list; Decrease the percentage of students scoring at Level 1 or Level 2 on state assessments in reading and mathematics over a 3-year period. The percentage shall be comparable to the improvement that the top 30% of Title I schools make statewide for the same three- year period; and The school is determined by the Superintendent of Public Instruction to have made sufficient progress on the new accountability system. HOW WE MEASURE SUCCESS: EXIT CRITERIA 32

33. ESEA Flexibility Secondary schools that graduate students and are identified for Priority or Focus status based on their graduation rates must meet all three of the following criteria: Priority: Increase graduation rates in the all students groups and for all subgroups so that for 3 consecutive years, the school (a) meets or exceeds its AMOs and (b) is no longer in the bottom 5% of the states Priority list; Focus: Increase graduation rates in the identified subgroup(s) so that for 3 consecutive years, the school (a) meets or exceeds its AMOs and (b) is no longer in the bottom 10% of the states Focus list; Decrease the percentage of students who drop out of school over a three-year period. The percentage shall be comparable to the improvement that the top 30% of secondary schools that graduate students make statewide for the same 3-year period; and The school is determined by the Superintendent of Public Instruction to have made sufficient progress on the new accountability system. HOW WE MEASURE SUCCESS (CONT.) 33

34. ESEA Flexibility In addition, prior to removing any school from Priority or Focus status, OSPI will review evidence submitted by the district around the goals on its redesign plan to ensure district has capacity and that conditions are in place at both the district and school levels to sustain that improvement. HOW WE MEASURE SUCCESS (CONT.) 34

35. ESEA Flexibility SUPPORTS AND SERVICES 35

36. ESEA Flexibility PRIORITY, FOCUS, AND EMERGING SCHOOLS 36 Supports and ServicesPriorityFocusEmerging Student and School Success Coach – Leadership Coaching, Technical Assistance, and Progress Monitoring (Differentiated) Needs Assessment Support to conduct using web-based tools Data Packages *** Review of SIP by OSPI Access to OSPI and ESD PD and services Minimal iGrants to support engagement in PD and services Access to Mentor Schools (Reward Schools, MERIT Schools with similar demographics) Additional funding for small schools/districts *Generated with support of Student & School Support Coach and external partners before Needs Assessment **Generated with support of Student & School Support Coach as part of Needs Assessment process

37. ESEA Flexibility Package USED/OSPI STUDENT & SCHOOL SUCCESS 37

38. ESEA Flexibility TIMELINE AND NEXT STEPS 38

39. ESEA Flexibility TIMELINE MonthActivities July - AugED approval of ESEA Request; districts/schools notified; webinars for Superintendents and Principals; webinar for district leaders and Title I/fiscal administrators July - AugPriority and Focus: Liaisons contact schools; iGrants submitted, reviewed, and approved; services in August and September determined Aug – SeptPriority and Focus: Engage in PD, Networks Aug – SeptPriority, Focus, and Emerging: Planning for Needs Assessments Sept – OctPriority and Focus: External Needs Assessment Emerging Schools: Internal Needs Assessment Oct – NovPriority, Focus, and Emerging: SIPs completed Priority, Focus, and Emerging: SIPs submitted to OSPI for feedback and review Oct – JunePriority, Focus, and Emerging: SIPs implemented as designed in schools/districts; 90-benchmark plans developed to guide actions and monitor progress Aug – JunePriority and Focus: Technical assistance, review of 90-day benchmark plans, and progress monitoring with liaisons 39

40. ESEA Flexibility NEXT 90 DAYS: Districts and Schools 40 MonthActivities August 1ESEA Webinar (repeat of this webinar), 2:00 – 3:30 August 1 - 24Superintendents and Principals notified regarding Student and School Success Coach assigned to their Priority, Focus, or Emerging School; Coaches make contact with Superintendent and Principal August 1 – September 15 Data collected in priority, Focus, and Emerging Schools with support of Coach; data also collected in Priority Schools by CEE and BERC By August 10iGrants posted August 17Needs Assessments scheduled in Priority and Focus Schools August 23TPEP Webinar #1: Evaluation System Orientation – Instructional and Leadership Frameworks, 1:30 – 3:30 August 30TPEP Webinar #2: Student Growth – Summative Methodology, 1:30 – 3:30 By September 14 Superintendents and Principals notify school community of schools designation as a Reward, Priority, Focus, or Emerging School and process to improve the schools performance September - October Conduct Needs Assessment; develop SIP based on Needs Assessment; submit to OSPI for review

41. ESEA Flexibility QUESTIONS? For information, please contact: Andrew Kelly, Assistant Superintendent Andrew.Kelly@k12.wa.us (360) 725-4960 THANK YOU FOR YOUR PARTICIPATION! Andrew.Kelly@k12.wa.us 41