1. AWMLP BOARD MEETING JANUARY 26, 2014 MIKE HUBERT

2. 2 CONVERSATIONS & AN APPEAL HIGHLY CAPABLE STUDENTS – WHAT DO YOU DO THAT IS WORKING WELL? PARENT INVOLVEMENT REQUIREMENTS FOR TITLE I - WHAT DO YOU DO THAT IS WORKING WELL? STUDENT AGENCY PROFESSIONAL DEVELOPMENT OPPORTUNITY

3. HIGHLY CAPABLE PROGRAM PLANS PRIOR TO 2013-14 LOCAL DISTRICTS COULD DECIDE IF THEY WOULD PROVIDE HCP SERVICES STARTING IN 2013-14 LOCAL DISTRICTS MUST DEVELOP A PLAN FOR SERVING HCP STUDENTS IN GRADES K-12 RCW 28A.185.020 (2009) THE LEGISLATURE FINDS THAT, FOR HIGHLY CAPABLE STUDENTS, ACCESS TO ACCELERATED LEARNING AND ENHANCED INSTRUCTION IS ACCESS TO A BASIC EDUCATION. WAC 392.170.020 (2013) EACH DISTRICT SHALL SUBMIT AN ANNUAL PLAN FOR THE DISTRICT’S HIGHLY CAPABLE PROGRAM ON FORMS PROVIDED BY OSPI

4. DATA: 2011 - 12 55,093 STUDENTS RECEIVED HCP SERVICES (5.3%) MOST HCP STUDENTS WERE SERVED IN GRADES 6-8

5. DATA: 2011 – 12 (CON’T.) STUDENT GROUP % OF STATEWIDE ENROLLMENT % OF HCP ENROLLMENT ALASKAN NATIVE OR AMERICAN INDIAN 1.6% 0.9% ASIAN OR PACIFIC ISLANDER 8.0 14.8 BLACK 4.6 3.7 HISPANIC 19.6 9.6 MULTIRACIAL 6.1 4.9 WHITE 60.2 65.2

6. DATA: 2011 – 12 (CON’T.) STUDENT GROUP % OF STATEWIDE ENROLLMENT % OF HCP ENROLLMENT FREE OR REDUCED PRICE MEALS 45.5% 18.2% SECTION 504 2.0 2.9 SPECIAL EDUCATION 13.3 1.6

7. INSTRUCTIONAL PROGRAMS USED BY DISTRICTS

8. INSTRUCTIONAL PROGRAMS USED BY DISTRICTS: GRADES 6-8

9. DISCUSSION WHAT DO YOU DO TO: IDENTIFY STUDENTS? PROVIDE SERVICES? AND WHAT DO YOU NEED HELP WITH?

10. PARENT INVOLVEMENT POLICIES TITLE I / PART A DISTRICTS AND SCHOOLS PARENTAL INVOLVEMENT MEANS THE PARTICIPATION OF PARENTS IN REGULAR, TWO-WAY, MEANINGFUL COMMUNICATION INVOLVING STUDENT ACADEMIC LEARNING AND OTHER SCHOOL ACTIVITIES, AND ENSURES THAT: PARENTS PLAY AN INTEGRAL ROLE IN ASSISTING THEIR CHILD’S LEARNING. PARENTS ARE ENCOURAGED TO BE ACTIVELY INVOLVED IN THEIR CHILD’S EDUCATION AT SCHOOL. PARENTS ARE FULL PARTNERS IN THEIR CHILD’S EDUCATION AND ARE INCLUDED, AS APPROPRIATE, IN DECISION-MAKING AND ON ADVISORY COMMITTEES TO ASSIST IN THE EDUCATION OF THEIR CHILD. CARRYING OUT OF ACTIVITIES, SUCH AS THOSE DESCRIBED IN SECTION 1118 OF THE ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA), WILL PROMOTE COLLABORATION BETWEEN DISTRICT, SCHOOL, AND PARENTS IN HELPING STUDENTS ACHIEVE HIGH ACADEMIC STANDARDS. [SECTION 9101(32), ESEA]

11. HOW DID THAT WORK FOR YOUR SCHOOL? WHAT WENT REALLY WELL? A.Convene an annual meeting – B. Supporting attendance – C. Offering a flexible number of meetings - D. Using funds to provide transportation, child care, or home visits, as the services relate to parent involvement -

12. REQUIRED ACTIVITIES 1.Involving parents in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I, Part A programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide plan – 2.Providing parents of participating children: A description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. If requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and to respond to any such suggestions as soon as practicably possibly. 3. Each parent will be responsible for supporting their children’s learning; and participating, as appropriate, in decisions relating to the education of their children and positive extracurricular time. 4. The compact will also address the importance of communication between teachers and parents on an on-going basis through, at a minimum: Parent-teacher conference in elementary schools, at least annually, during which the compact must be discussed as it relates to the individual child’s achievement. Frequent reports to parents on their children’s progress. Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.

13. AN OPPORTUNITY: LOOKING FOR A SCHOOL TO TEST A MIDDLE LEVEL PROFESSIONAL DEVELOPMENT PACKAGE RELATED TO STUDENT AGENCY

14. WHAT IS STUDENT AGENCY? STUDENT AGENCY REFERS TO A COMBINATION OF ACADEMIC MINDSETS AND LEARNING STRATEGIES THAT HAVE BEEN DEMONSTRATED TO ADVANCE ACHIEVEMENT. ACADEMIC MINDSETS ARE EVIDENT IN STUDENTS WHO FEEL: A SENSE OF BELONGING IN SCHOOL; BELIEVE THEY HAVE THE CAPACITY TO LEARN, AND SEE VALUE IN THEIR PARTICIPATION.

15. STUDENT AGENCY (CON’T.) LEARNING STRATEGIES INCLUDE: STUDY SKILLS, THE ABILITY TO ASSESS ONE'S OWN CONTENT MASTERY; AND GOAL-SETTING – COMPETENCIES THAT HELP YOUNG PEOPLE PERSIST WHEN LEARNING GETS TOUGH. (RAIKES FOUNDATION, 2013)RAIKES FOUNDATION, 2013

16. COLLABORATION BETWEEN RAIKES, OSPI AND UW – DEPARTMENT OF EDUCATION, AND SOCIAL DEVELOPMENT RESEARCH GROUP (DR. CLAY COOK & DR. KEVIN HAGGERTY)

17. WHAT YOU GET A PROFESSIONAL DEVELOPMENT PACKAGE SPECIFICALLY DEVELOPED BY THE UW TO STRENGTHEN STUDENT AGENCY OUTCOMES IN MIDDLE SCHOOL UW SUPPORT FOR YOUR SCHOOL THROUGHOUT THE PROJECT

18. WHAT ELSE IS HAPPENING UW RESEARCHERS WILL BE MEETING WITH OSPI LEADERSHIP IN: EXECUTIVE SERVICES SECONDARY EDUCATION & STUDENT SUPPORT TEACHING & LEARNING SUPPORT STUDENT & SCHOOL SUCCESS TEACHING AND LEARNING TO CONNECT WHAT IS CURRENTLY BEING DONE BY OSPI IN THIS AREA TO THE NEED AND TYPE OF FURTHER DEVELOPMENT

19. WHAT WILL BE THE BROADER RESULT THE RESULTS OF THE PROJECT AND THE PROFESSIONAL DEVELOPMENT MATERIALS WILL BE DISSEMINATED TO WASHINGTON MIDDLE SCHOOLS

20. TIMELINE MIDDLE SCHOOL PARTICIPANT CONFIRMED BY APRIL 1 MIDDLE SCHOOL TRAINING COMPLETED BY MAY 15 SUMMARY DOCUMENTS TO THE FIELD BY AUGUST 30

21. NEXT STEP EMAIL INTEREST TO MIKE AT: MIKE.HUBERT@K12.WA.US