1. Evidence-Based Best Practices for Struggling Students

2. Learning Assistance Program (LAP) LAP is a state-funded supplemental services program to assist underachieving students and reduce disruptive behaviors in the classroom. LAP programs serve eligible students who need academic support for English Language Arts and Math, or who need readiness skills to learn these core subjects. LAP programs also serve students who need support to reduce disruptive behaviors in the classroom. A K-12 student is eligible for LAP services if the student scores below standard for his or her grade level using multiple measures of performance. Like Title I, allocation is based on the number of K-12 students eligible for free and reduced price lunch.

3. Tutoring Extended Learning Time (summer school, before/after school) Professional Development Consultant Teachers (Instructional Coaches) Outreach Activities for Families Community Partnerships Services for eligible 11th and 12th grade students who are not on track to meet local or state graduation requirements as well as 8th grade students who need additional assistance in order to have the opportunity for a successful entry into high school. Instruction that students need to pass the State assessment; Attendance in an alternative school or skill center; Inclusion in remediation programs; Language development instruction for English language learners; Programs for credit retrieval. LAP allowable services

4. ESSB 5946 – Strengthening student educational outcomes (SSEO) During the 2013 Legislative Session, the legislature directed OSPI to convene three expert panels to develop Menus of Best Practices and Strategies for English Language Arts, Mathematics, and Reducing Disruptive Behavior. These Best Practices and Strategies are specific for use in the Learning Assistance Program (LAP) with students who struggle to meet academic standards. The menus of best practices and strategies provide guidance to districts as they work to impact student academic achievement.

5. ESSB 5946 – Strengthening student educational outcomes: LAP Data Reporting Assessment Measure(s) Entrance Date Entrance Test Score Exit Date Exit Test Score Months of Growth LAP Service Provided (tutoring, extended learning time, etc.)

6. Menus of Best Practices and Strategies English Language Arts Menu – available July 1, 2014 and updated annually; implementation beginning 2015-16. Mathematics Menu – available July 1, 2015 and updated annually; implementation beginning 2016-17. Reducing Disruptive Behaviors Menu– available July 1, 2015 and updated annually; implementation beginning 2016-17.

7. Washington State Institute for Public Policy State and National Experts including: Teachers Content Coaches Principals District Personnel College Faculty National Researchers Approximately 6 panel meetings to develop initial Menu with outside research and writing expectations Approximately 3 panel meetings to review and revise Menus each year Panel of Experts

8. ELA Menu of Best Practices and Strategies Includes strategies designed to: assist struggling students in reaching grade level in reading, with particular emphasis in early literacy and assisting students in reaching grade level by the end of fourth grade, improve the reading and literacy of students who are English language learners, and assist schools and districts in implementing system improvements to impact reading instruction for all students.

9. Math Menu Currently in development; available July 1, 2015 Will reflect the Standards for Mathematical Practice (CCSS-M) and the Mathematics Teaching Practices (NCTM, Principles to Actions: Ensuring Mathematical Success for All) Reducing Disruptive Behavior Menu Currently in development; available July 1, 2015 Will reflect behavior interventions through a multi-tiered system of support model

10. Inventory of Evidence- and Research-Based Practices: Washington's Learning Assistance Program Annie Pennucci, Matt Lemon September 2014 The 2013 Washington State Legislature directed the Washington State Institute for Public Policy to prepare an inventory of evidence-based and research-based effective practices, activities, and programs for use by school districts in LAP and to update the inventory each two years thereafter. This report describes the updated inventory of evidence-based and research-based practices for use in LAP. http://www.wsipp.wa.gov/Reports/544 Washington State Institute for Public Policy (WSIPP)

11. http://www.wsipp.wa.gov CREATING A WSIPP INVENTORY WSIPP Process 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 January 30, 2015

12. Definitions (RCW 71.24.025) http://www.wsipp.wa.gov Evidence-based:  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  Sustained improvements in at least one outcome Promising:  Has a well-established theory of change January 30, 2015

14. http://www.wsipp.wa.gov/Reports/539

15. Tutoring Percent of the time benefits outweigh costs http://www.wsipp.wa.gov Evidence-based Research-based Promising Null/poor outcome

16. Tutoring http://www.wsipp.wa.gov Topic # studies Average effect size CostBenefitsRisk By cert. teachers, small-group structured 14 Test scores 0.220* ($1,406)$11,21196% By adults, 1:1, structured24 Test Scores 0.206* ($2,290)$9,95687% By peers, structured8 Test Scores 0.217* ($111)$15,87684% By non-cert. adults, small- group, structured 9 Test Scores 0.129* ($536)$6,74077% After-school tutoring6 Test Scores 0.099* ($917)$6,67875% *p ≤ 0.20

17. Teacher professional Development Percent of the time benefits outweigh costs http://www.wsipp.wa.gov Evidence-based Research-based Promising Null/poor outcome

18. Teacher Professional Development http://www.wsipp.wa.gov Topic # studies Average effect size CostBenefitsRisk PD in use of data to guide instruction 8 Test Scores 0.162* ($107)$13,546100% Instructional coaches11 Test Scores 0.042* ($252)$3,45586% PD targeted to content/grade level 14 Test Scores 0.064* ($260)$5,13584% Mentors for new teachers4 Test Scores 0.027 ($74)$2,23860% *p ≤ 0.20

19. Extended (Summer) learning Percent of the time benefits outweigh costs http://www.wsipp.wa.gov Evidence-based Research-based Promising Null/poor outcome January 30, 2015

20. Extended (Summer) Learning http://www.wsipp.wa.gov Topic # studies Average effect size CostBenefitsRisk Academically focused summer classes 13 Test Scores 0.081* ($1,132)$5,34592% Summer book programs: Multi- year 1 Test Scores 0.138 ($212)$11,19171% Summer book programs: One year, with additional support 4 Test Scores 0.044 ($114)$3,65060% Summer book programs: One year 3 Test Scores 0.019 ($77)$1,48857% *p ≤ 0.20

21. Menu of Best Practices And Strategies For English Language Arts http://www.k12.wa.us/SSEO/pubdocs/TechnicalReportBestPracticesStrategiesELA.pdf

23. Community Partnerships Community Based Student Mentoring Mentoring is defined as a positive relationship between a non-parental adult or older youth to a younger child or youth (Gordon et al., 2009)…Community-based mentoring occurs outside of the school context. Mentoring experiences can take many forms. The structure of the mentoring experience is often influenced by the goals of the mentoring program and may include a variety of social, cultural, and academic activities. Activities may include visiting a museum, studying for an exam, watching a movie, or playing a board game. Mentors and mentees may also spend time navigating issues for the mentee such as problems with time management, conflicts with a teacher, relationship issues, or family problems (Larose et al., 2010). The types of activities may vary, however, based on the age and needs of the mentee. “In late adolescents, activities focused on personal and professional identity, autonomy, time and relationship management, and skills development are believed to meet the needs shared by many young people. Mentoring program managers must ensure that the objectives of their programs and the nature of the activities in these programs strongly reflect the developmental needs of their clientele” (Larose et al., 2010, p. 138).

24. K–4 Considerations Activities should be developmentally appropriate (Larose et al., 2010). Elementary school-based mentor programs should seek parent permission and parents should be informed of the goals of the program and possible activities (Ryan et al., 2002). Implementation Success Factors “Mentors and mentees need opportunities to meet and participate in shared activities on a regular basis over an extended period of time” (Ryan et al., 2002, p. 134). Mentoring programs should carefully screen mentors, thoughtfully match mentors and mentees, and provide training for the mentors (Ryan et al., 2002). Mentor programs should utilize a paid mentor coordinator who coordinates activities, communicates with families, and recruits/trains/supports mentors (Ryan et al., 2002).

25. Tutoring Tutoring is defined as any interaction with a trained individual using an explicit well-designed program or practice that is matched to a student’s needs. Key findings: Tutoring programs must have clearly defined goals. Tutors must have knowledge of content and instructional pedagogy (e.g., 5 components of reading). Tutors must receive initial and ongoing training/ professional development. Tutor training should include error correction procedures, student response protocols, and engagement practices. Regular assessment is necessary for progress monitoring and program modification. Student data should be monitored systematically. Tutors should collaborate with the classroom teacher. Student progress should be communicated with parents.

26. OSPI “shall monitor learning assistance programs no less than once every four years…to evaluate the effectiveness of a district's allocation and expenditure of resources and monitor school district fidelity in implementing best practices. The office of the superintendent of public instruction may provide technical assistance to school districts to improve the effectiveness of a learning assistance program.” RCW 28A.165.065

27. Program Effectiveness Student Growth Rate: Months of growth / months in LAP

29. Passive vs. Active Implementation With passive implementation, approximately 14% of well- researched innovations are used in practice and it takes 17 years to accomplish that modest level of use. With active implementation, over 80% of sites met criteria for fidelity in 3.6 years.

30. Guiding questions for schools/districts to consider: Goal: Exit students from LAP with confidence that students will be successful on grade-level standards with continued support from the core classroom teacher. How are LAP services aligned with the Menu of Best Practices and other current research? How are LAP services implemented with fidelity? Are assessments aligned with grade-level learning goals and will these assessments provide the information necessary to make determinations about student progress? How will we know that LAP services/processes appropriately identify, serve, and exit students? How are LAP services/processes monitored for fidelity and modified if they do not meet expectations? How are LAP services integrated into the school as a larger system of improvement?

31. Communication & Implementation Plan Strengthening Student Educational Outcomes Learning Assistance Program Newsletters State workshops and conferences Technical Assistance Implementation Science, SISEPSISEP (State Implementation & Scaling-up of Evidence-based Practices)

32. Questions?

33. Contact us Amy Thierry Program Supervisor for LAP ELA and Research Washington State OSPI 360-725-6026 amy.thierry@k12.wa.us Amy Vaughn Program Supervisor for LAP Math and Research Washington State OSPI 360-725-6190 amy.vaughn@k12.wa.us