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OSPI UPDATE ON CURRENT POLICY AND LEGISLATIVE ISSUES 2013 WSSDA ANNUAL CONFERENCE NOVEMBER 22, 2013 Presented by: Alan Burke, Ed.D. Deputy Superintendent of K-12 Education Office of Superintendent of Public Instruction Slide 2 ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) FLEXIBILITY WAIVER OVERVIEW ESEA original authorization in 1965 Lyndon Johnson / Great Society A Nation at Risk (1983) George HW Bush / America 2000 Bill Clinton / Goals 2000 Reauthorization every 5 years, but -2002 Reauthorization = NCLB -2007 Reauthorization still has not occurred -2012 U.S. Dept of Ed established waiver program 2 Slide 3 WHERE WE WERE BEGINNING IN 2002 ELEMENTARY SCHOOL STATE UNIFORM BAR 3 Slide 4 MIDDLE SCHOOL STATE UNIFORM BAR 4 Slide 5 HIGH SCHOOL STATE UNIFORM BAR 5 Slide 6 School Improvement Plan Continue: Public School Choice Continue: Public School Choice Supplemental Continue: Public School Choice Supplemental Services Public School Choice Supplemental Services Corrective Action Plan for Alternative Governance AYP Step 1 2 3 4 Implement Plan For Alternative Governance Step 5 12 AYP AYP TIMELINE FOR SCHOOLS (Consequences apply only to schools receiving Title I funds) Sanctions are a District Responsibility Identified for School Improvement WASL Results WASL Results 6 Slide 7 Implementation of School Improvement Requirements Flexibility from requirement for school districts to identify or take improvement actions for schools identified for improvement, corrective action, or restructuring Eliminates Public School Choice (PSC) as a mandate Eliminates Supplemental Educational Services (SES) as a mandate Eliminates the 20% district Title I set aside to fund PSC and SES Eliminates the 10% set aside for professional development for schools FLEXIBILITY TO IMPROVE STUDENT ACHIEVEMENT AND INCREASE THE QUALITY OF INSTRUCTION 7 Slide 8 WHAT DOES ESEA FLEXIBILITY REQUIRE FROM STATES? 1.Ensure college- and career-ready expectations for all students in Washington Common Core State Standards (CCSS) and Smarter Balanced Assessment Consortium (SBAC) 2.Implement state-developed system of differentiated recognition, accountability, and support 3.Support effective instruction and leadership in Washington Teacher and Principal Evaluation Project (TPEP) 4.Reduce duplication and unnecessary burden on school districts by the state 8 Slide 9 PRINCIPLE 1: COLLEGE- AND CAREER-READY EXPECTATIONS FOR ALL STUDENTS To support States in continuing the work of transitioning students, teachers, and schools to higher standards Adopt college- and career-ready (CCR) standards in at least reading/language arts and mathematics Transition to and implement CCR standards Develop and administer Statewide, aligned, high-quality assessments that measure student growth Adopt English Language Proficiency (ELP) standards corresponding to the States new CCR standards and develop aligned assessments 9 Slide 10 PRINCIPLE 2: STATE-DEVELOPED DIFFERENTIATED RECOGNITION, ACCOUNTABILITY, AND SUPPORT To support states efforts to move forward with next-generation accountability systems Set ambitious but achievable Annual Measurable Objectives (AMOs) 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: Close achievement gaps by identifying and implementing interventions in schools with the greatest achievement gaps or low graduation rates Provide incentives and supports for other Title I schools (Emerging Schools) Build State Education Agency (SEA), Local Education Agency (LEA), and school capacity to improve student learning in all schools 10 Slide 11 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 (e.g., turnaround principles) in schools with the lowest performing subgroups Other low-performing Title I schools (Emerging schools): Provide incentives and support Build state, district, and school capacity 11 Slide 12 ACCOUNTABILITY SYSTEM BASED ON 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 12 Slide 13 OPTION A: SET AMBITIOUS BUT ACHIEVABLE ANNUAL MEASURABLE OBJECTIVES (AMOs) NEW AMOs (Targets): Cut Proficiency Gap by Half by 2017 Sample High School - 10 th Grade Reading Our goal for all Students remains 100% meeting standard! Proficiency Gap Decrease of 50% 13 Slide 14 Priority : Based on All Students Performance Priority (lowest 5%) Focus (lowest 10% ) Emerging Focus ( Next 10%) Emerging Priority ( Next 5%) Next 5% Focus : Based on Subgroup Performance Next 10% Thresholds: Priority: