ESEA FLEXIBILITY WAIVERS December 2, 2011 House Education Committee Bob Harmon, Assistant Superintendent

ESEA Flexibility USED/OSPI CONTENTS Overview of the waiver/flexibility proposal. What could be waived (and why would we care). What are the conditions (What would we have to demonstrate or commit to in order to meet them? Which ones pose more of a challenge?) What are pros/cons of applying for a waiver? What is the next step? 2

ESEA Flexibility USED/OSPI ESEA FLEXIBILITY “We’re going to let states, schools and teachers come up with innovative ways to give our children the skills they need to compete for the jobs of the future.” – President Obama September 23,

ESEA Flexibility USED/OSPI PRINCIPLES FOR IMPROVING STUDENT ACHIEVEMENT AND INCREASING THE QUALITY OF INSTRUCTION 1. College- and Career-Ready Expectations for All Students 2. State-Developed Differentiated Recognition, Accountability, and Support 3. Supporting Effective Instruction and Leadership 4. Reducing Duplication and Unnecessary Burden 4

ESEA Flexibility USED/OSPI 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 and implement college- and career-ready (CCR) standards in at least reading/language arts and mathematics Develop and administer high-quality assessments that measure student growth Adopt and implement corresponding English Language Proficiency standards and aligned assessments 5

ESEA Flexibility USED/OSPI 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 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: Identify and implement interventions in schools with the largest achievement gaps or low graduation rates Provide incentives and supports for other Title I schools Build state, district, and school capacity 6

ESEA Flexibility USED/OSPI Principle 3: Supporting Effective Instruction and Leadership To support SEA and LEA development of evaluation systems that go beyond NCLB’s minimum HQT standards Develop and adopt state guidelines for local teacher and principal evaluation and support systems Ensure school districts implement teacher and principal evaluation and support systems that are consistent with state guidelines A significant component must be student growth 7

ESEA Flexibility USED/OSPI Principle 4: Reducing Duplication and Unnecessary Burden To provide an environment in which schools and districts have the flexibility to focus on what is best for students Remove duplicative and burdensome reporting requirements that have little or no impact on student outcomes Evaluate and revise state administrative requirements to reduce duplication and unnecessary burden on school districts and schools 8

ESEA Flexibility USED/OSPI FLEXIBILITY TO IMPROVE STUDENT ACHIEVEMENT AND INCREASE THE QUALITY OF INSTRUCTION –2014 Timeline for Adequate Yearly Progress (AYP) – Flexibility to develop new ambitious but achievable Annual Measurable Objectives (AMOs) in reading/language arts and mathematics – Eliminates AYP 9

ESEA Flexibility USED/OSPI ELEMENTARY SCHOOL STATE UNIFORM BAR 10

ESEA Flexibility USED/OSPI MIDDLE SCHOOL STATE UNIFORM BAR 11

ESEA Flexibility USED/OSPI HIGH SCHOOL STATE UNIFORM BAR 12

ESEA Flexibility USED/OSPI 2. 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 13

ESEA Flexibility Package USED/OSPI 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 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 14

ESEA Flexibility USED/OSPI 3. Implementation of District Improvement Requirements – Flexibility from requirement for states to identify or take improvement actions for districts identified for improvement or corrective action – Eliminates the 10% set aside for professional development for districts FLEXIBILITY TO IMPROVE STUDENT ACHIEVEMENT AND INCREASE THE QUALITY OF INSTRUCTION 15

ESEA Flexibility Package USED/OSPI AYP TIMELINE FOR DISTRICTS (Consequences apply only to districts receiving Title I funds) State Responsibility District Improvement Plan District Improvement Plan State Offers Technical Assistance and MAY take Corrective Action State MUST Take Corrective Action Step AYP Identified for District Improvement WASL Results WASL Results 16

ESEA Flexibility USED/OSPI FLEXIBILITY TO IMPROVE STUDENT ACHIEVEMENT AND INCREASE THE QUALITY OF INSTRUCTION 4. Rural districts – Flexibility to use Rural and Low-Income School Program funds or Small, Rural School Achievement Program for any authorized purpose regardless of AYP status 5. Schoolwide Programs – Flexibility to operate a schoolwide program in a Title I school that does not meet the 40 percent poverty threshold if the state has identified the school as a priority school or a focus school 17

ESEA Flexibility USED/OSPI FLEXIBILITY TO IMPROVE STUDENT ACHIEVEMENT AND INCREASE THE QUALITY OF INSTRUCTION 6.Support School Improvement – Flexibility to allocate ESEA section 1003(a) funds to an LEA in order to serve any focus or priority school 7. Reward Schools – Flexibility to use funds reserved under ESEA section 1117(c)(2)(A) to provide financial rewards to any reward school 8. Highly Qualified Teacher (HQT) Improvement Plans – Flexibility from the requirements regarding HQT improvement plans 18

ESEA Flexibility USED/OSPI FLEXIBILITY TO IMPROVE STUDENT ACHIEVEMENT AND INCREASE THE QUALITY OF INSTRUCTION 9.Transfer of Certain Funds – Flexibility to transfer up to 100 percent of the funds received under the authorized programs designated in ESEA section 6123 among those programs and into Title I, Part A 10. Use of School Improvement Grant (SIG) Funds to Support Priority Schools – Flexibility to award SIG funds available under ESEA section 1003(g) to an LEA to implement one of the four SIG models in any priority school 19

ESEA Flexibility USED/OSPI IMPLEMENTATION TIMELINES The Secretary intends to grant waivers included in this flexibility through the end of the 2013–2014 school year. An SEA may request an extension of the initial period of this flexibility prior to the start of the 2014–2015 school year unless it is superseded by reauthorization of the ESEA. 20

ESEA Flexibility USED/OSPI CONSULTATION An SEA must engage diverse stakeholders and communities in the development of its request Engage and solicit input from – teachers and their representatives. – diverse stakeholders, such as students, parents, community- based organizations, civil rights organizations, organizations representing students with disabilities and English Learners, business organizations, and Indian tribes. Consult with the State’s Title I Committee of Practitioners 21

ESEA Flexibility USED/OSPI TIMELINE FOR SUBMISSION IN ORDER TO PROVIDE FLEXIBILITY TO STATES BY THE END OF THE SCHOOL YEAR, WE WILL PROVIDE TWO SUBMISSION WINDOWS Submit request by November 14, 2011 for December 2011 peer review Submit request by mid-February, 2012 for a Spring 2012 peer review 22

ESEA Flexibility USED/OSPI WASHINGTON STATE OSPI is investigating our options about whether to apply for ESEA flexibility. If we do apply, we will target the mid-February 2012 due date. 23

ESEA Flexibility USED/OSPI 24

ESEA Flexibility USED/OSPI PROS AND CONS Upsides: – Elimination of costly set asides (20%—PSC + SES; 10%—PD for districts; 10%—PD for schools) – Elimination of AYP and 100% proficiency in 2014 Downsides: – Prescriptive teacher and principal evaluation – WA’s accountability system, not the fed’s – Timing of ESEA Reauthorization – Possible legal challenges (Rep. Kline) 25

ESEA Flexibility USED/OSPI JOINT SELECT COMMITTEE on Educational Accountability (SB 6696, Sec. 114): – Beginning no earlier than May 1, 2012 – Options for a complete system of education accountability, particularly consequences for a RAD – Appropriate decision-making responsibilities and consequences at the school, district, and state levels – Interim report September 1, 2012 – Final report and recommendations September 1,

ESEA Flexibility USED/OSPI ESEA FLEXIBILITY DOCUMENTS Letter to Chief State School Officers from Secretary Duncan ESEA Flexibility ESEA Flexibility Request ESEA Flexibility Review Guidance ESEA Flexibility FAQs ESEA Flexibility website at: Questions? – 27

ESEA Flexibility USED/OSPI NEXT STEPS December 7—Title I Committee of Practitioners January 2012—ESEA Waivers Stakeholders Group February 9—Special Education Advisory Council (SEAC) TBD—State Board of Education (SBE) And other consultation In the meanwhile… – Looking at what states submit – Looking at what ED approves/denies 28

ESEA FLEXIBILITY WAIVERS December 2, 2011 House Education Committee Bob Harmon, Assistant Superintendent