1. Washington’s ESSA Consolidated Plan Review Tour
Dr. Gil Mendoza
Deputy superintendent of k-12 education
Gayle Pauley
Assistant superintendent, special programs & federal accountability

2. Agenda Presentation (40 minutes)
Welcome (5 minutes)
Presentation (40 minutes)
Open comment period related to OSPI's process in developing the plan and to the content of the draft plan (75 minutes)

3. Open Comment Process
Upon arrival, print your first and last name on the Review Tour Sign-in sheet.
If you would like to comment, please put a check mark in the requested comment box.
Each person signed up to comment will be called upon, in the order listed on the Review Tour Sign-in sheet.
The person called upon should go to the designated microphone. If accommodation is required, a microphone will be brought to you.
Each person will be allowed three (3) minutes to comment; dependent on the number of persons signed up to comment.

4. Every Student Succeeds Act
Signed into law on December 10, 2015
Reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA) and replaces No Child Left Behind (NCLB)

5. What are some of the changes in the shift to the Every Student Succeeds Act?
No Child Left Behind Act
100% Proficiency Standard
School Failure Letters Home
“Highly Qualified” Requirement
SES Set-Asides and School Choice
Required School Turnaround Models
Cascading Sanctions
Every Student Succeeds Act
Emphasis on Growth and Gaps
Schools Identified for Support
Effective Educators
Local Control on Spending
LEA and SEA Improvement Models
LEA School Supports

6. ESSA Requirements
Academic Standards
States have to adopt “challenging” academic standards in reading, math and science.
But the federal government can’t try to influence a state’s decision.

7. ESSA Requirements Annual Testing
States must test students in reading and math once a year in grades 3 through 8, as well as once in high school. They must also test students in science once in grade school, middle school and high school.
Students with IEPs or 504 plans may receive accommodations on all annual state tests.
Only 1 percent of all students can be given “alternate” tests.
The participation rate remains at 95%.
ESSA encourages states and districts to get rid of unnecessary testing.

8. ESSA Requirements Accountability Measures
With ESSA, states must consider more than just test scores when evaluating schools.
Each state must use four academic factors that are included in the law.
Reading and math test scores (Proficiency)
English-language proficiency test scores
High school graduation rates
A state-chosen academic measure for grade schools and middle schools (Growth)

9. ESSA Requirements Accountability Measures
States must also choose at least one School Quality Student Success (SQSS) factor that impacts school quality.
Overall, states must give substantially more weight to the academic factors than to the school-quality factors.

10. ESSA Requirements Achievement Targets
States must set achievement targets for students in schools.
States must also set ambitious goals for groups of students who are the furthest behind. These goals should help close the gap with other students.
There are no federal penalties for struggling schools. Instead, these schools will be provided resources to develop and implement an improvement plan.

11. ESSA Requirements Struggling Students and Schools
States and school districts must have a plan for helping schools that:
Have low graduation rates (<67%)
Are consistently struggling to meet academic indicators
Have specific group of students who are struggling (English Learners, Students with Disabilities, Ethnic and Racial groups)
Decisions about what to do may be made by the local school districts and schools with state approval. But ESSA requires states to use evidence-based methods to help struggling schools and students.

12. Six Overarching Components
Consultation and Coordination
Challenging Academic Standards and Academic Assessments
Accountability, Support, and Improvement for Schools
Supporting Excellent Educators
Supporting All Students
Long term goals and Measurements of interim progress
Washington’s ESSA Consolidated Plan

13. This plan is organized into six major sections that address the requirements of ESSA.
Long Term Goals and Measurement of Interim Progress describes how the SEA established its ambitious long-term goals and measurements of interim progress for academic achievement.
Consultation and Coordination describes how the SEA and other stakeholders, including the public, worked together to develop the plan.
Challenging Academic Standards and Academic Assessments illustrates the state education standards in mathematics, English Language Arts and other disciplines. It shows the assessment systems used in Washington State and explains how our students will be career and college-ready through application of the standards and assessment processes.
Accountability, Support and Improvement for Schools defines key thresholds for schools – in academic achievement, graduation rates, English language proficiency, school quality and other measures. It outlines the support that will be provided to schools when necessary.
Supporting Excellent Educators defines what it takes to be an effective educator and describes the professional development and other supports offered to educators in Washington State.
Supporting All Students describes how all students in our state will have access to a fair, equitable, and high-quality education. It addresses the academic and non-academic needs of subgroups of students, and how the state will collect and use data to ensure a well-rounded and supportive education for all students.

14. Long Term Goals and Measurements of Interim Progress
Academic Achievement
Graduation Rate
English Language Proficiency

18. Projected Timeline

19. Consultation and Coordination
Timely and Meaningful Consultation
Public Notice
OSPI set up a website for communicating with the public regarding Washington’s Consolidated Plan at
Outreach and Input
OSPI held ten regional public forums across the state.
Coordination
Plan Coordination

20. ESSA Consolidated Plan Organizational Chart

21. Washington’s ESSA Consolidated Plan Team Organization Representation
Association of Washington School Principals
Professional Educator Standards Board
Washington Education Association
Bilingual Education Advisory Committee
Special Education Advisory Council
Washington State Commission on African American Affairs
Commission on Hispanic Affairs
State Board of Education
Washington State Commission on Asian Pacific American Affairs
Educational Opportunity Gap Oversight and Accountability Committee (EOGOAC)
State Legislature
Washington State Parent Teacher Association
Educational Service Districts
Title I Committee of Practitioners
Washington State Public School Employees
Governor’s Office
Tribes
Washington State School
Director’s Association
Office of Superintendent of Public Instruction
Washington Association for Learning Alternatives
Washington Student Achievement Council
Partnership for Learning
Washington Association of School Administrators

22. Challenging State Academic Standards and Academic Assessments
Challenging Academic Standards and Academic Assessments
Alternate Academic Achievement Standards
Appropriate Accommodations
Languages Other Than English
English Language Proficiency Standards
System of Performance Management
Student Academic Assessments
Collection and Use of Data
State Assessment Requirements
Monitoring
Advanced Mathematics Coursework
Continuous Improvement
Universal Design for Learning
Differentiated Technical Assistance

23. Learning and Teaching
Challenging Academic Standards and Academic Assessments
Washington has adopted the Common Core State Standards (2011) and Next Generation Science Standards (2013). We have also adopted the Smarter Balanced Assessment (2015).
Section 1111, 1(b)(1) (A-C)
Challenging Academic Standards and Alignment with CTE Standards
The state has demonstrated that the challenging state academic standards are aligned with relevant career and technical education standards for mathematics, reading or language arts, and science.
Section 1111, 1(b)(1)(D)

24. Learning and Teaching
Challenging Academic Standards and Alignment with Entrance Requirements for Credit-bearing Coursework in the System of Higher Education in the State
The state has demonstrated that the challenging state academic standards are aligned with entrance requirements for credit-bearing coursework in the system of higher education in the state.
Section 1111, 1(b)(1)(D)
English Language Proficiency Standards and Alignment with Academic Standards
The state has adopted English language proficiency standards that:
Are derived from the 4 recognized domains of speaking, listening, reading, and writing;
Address the different proficiency levels of English learners; and
Are aligned with the challenging state academic standards.
Section 1111, 1(b)(1)(F)

25. Accountability, Support, and Improvement for Schools
Accountability System
Indicators
Subgroups
Minimum Number of Students
Meaningful Differentiation
Participation Rate
Data Averaging
Including All Public Schools
State Support and Improvement for Low-Performing Schools
Allocation of School Improvement Resources
Evidence-Based Interventions
More Rigorous Interventions
Periodic Resource Allocation Review
Other State Identified Strategies
Identification of Schools
Comprehensive Support and Improvement Schools
Targeted Support and Improvement Schools
Performance Management and Technical Assistance for Accountability, Support, and Improvement for Schools
System of Performance Management
Review and Approval of LEA Plans
Collection and Use of Data
Monitoring
Continuous Improvement
Differentiated Technical Assistance

26. Accountability PHASE 1 Academic Indicators
School Quality or Student Success
Proficiency
Growth
English Learner Progress
Elementary
Chronic Absenteeism
Middle School
Proficiency
Growth
English Learner Progress
Chronic Absenteeism
Chronic Absenteeism
High School
Proficiency
Graduation Rate
English Learner Progress
9th Graders on Track
Advanced Course Taking

27. Accountability PHASE 2 Academic Indicators
School Quality or Student Success
Proficiency
Growth
English Learner Progress
Elementary
Chronic Absenteeism
Middle School
Proficiency
Growth
English Learner Progress
Chronic Absenteeism
Chronic Absenteeism
High School
Proficiency
Graduation Rate
English Learner Progress
9th Graders on Track
Advanced Course Taking
+ Industry Certification
Additional measures will be considered for Phase 2: disproportionate discipline, teacher assignment and equity, and a school climate and engagement survey

28. Indicators: Weighting priority by category and grade band
Proficiency
Growth
Graduation
EL Progress
SQSS
Elementary
Medium
High
Med-Low
Low
Middle
Med-High

29. Identification for Comprehensive Support
Schools will be identified for Comprehensive Support based on the All students group in combination with targeted subgroups. (lowest 5 percent)
This approach emphasizes the importance of targeted subgroups’ performance.
The Achievement and Accountability Workgroup shall review data and consider different methods for the calculation (weights and proportions) in order to balance the importance of historically underserved populations but not skewing outcomes for schools with large populations of those students.

30. Accountability System
High School Graduation Indicator
Include more than one measure for the high school graduation indicator as part of the Annual Meaningful Differentiation of schools:
The 4-year adjusted cohort graduation rate as required
Extended-year adjusted cohort graduation rates: 5, 6, and 7-year cohort rates
Section 1111 (c)(4)(B)(iii)(II)

31. Accountability System
Annual Meaningful Differentiation
Assign a 1–10 rating, name, and color code.
Section 1111(c)(4)(C)

32. Accountability System
Participation Rate
The Achievement and Accountability Workgroup (AAW) shall develop details around state-determined consequences for schools that do not meet 95 percent participation rate.
The AAW will define and recommend supports and technical assistance that would be used to help schools meet 95 percent participation. AAW would also recommend and define tiered accountability if improvement wasn’t made.
Section 1111(c)(4)(E)

33. Targeted Support Race & Programs Ethnicity
Bottom 10% of Targeted Subgroups
(combined and stacked)
Identified Consistently Underperforming Race/Ethnicity Subgroups and Programs

34. Accountability System
English Learner Subgroup Definition
The English learner (EL) subgroup will be identified as current English learner students only Section 1111(b)(3)(B)
English Language Proficiency Progress Measure With input from the Bilingual Education Advisory Committee and Achievement and Accountability Workgroup (AAW), OSPI will develop an EL progress measure over the next year. Using the second year of ELPA21 data, OSPI and the State Board of Education will conduct analyses and simulations.
Section 1111(c)(4)(B)(iv)

35. Student Assessment System
 Exemption of 8th Grade Students in Advance Math
Washington will not allow 8th grade students in advanced math to be exempted from the 8th grade math test.  
Section 1111(b) (2)(C)
District Selection of Nationally Recognized Exam
If a nationally-recognized test passes peer review in a state that has our same learning standards (CCSS), a committee of stakeholders should return to give input on how it would be implemented. The committee of stakeholders would have to include in the recommendation that using the alternate test would require a change in state law in order to allow the alternate test to be used to meet graduation requirements to avoid double testing.
Section 1111(b) (2)(H)

36. Student Assessment System
Verification of Select Assessments –Alternate Assessments for Students with the Most Significant Cognitive Disabilities The state is currently operating within the requirements of ESSA regarding assessment of students with the most significant cognitive disabilities, except in the following noted area, which should be addressed by OSPI: Score reports are not available in other languages. Section 1111(b) (2)(D)

37. Supporting Excellent Educators
Systems of Educator Development, Retention, and Advancement
Educator Development, Retention, and Advancement Systems
Support for Educators
Resources to Support State-level Strategies
Skills to Address Specific Learning Needs
Evaluation and Support Systems
Education Preparation Programs
Educator Equity
Definitions
Rates and Disproportionalities
Public Reporting
Root Cause Analysis
Identification of Strategies

38. Supporting Excellent Educators
Performance Management and Technical Assistance
for Supporting Excellent Educators
System of Performance Management
Review and Approval of LEA Plans
Collection and Use of Data
Monitoring
Continuous Improvement
Differentiated Technical Assistance

39. Supporting Excellent Educators
Definition and criteria for effective educators (teacher and principals)
Teacher and Principal Definition:
Effective
Teachers and principals will be identified as being effective if they receive the following summative scores on TPEP
4- Distinguished
3- Proficient
Emerging Early Career
Teacher and principals will be identified as emerging early career effective* in years 0-3 of their career if they receive a level 2-basic on TPEP. A level 2-basic, after three years of experience will be labeled ineffective.
Ineffective
Teachers and principals who receive a level 1-below basic in any year of their career will be identified as ineffective
Should any federal and state funding be allocated to target ineffective educators, educators in the emerging early career effective category would qualify for job embedded professional learning.

40. Effective Educators Paraeducator qualification requirements
Maintain paraeducator qualifications, as previously required under NCLB, until such time that the paraeducator standards recommended by the Paraeducator Workgroup are implemented by the Legislature with funding of a statewide paraeducator evaluation system.
Paraeducator qualifications: All paraeducators must have the first, essential credential — a high school diploma or GED (General Educational Development). Paraeducators can provide a copy of their high school diploma — transcripts are not necessary.

41. Effective Educators
Paraeducator qualification requirements (continued)
  With this credential in place, there are three educational pathways and one evaluation option a potential paraeducator can take to meet federal requirements.
Educational Pathways:
1. Two years of study at an institution of higher education. The institution you choose must meet five criteria of the Higher Education Act, Section 101(a). All classes must be at level 100 or higher.
2. Associate degree or higher. All associate degrees are acceptable.
3. Pass the ETS ParaPro Assessment. The assessment measures, skills and content knowledge related to reading, writing and math.
Evaluation Option:
1. Washington paraeducator portfolio or apprenticeship program — completed previously. Those meeting the apprenticeship requirements must present a journey card or certificate. The portfolio and apprenticeships are no longer offered for enrollment; however OSPI will continue to honor this pathway.
Section 1111 (g) (B) and Section 2101 (c) (4) (B) (iii)

42. Effective Educators State level activities
3 percent of Title II funds dedicated for items 2 and 8 from the SEA State Activities List.
2) Developing, improving, or providing assistance to local educational agencies to support the design and implementation of teacher, principal, or other school leader evaluation and support systems that are based in part on evidence of student academic achievement, which may include student growth, and shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders, such as by—
developing and disseminating high-quality evaluation tools, such as classroom observation rubrics, and methods, including training and auditing, for ensuring inter-rater reliability of evaluation results.
developing and providing training to principals, other school leaders, coaches, mentors, and evaluators on how to accurately differentiate performance, provide useful and timely feedback, and use evaluation results to inform decision making about professional development, improvement strategies, and personnel decisions.
developing a system for auditing the quality of evaluation and support systems.
8) Providing assistance to local educational agencies for the development and implementation of high-quality professional development programs for principals that enable the principals to be effective and prepare all students to meet the challenging State academic standards.

43. Effective Educators
1% of Title II funds dedicated for item 5 on the SEA State Activities List.
5) Developing, improving, and implementing mechanisms to assist local educational agencies and schools in effectively recruiting and retaining teachers, principals, or other school leaders who are effective in improving student academic achievement, including effective teachers from underrepresented minority groups and teachers with disabilities, such as through—
(I) opportunities for effective teachers to lead evidence-based (to the extent the State determines that such evidence is reasonably available) professional development for the peers of such effective teachers; and
(II) providing training and support for teacher leaders and principals or other school leaders who are recruited as part of instructional leadership teams.
Section (c) (3)

44. Supporting All Students
Well-Rounded and Supportive Education for Students
Strategies, Rationale, and Timelines
Use of Federal Funds to Support Strategies
Performance Management and Technical Assistance for Supporting All Students
System of Performance Management
Review and Approval of LEA Plans
Collection and Use of Data
Monitoring
Continuous Improvement
Differentiated Technical Assistance

45. English Learners
SEA will assist LEAs in meeting challenging academic standards expected of all students
SEA to provide state assessments in native languages to the full extent allowed under ESSA Title I.
Section 3113(b)(6)(B)
Provide effective teacher and principal preparation and professional development activities related to the education of ELs
SEA will support preservice and in-service teachers and principals to acquire competencies related to the effective instruction of ELs. It is the intention that all teachers are attending to ELP standards within their respective content area(s). The SEA will effectively collaborate with LEAs and educator programs to increase offerings for continued professional learning.
Section 3113(b)(2)(A-E)

46. Parent and Community Engagement
Devote resources and staff to ensure schools, districts, and OSPI support and grow family and community engagement.
This effort on family and community engagement is the undergirding to support the success of all students and families, reduce the opportunity gap, and develop more culturally responsive and inclusive schools.
Schools, districts, and OSPI must recruit, hire, train, and retain all staff for this commitment to cultural responsiveness, inclusion, and family-community-school engagement.
Families, communities, community-based organizations, civic groups, youth service groups, ethnic and racial affinity and support groups, and faith-based organizations provide vital input and wisdom about their students.
All staff should leverage this knowledge to improve school policies and practices.
When planning for, or implementing racially and culturally equitable and inclusive (e.g., disability, gender, faith, language) family and community engagement efforts, schools, districts, and OSPI must focus on reaching and developing ongoing relationships with families and students whose voices have been lost or not heard as well by holding diversity and inclusion as core values.
Washington’s students and families come from diverse communities, life experiences, and perspectives and enrich our schools with their input and support.

47. Parent and Community Engagement
SEA supports collection and dissemination of effective engagement strategies
Research-based family and community collaboration must be woven into all of the federal programs as a key instructional and school improvement strategy. Family and community collaboration must be a focal point of ESSA implementation.
OSPI must ensure that federal programs work together and their individual requirements and efforts are not in conflict or duplicative, given limited resources.
Section 1111(g)(2)(F)
OSPI/LEA builds parent and family capacity to be engaged in activities and requirements funded by Section 1116
Districts and schools will be encouraged to increase transparency and communication of district and school funding available for family and community collaboration.
Section 1116(e)

48. Early Childhood Education
State Agency Preschool Technical Assistance and School District Plans
State and Regional Technical Assistance
Provide capacity at the Office of Superintendent of Public Instruction (OSPI), to provide technical assistance to school districts regarding: The availability and use of ESSA funds for serving prekindergarten children (e.g., Title I, Title II, Title III); creating quality preschool programs; how to create socioeconomically diverse classrooms using multiple funding streams; transitions into kindergarten; Head Start requirements; and other related information. This state-level technical assistance ESDs, Child Care Aware, and/or regional offices of the Department of Early Learning.
Website
Create a section on the OSPI website that will provide information to school district staff pertaining to expanding high quality prekindergarten programs in school districts that would include information on the Head Start standards, blending and braiding funding streams, best practices, model programs, and other useful information.
Section 1111 (g) Section 1112 (b)

49. Early Childhood Education
ESSA Guides for School Districts and Private Schools
Prior to the development of school district consolidated plans, the federal government or OSPI will create a guide for school districts that summarizes the early childhood provisions in ESSA and the new opportunities that school districts have to serve prekindergarten children and to provide professional development (PD) opportunities for early learning professionals.
As part of the guide, information will be provided discussing the options that school districts have in collaborating with private schools and other early learning providers in providing joint PD and sharing ESSA funded tools and resources.
In addition, the federal government or OSPI will create and distribute a guide for private schools that provides information regarding the assistance that is available to private schools through ESSA.

50. Early Childhood Education
School District Planning
When school districts are preparing their plans for utilizing ESSA funding, provide opportunities (e.g., face- to-face meetings, webinars) for school district staff to understand ways to utilize ESSA funds for early childhood programs and activities.
School District Planning Tool
OSPI should review the current early childhood provisions/questions in its planning tool to determine if early learning is adequately addressed.
Assessing Community Need and Technical Assistance
OSPI and the Department of Early Learning should either identify, or develop, a process that school districts and communities can use: to assess the need for additional preschool opportunities in their community, to determine how best to meet the need, and how to provide technical assistance to organizations identified as potential sources for additional opportunities.

51. Students With Disabilities
OSPI will take full advantage of every opportunity to maximize the state’s fiscal, regulatory and reporting flexibility while maintaining meaningful accountability measures consistent with the intent of the reauthorization of the ESSA, and apply the core principles of universal design for learning (UDL) to build capacity within the general education core curriculum to promote equitable and meaningful access, engagement, and representation of students with disabilities in the least restrictive environment for each student.
Section 1306 and Section 1111
OSPI will adopt and encourage the use of blended and/or braided funding mechanisms (cost allocation models) endorsed by the U.S. Department of Education to enhance the development and adoption of research based, multi-tiered systems of support (MTSS) for all students, and ensure the full participation of special education staff in school and district wide personnel development opportunities so that the source of funds for a particular position does not limit any staff person (certified or classified) from gaining skills to improve one or more of the multiple measures for school and district accountability, or limit service delivery to students who are eligible for services across multiple categorical programs (Title I, English Learners and Special Education).
Section 1125A and Section 1424

52. Students With Disabilities
Given the ESSA 1 percent limitation on the percentage of total tested students that can be alternately assessed, Washington has adopted the statewide definition of the term “cognitively challenged:”
Those students who require intensive or extensive levels of direct support that is not of a temporary or transient nature. Students with significant cognitive challenges also require specially designed instruction to acquire, maintain or generalize skills in multiple settings in order to successfully transfer skills to natural settings including the home, school, workplace, and community.
This statewide definition will enable districts to uniformly apply for a waiver of the 1 percent limitation should the district have the need to apply for such a waiver.
Section 1111

53. Students With Disabilities
Consistent with the application of the core principles of Universal Design for Learning (UDL) in Recommendation 1, OSPI will encourage the development and adoption of Alternate Achievement Standards using the Links for Academic Learning (LAL) process on behalf of students with significant cognitive challenges and ensure that a student’s need for an alternate assessment is not the result of a lack of the student’s access to appropriate instruction, or the need for assistive technology.
Section 1111
 OSPI will develop model notification language and IEP team guidelines for school districts to use regarding alternate assessments which includes language that indicates a student’s participation in the alternate assessment may delay, or otherwise affect the student completing the requirements for a regular high school diploma.
Section 8101

54. Moving Forward
Washington’s ESSA Consolidated Plan is a living document. Many stakeholders contributed to the development of the plan, and many more will contribute to its success.
Just as our students are expected to engage, grow, and learn, our education system must do so as well.
As a learning system, we expect that we will engage in a continuous improvement process. This plan represents the start, not the finish.

55. Website More information http://k12.wa.us/ESSA Public Comment Form

56. Contact Information
Dr. Gil Mendoza, Deputy Superintendent K–12 Education Office: Jami Peterson, Executive Assistant
Gayle Pauley, Assistant Superintendent Special Programs and Federal Accountability Office: Carrie Hert, Executive Assistant