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|OSPI
2018
Washingtons ESSA Consolidated Plan
FulfillingtherequirementsofSection8302oftheElementaryandSecondaryEducationActof1965(ESEA),asamendedbytheEveryStudentSucceedsAct (ESSA)
Revised:January12,2018
I OSPI
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CheckthisboxiftheSEAhasincludedallofthefollowingprogramsinitsconsolidatedStateplan.
Programs Included in the Consolidated State Plan
Or,ifallprogramsarenotincluded,checkeachprogramlistedbelowthattheSEAincludesinitsconsolidatedStateplan:
TitleI,PartA:ImprovingBasicProgramsOperatedbyLocalEducationalAgencies TitleI,PartC:EducationofMigratoryChildren TitleI,PartD:PreventionandInterventionProgramsforChildrenandYouthWhoAreNeglected,Delinquent,orAtRisk TitleII,PartA:SupportingEffectiveInstruction TitleIII,PartA:EnglishLanguageAcquisition,LanguageEnhancement,and
AcademicAchievement
TitleIV,PartA:StudentSupportandAcademicEnrichmentGrants TitleIV,PartB:21stCenturyCommunityLearningCenters TitleV,PartB,Subpart2:RuralandLowIncomeSchoolProgram TitleVII,SubpartBoftheMcKinneyVentoHomelessAssistanceAct:Education
forHomelessChildrenandYouthProgram
OSPI| Washingtons ESSA Consolidated Plan ii
Contents ExecutiveSummary.........................................................................................................................7 PlanOverview.................................................................................................................................8 A. TitleI,PartA:ImprovingBasicProgramsOperatedbyLocalEducationAgencies(LEAs)....11 A.1 ChallengingStateAcademicStandardsandAssessments.............................................11 A.2 EighthGradeMathException........................................................................................11 A.3 NativeLanguageAssessments.......................................................................................12 A.4 StatewideAccountabilitySystemandSchoolSupportandImprovementActivities....14 A.5 DisproportionateRatesofAccesstoEducators.............................................................69 A.5.A SummaryofResults................................................................................................74 A.5.B PublicReporting......................................................................................................74 A.5.C RootCauseAnalysis................................................................................................75 A.6 SchoolConditions...........................................................................................................76 A.7 SchoolTransitions ..........................................................................................................80 A.7.A TransitionfromEarlyChildhoodEducationtoElementarySchool ........................83 A.7.B TransitioningfromElementarytoMiddleSchool...................................................90 A.7.C TransitioningfromMiddleSchoolintoHighSchool...............................................91 A.7.D TransitionfromHighSchooltoPostSecondaryEducationandCareers...............94
B. TitleI,PartC:EducationofMigratoryChildren..................................................................100 B.1 SupportingNeedsofMigratoryChildren.....................................................................100 B.2 PromoteCoordinationofServices...............................................................................109 B.3 UseofFunds................................................................................................................. 110 C. TitleI,PartD:PreventionandInterventionProgramsforChildrenandYouthwhoare
Neglected,Delinquent,orAtRisk..............................................................................................114 C.1 TransitionsBetweenCorrectionalFacilitiesandLocalPrograms................................114 C.2 ProgramObjectivesandOutcomes.............................................................................117 C.2.A Subpart1ProgramObjectivesandOutcomes.....................................................117 C.2.B Subpart2ProgramObjectivesandOutcomes.....................................................118
D. TitleII,PartA:SupportingEffectiveInstruction.................................................................119 D.1 UseofFunds................................................................................................................. 119 D.2 UseofFundstoImproveEquitableAccesstoTeachersinTitleI,PartASchools .......121 D.3 SystemofCertificationandLicensing..........................................................................125 D.4 ImprovingSkillsofEducators.......................................................................................125 D.4.A EvaluationandSupportSystems..........................................................................131
OSPI| Washingtons ESSA Consolidated Plan 3
Contents|OSPI
D.5 DataandConsultation..................................................................................................136 D.6 TeacherPreparation.....................................................................................................138 E. TitleIII,PartA,Subpart1:EnglishLanguageAcquisitionandLanguageEnhancement.....140 E.1 EntranceandExitProcedures......................................................................................140 E.2 SEASupportforEnglishLearnerProgress....................................................................141 E.3 MonitoringandTechnicalAssistance..........................................................................142 F. TitleIV,PartA:StudentSupportandAcademicEnrichmentGrants..................................144 F.1 UseofFunds................................................................................................................. 144 F.2 AwardingSubgrants.....................................................................................................144 G. TitleIV,PartB:21stCenturyCommunityLearningCenters...............................................146 G.1 UseofFunds................................................................................................................. 146 G.2 AwardingSubgrants.....................................................................................................150 H. TitleV,PartB,Subpart2:RuralandLowIncomeSchoolProgram ....................................152 H.1 OutcomesandObjectives............................................................................................152 H.2 TechnicalAssistance.....................................................................................................152 I. EducationforHomelessChildrenandYouthprogram,McKinneyVentoHomeless
AssistanceAct,TitleVII,SubtitleB..............................................................................................154 I.1 StudentIdentification..................................................................................................154 I.2 DisputeResolution .......................................................................................................155 I.3 SupportforSchoolPersonnel......................................................................................156 I.4 AccesstoServices.........................................................................................................157 I.5 StrategiestoAddressOtherProblems.........................................................................159 I.6 PoliciestoRemoveBarriers..........................................................................................162 I.7 AssistancefromCounselors.........................................................................................163 AppendixA:MeasurementsofInterimProgress.......................................................................164 AcademicAchievement..........................................................................................................164 GraduationRates....................................................................................................................165 AppendixB:Acknowledgements................................................................................................166 AppendixC:Glossary..................................................................................................................176 AppendixD:SummaryofPublicEngagement............................................................................178 Invitationto Participate..........................................................................................................178 OutreachandInput.................................................................................................................178 Coordination...........................................................................................................................190
OSPI| Washingtons ESSA Consolidated Plan 4
Contents|OSPI
PublicInputResults.................................................................................................................190 AppendixE:ImageAttributionandCopyright............................................................................191 Photo Credits..........................................................................................................................191
OSPI| Washingtons ESSA Consolidated Plan 5
September18,2017
DearSecretaryDevos:
WashingtonstateispleasedtosubmititsConsolidatedPlanforimplementationoftheEveryStudentSucceedsAct(ESSA).
TheNoChildLeftBehindAct(NCLB)broughtfocustoeducationgapsacrossthenation.Butthe lawwasoverlypunitivetoschoolsanddistricts.ESSAbuildsonthepositiveaspectsofNCLB,whileallowingstatestodeterminewhatmeasureswillbetakentoimproveschools.Washingtonstatesplanisfocusedon accountabilitythatemphasizesstudentsubgroupsthathavebeenhistoricallyunderserved.Weknowthatwecannotachieveourultimategoalof100percentgraduationwith ahighquality diplomawithoutclosingopportunitygaps.ESSAsflexibilityiscrucialtoourefforts.Washingtonstateapproachedthelawholistically,understandingthatimplementationmustoccuracrossmultipleprogramsandmultiplefundsourcesthisisaplanthatchallengesustoleverageallofourresources,notjustourfederalprograms.
Tothatend,ourplanisastateplan.Itistheresultofmorethanayearofwork,comprising12workgroups,aleadershipteam,andaconsolidatedplanteam.Theworkgroupscontainedmorethan200membersaroundthestate,includingthosefromeducation,business,legislative,andparentorganizations.Inadditiontoreceivinghundredsofpubliccomments,ourleadershipteam(spanningtwoadministrations)traveledthroughoutthestate,holdingregionalforumsforthepublicandmeetingwithleadersfromhistoricallyunderservedcommunities.
OurESSAplanaddressesopportunitygapsintheeducationsystem,anditworkstopromoteequitableaccessandopportunityforallWashingtonstudents.Ourresponsibilityaseducatorsistoprepareeverystudent regardlessofbackground,householdincome,orrace/ethnicityforpostsecondaryaspirations,careers,andlife.Thatmeanslookingcloselyatamore comprehensivesetofstudentsuccessvariablesthatgo beyondstandardizedtests:chronicabsenteeism,ninthgradeclassfailure,anddualcreditopportunities.
Thisisaplanthatputsitsfocussquarelyonstudentsuccess.Washingtonintendsto createanintegratedfederal,stateandlocalsystem.Ourplanaddressesthefederalrequirementsinamannerconsistentwithstatelaw.Stateplansdont changeoutcomesbythemselves;itsthehardworkofeducatorsengagingwithstudents,parents,andcommunitiesthat ultimatelymakethe difference.Ourwork toimplementhasonlyjustbegun!
Ithankeveryworkgroupmemberandeverypersonwhoprovidedcommentstous.Letstakethe nextstep togethertosupportgreaterstudentachievement.
Sincerely,
ChrisReykdalSuperintendentofPublicInstructionWashingtonState
OSPI| Washingtons ESSA Consolidated Plan 6
PlanOverview|OSPI
Executive Summary ThisConsolidatedPlanisacriticalturningpointinourstateseducationalsystem,buildingonourpathofinnovationandexcellenceineducationforour1.1millionstudents.ThisPlanisarequirementofthe2015reauthorizationoftheElementaryandSecondaryEducationAct(ESEA)of1965,entitledEveryStudentSucceedsAct(ESSA).
OurstatelawsaligncloselywithESSAsintent.Standardsbasededucationstartednearly23yearsagowiththepassageoftheEducationReformAct.SincethentheOfficeofSuperintendentofPublicInstruction(OSPI)hasbuiltahighqualityeducationsystemtosupportthelearningofstudentsfromkindergartenthroughhighschool.ItsetsK12academiclearningstandardsinEnglishlanguagearts(ELA),mathematics,science,socialstudies,thearts,andhealthandfitness.
Simultaneously,thestatealsoimplementedanassessmentsystemtomeasurestudentprogressmeetingacademicstandards.Thosestandardsandassessmentshaveevolvedovertimetomeetourstudentsneedsandtofocusoncollegeandcareerreadiness.Ourstateisphasinginadditionalcreditsrequirementstoearnahighschooldiploma,whichwillbecompletedwiththeclassof2019.
Morerecently,thestatecollaborativelybuiltandschoolsfullyimplementedtheTeacher/PrincipalEvaluationProgram(TPEP)toensureteachersandprincipalsreceivethefeedbackandtoolsneededtobeeffectiveintheclassroom.
Ourstatehasrecentlytakensignificantstepsaddressingtheopportunitygapthroughimplementationoflawsaimedatreducingthetimestudentsareexcludedfromschoolduetosuspensionsandexpulsions,afocusonequityandcivilrights,deeperdisaggregationofstudentdatatoanalyzedisproportionality,familyengagement,expansionoffulldaykindergartenandearlygradesupport,andimprovedfocusonstudentsequitableaccesstoeducators.
WashingtonfullyimplementedtheNoChildLeftBehind(NCLB)Actafteritpassedin2002.Unfortunately,NCLBlackedtheflexibilitytorecognizeourstatesimportantworkintheareasofchallengingstatestandards,assessments,teachereffectiveness,andstudentequity.Asaresult,itimposedrestrictionsontheuseoffederalfundsthatnegativelyimpactedschools.
ESSAisawelcomechange.Itsintent istoprovideallchildrensignificantopportunitytoreceiveafair,equitable,andhighqualityeducation,andtoclosetheachievementgap,aligningitwellwithWashingtonsefforts.
WashingtonsConsolidatedPlanhasbeendevelopedcollaborativelyandwithaneyeonequitytosupportdistrictsandschoolsastheyworktoimproveeducationaloutcomesforallstudents.ThePlanemphasizesgreatercrossprogramcoordination,planning,andservicedelivery.Onegoaloftheplan:localeducationagencies(LEAs)willuseaconsolidatedapplicationforthefederalprogramsunderESSA.ThiswillallowLEAstotakeabigpicture,ratherthansegmented,approachtomeetingstudentneedswiththeirfederal,state,andlocaldollars.
OSPI| Washingtons ESSA Consolidated Plan 7
Plan Overview
ImprovingBasic Programs
MigrantEducation
Preventionand
Intervention
TeacherandPrincipalQuality
EnglishLanguageAcquisition
AcademicEnrichment
21stCenturyCommunityLearningCenters
RuralandLowincomeSchools
HomelessYouth
Federaleducationprogramsprovidesupportandfundingtolocaleducationagenciesforatriskstudents.Theprogramsaredefinedbytitle,andcovermanyaspectsofourmoderneducationsystems.Theyincludefundingandguidanceforimprovingbasicoperations,providingadditionalsupportforstudents,supportingteacherandprincipalquality,supportforacquiringEnglishlanguageskills,andenrichmentactivities.Studentswhoareatrisk,whetheritispoverty,homelessness,incarceration,migratorystatus,orotherfactorsreceiveadditionalsupporttohelpachievehighacademicstandardstosucceedinschoolandbeyond.
Version2.0oftheWashingtonStateESSAConsolidatedPlanisorganizedbyfederalprogram.ItisasignificantchangefromtheinitialguidanceprovidedbytheU.S.DepartmentofEducationandthefirstdraftofourstatesPlan,whichwasreleasedforpubliccommentinDecember2016.ThestructureofthisfinalversionofthePlanissimpler,andthereislessrequiredcontentundertherevisedguidelines.
Inaddition,incomingSuperintendentChrisReykdalextendedthepubliccommentperiodtoensurestakeholdershadsufficienttimetocarefullyreviewthedraftcontentsandprovidefeedback.Manyindividualsandorganizationsprovidedinputonthefirstdraft,andeverypieceoffeedbackreceivedwasreviewedbyateamtohelpimprovethisfinalrelease.OSPIproducedadetailedreportonthefeedbackreceivedandreconvenedseveralworkgroupstoreassessthePlan,particularlysurroundingaccountabilitymeasures.
ThePlanisorganizedintochaptersbyfederalprogram:A. TitleI,PartA:ImprovingBasicProgramsOperatedbyLocalEducationAgenciesservestheuniqueneedsofchildrenkindergartentograde12 whostruggletolearn.TitleIprogramsandservicesprovidecustomizedinstructionandcurriculathathelpsthesestudentsmeetacademicstandardsandtakeanactive,engagedinterestinwhatthey
OSPI| Washingtons ESSA Consolidated Plan 8
PlanOverview|OSPI
learnandcando.Astheoldestandlargestfederaleducationprogram,TitleIprogramsbuildequityofopportunityforchildrenwhosestrugglesoftenkeepthemontheacademicsidelines.
B. TitleI,PartC:EducationofMigratoryChildrenhelpsmigrantstudentsandyouthinourstatemeethighacademicchallengesbyovercomingobstaclescreatedbyfrequentmoves,educationaldisruption,culturalandlanguagedifferences,andhealthrelatedproblems.
C. TitleI,PartD:PreventionandInterventionProgramsforChildrenandYouthWhoAreNeglected,Delinquent,orAtRiskhelpsimproveeducationalservicesforchildrensotheyhavetheopportunitytomeetchallengingStateacademiccontentandachievementstandards;providesthemwithservicestosuccessfullytransitionfrominstitutionalizationtofurtherschoolingoremployment;helpspreventyouthwhoareatriskfromdroppingoutofschool,andprovidesdropoutsandchildrenandyouthreturningfromcorrectionalfacilitieswithasupportsystemtoensuretheircontinuededucation.
D. TitleII,PartA:SupportingEffectiveInstructionincreasestheacademicachievementofallstudentsbyhelpingschoolsanddistrictsimproveteacherandprincipalquality.Thisincludesteacherpreparationandqualificationsofnewteachers,recruitmentandhiring,induction,professionaldevelopment,andretention.Inaddition,TitleII,PartAfundsmaybeusedtoimprovetheskillsandknowledgeofprincipalsandotherschoolleadersforeffectiveschoolleadership.
E. TitleIII,PartA:EnglishLanguageAcquisitionandLanguageEnhancementaddressestheuniqueneedsofeligiblestudentswhocomefromlinguisticallyandculturallydiversebackgroundstodeveloplanguageproficiencythatenablesmeaningfulaccesstogradelevelcurriculaandinstruction.
F. TitleIV,PartA:StudentSupportandAcademicEnrichmentGrantsprovideallstudentswithawellroundededucation1includingprogramssuchascollegeandcareercounseling,Science,Technology,Engineering,andMathematics(STEM),arts,civicsandInternationalBaccalaureate/AdvancedPlacement(IB/AP)courses.Itsupportsstudentswithcomprehensiveschoolmentalhealth,drugandviolenceprevention,andhealthandphysicaleducation.Finally,itprovidessupportfortheeffectiveuseoftechnology.
G. TitleIVPartB:21stCenturyCommunityLearningCenterscreatescommunitylearningcentersthatprovideacademicenrichmentopportunitiesduringnonschoolhoursforchildren,particularlystudentswhoattendhighpovertyandlowperformingschools.
H. TitleV,PartB,Subpart2:RuralandLowIncomeSchoolProgramisafederalinitiativedesignedtoaddresstheuniqueneedsofruralschooldistricts.Thesedistrictsfrequentlylackpersonnelandresourcesneededtocompeteforfederalcompetitivegrantsand
1Section8102 (52):Thetermwellroundededucationmeanscourses,activities,andprogramminginsubjectssuchasEnglish,readingorlanguagearts,writing,science,technology,engineering,mathematics, foreignlanguages,civicsandgovernment,economics,arts,history,geography,computerscience,music,careerand technicaleducation,health, physicaleducation,andanyothersubject,asdeterminedbytheState orlocaleducationalagency,withthepurposeofprovidingallstudentsaccesstoanenrichedcurriculumandeducationalexperience.
OSPI| Washingtons ESSA Consolidated Plan 9
PlanOverview|OSPI
oftenreceiveformulaallocationsthataretoosmalltobeusedeffectivelyfortheirintendedpurposes.
I. TitleVII,SubpartBoftheMcKinneyVentoHomelessAssistanceAct:EducationforHomelessChildrenandYouthProgramprovidestraining,technicalassistance,andmonitoring,aswellasfederalfundingtosupportschooldistrictprogramsthatservehomelessstudents.Itensuresimmediateenrollmentandeducationalstabilityforhomelesschildrenandyouth.
OSPI| Washingtons ESSA Consolidated Plan 10
A. Title I, Part A: Improving Basic Programs Operated by Local Education Agencies (LEAs) A.1 Challenging State Academic Standards and Assessments
(ESEAsection1111(b)(1) and(2)and34CFR200.1200.8.)2
A.2 Eighth Grade Math Exception (ESEAsection1111(b)(2)(C)and34CFR200.5(b)(4))
i. DoestheStateadministeranendofcoursemathematicsassessmenttomeettherequirementsundersection1111(b)(2)(B)(v)(I)(bb)oftheESEA?
Yes No
ii. IfaStaterespondsyestoquestion2(i),doestheStatewish toexemptaneighthgradestudentwhotakesthehighschoolmathematicscourseassociatedwiththeendofcourseassessmentfromthemathematicsassessmenttypicallyadministeredineighthgradeundersection1111(b)(2)(B)(v)(I)(aa)oftheESEAandensurethat:
a. ThestudentinsteadtakestheendofcoursemathematicsassessmenttheStateadministerstohighschool studentsundersection1111(b)(2)(B)(v)(I)(bb)oftheESEA;
b. Thestudentsperformanceonthehighschoolassessmentis usedintheyearinwhichthestudenttakes theassessmentforpurposesofmeasuringacademicachievementundersection1111(c)(4)(B)(i)oftheESEAandparticipationinassessmentsundersection1111(c)(4)(E)oftheESEA;
c. Inhighschool:
1. ThestudenttakesaStateadministeredendofcourseassessmentornationallyrecognizedhighschoolacademicassessmentasdefinedin34CFR200.3(d)inmathematicsthatismoreadvancedthantheassessmenttheStateadministersundersection1111(b)(2)(B)(v)(I)(bb)oftheESEA;
2. TheStateprovidesforappropriateaccommodationsconsistentwith34CFR200.6(b)and(f);and
3. Thestudentsperformanceonthemoreadvancedmathematicsassessmentisusedforpurposesofmeasuringacademicachievementundersection1111(c)(4)(B)(i)oftheESEAandparticipationinassessments undersection1111(c)(4)(E)oftheESEA.
2TheSecretaryanticipatescollectingrelevantinformationconsistentwiththeassessmentpeerreviewprocessin34CFR 200.2(d).AnSEAneednotsubmitanyinformationregardingchallengingStateacademicstandards andassessmentsatthistime.
OSPI| Washingtons ESSA Consolidated Plan 11
TitleI,PartA|OSPI
Yes NoNotapplicable.
iii. IfaStaterespondsyestoquestion2(ii),consistentwith34CFR200.5(b)(4),describe,withregardtothisexception,itsstrategiestoprovideallstudentsinthe Statetheopportunitytobepreparedforandtotakeadvancedmathematicscourseworkinmiddle school.
Notapplicable.
A.3 Native Language Assessments (ESEAsection1111(b)(2)(F)and34CFR200.6(f)(2)(ii)and(f)(4))
i. Provideitsdefinitionforlanguages otherthanEnglishthatarepresenttoasignificantextentintheparticipatingstudentpopulation,andidentifythespecificlanguagesthatmeetthatdefinition.
WashingtondefineslanguagesotherthanEnglishthatarepresenttoasignificantextentintheparticipatingstudentpopulationasanystudent/languagecombinationthatexceeds1,000intotalacrossthestate.Usingdatafrom201516,thelanguagesfallingunderthatdefinitionare(inorderoffrequency):
1. Spanish2. Russian3. Vietnamese4. Somali5. Arabic6. Ukrainian 7. Tagalog 8. Marshallese9. Korean 10. Punjabi11. ChineseUnspecified 12. ChineseMandarin
ii. Identifyanyexistingassessmentsinlanguages otherthanEnglish,andspecifyforwhichgradesandcontentareasthoseassessmentsareavailable.
Inspring2017,Washingtonoffereditsstatedevelopedscience(grades5,8,andEndofCourseBiology)assessmentsinSpanish,Russian,Korean,Vietnamese,Chinese,Somali,andArabic.
OSPI| Washingtons ESSA Consolidated Plan 12
TitleI,PartA|OSPI
TheSmarterBalancedmathematicsassessment(grades38and11)providedafulltranslationinSpanish.Italsooffereduseofaglossarybasedfeature(translatingonlycontentirrelevantterms)whichisavailablein11languages(Arabic,Cantonese,Filipino,Korean,Mandarin,Punjabi,Russian,Spanish,Ukrainian,Vietnamese,andYupik).
AsaparticipatingmemberofSmarterBalanced,Washingtoncontinuestoprovidestudentswiththelanguageoptionsthat aresupportedthroughtheconsortiumsaccessibilityframework.
iii. Indicatethelanguagesidentifiedinquestion3(i)forwhichyearlystudentacademicassessmentsarenotavailableandareneeded.
Ofthelanguagesidentifiedinquestion3(i),currentlySomali,Marshallese,andTagalogarenotwithintheaccessibilityframeworkfortheSmarterBalancedmathematicsassessment.
OSPIwillcontinuetomonitorlanguagesotherthanEnglishthatarepresentinthestudentpopulation,bothstatewideandwithingeographicareasofthestate.WorkinginpartnershipwithEducationalServiceDistricts(ESDs)andlocalschooldistricts,OSPIwillevaluatethepotentialneedforprovidingassessmentsinadditionallanguages.
iv. Describehowitwillmakeeveryefforttodevelopassessments,ataminimum,inlanguagesotherthanEnglishthatarepresenttoasignificantextentintheparticipatingstudentpopulationincludingbyproviding
a. TheStatesplanandtimelinefordevelopingsuchassessments,includingadescriptionofhowitmettherequirementsof34CFR200.6(f)(4);
b. AdescriptionoftheprocesstheState usedto gathermeaningfulinputontheneedforassessmentsinlanguagesotherthanEnglish,collectandrespondtopubliccomment,andconsultwitheducators;parentsandfamiliesofEnglishlearners;students,asappropriate;andotherstakeholders;and
c. Asapplicable,anexplanationofthereasonsthe Statehasnot beenabletocompletethedevelopmentofsuchassessmentsdespitemakingeveryeffort.
Initspreviouseffortstosupporttheaccessofstudentstoassessmentsintheirnativelanguage,OSPIconvenedapanelofnationalexpertsonassessmentandEnglishlearners(ELs)accesstoexplorepossibleapproachesfortesting.TheworkofthepanelfocusedontwoapproachesbeingmostprevalentinsupportingELstranslationsoraccommodations.ThepanelprovidedinputessentiallyreviewingtheirownworkintheareasofELtestingandtheprosandconsassociatedwitheachapproach.Inaddition,OSPIlookedatworkfrompeeragenciestogleaninsightonthepotentialapproachesfromtheexperienceofothers.
OSPI| Washingtons ESSA Consolidated Plan 13
TitleI,PartA|OSPI
WiththereauthorizationofESSAin2015andtherequirementforStateEducationalAgencies(SEAs)toconstructstateplans,OSPIemployedfeedbackacquiredthroughthePlancreationprocess(e.g.,workgroupswithdiversestakeholderparticipation,numerousstatewideforumsallowingbroaderpublicengagement,andwebbasedpubliccommentopportunity)astheformatforcollecting meaningfulinput.AllcollectedinputswerevettedbytheConsolidatedPlanTeam(CPT),whichwasamixofOSPI,othereducationaloffices,andcommunitystakeholders.
OSPIbelievestodatethatithasmetbothastatelegislativedirective(intentwithinavailablefunding)andgoodmeasurementpracticesthroughitsapproachtotranslatedassessmentsupport.OSPIplanstoconvenecontentandassessmentsexpertstoexplorefurtherdevelopmentofassessmentsinlanguageotherthanEnglish.OSPIwillcollaboratewithpeermembersoftheSmarterBalancedconsortiuminadvancingthiswork.
A.4 Statewide Accountability System and School Support and Improvement Activities (ESEAsection1111(c)and(d)):
i. Subgroups(ESEAsection1111(c)(2)):
a. ListeachmajorracialandethnicgrouptheStateincludes asasubgroupof students,consistentwithESEAsection1111(c)(2)(B).
Washingtoncomplieswiththefederalmandateofcollectingethnicityandraceinformationforstudentsinatwopartquestion.ThefirstquestionasksifthestudentsidentificationiseitherHispanic/LatinoorNotHispanic/Latino.Thesecondquestionasksforeachoftheracecategorieswithwhichthestudentidentifies.Thedatafrombothofthesequestionsisthenconsolidatedintoasingleethnicity/racecategory.ItisbasedonthefederalrolluprulesofcountingastudentsHispanic/Latinoethnicityfirst,andsubsequently(ifnotHispanic/Latino)countingthestudentineitherasingleracialethnicgrouporTwoorMoreRacesifthestudentidentifieswithmultipleraces.
Thefollowingarethemajorracialethnicgroupsusedinfederalreporting:
AmericanIndian/AlaskanNative Asian NativeHawaiian/OtherPacificIslander Black/AfricanAmerican Hispanic/Latinoofanyrace(s) White TwoorMoreRaces
OSPI| Washingtons ESSA Consolidated Plan 14
TitleI,PartA|OSPI
b. Ifapplicable, describeanyadditionalsubgroupsofstudentsotherthanthe statutorilyrequiredsubgroups(i.e.,economicallydisadvantagedstudents,studentsfrommajorracialandethnicgroups,childrenwithdisabilities,andEnglishlearners)usedintheStatewideaccountabilitysystem.
Washingtonwillalsopubliclyreportstatelevelstudentoutcomesformoredetailedethnic/racecategories,ascollectedwithinourstudentdatasystem.Thesesubethniccategoriesprovidedisaggregateddatawithineachofthemajorfederalcategories.ThedisaggregatedsubethniccategorieswithintheracecategoriesofAsian,NativeHawaiian/OtherPacificIslander,Black/AfricanAmerican,Hispanic/Latino,AmericanIndian/AlaskanNativeandWhitecanbefoundinthe2017RaceandEthnicityStudentData:GuidanceforWashingtonsPublicEducationSystem.
Additionally,Washingtonwillbereportingperformancedataforstudentswhoaremigrant,homeless,fosterchildren,andmilitarydependents;however,theseadditionalsubgroupswillnotbeincludedinthe accountabilityreportingorscoring.
c. DoestheStateintendtoincludeinthe Englishlearnersubgrouptheresults ofstudentspreviouslyidentifiedasEnglishlearnersontheStateassessments requiredunderESEAsection1111(b)(2)(B)(v)(I)forpurposesofStateaccountability(ESEAsection1111(b)(3)(B))?NotethatastudentsresultsmaybeincludedintheEnglishlearnersubgroupfornotmorethanfouryearsafterthestudentceasestobe identifiedas anEnglishlearner.
Yes No
d. Ifapplicable, chooseoneofthefollowingoptions forrecentlyarrivedEnglishlearnersintheState:
ApplyingtheexceptionunderESEAsection1111(b)(3)(A)(i);or ApplyingtheexceptionunderESEAsection1111(b)(3)(A)(ii);or ApplyingtheexceptionunderESEAsection1111(b)(3)(A)(i)orunderESEAsection1111(b)(3)(A)(ii).Ifthisoptionisselected,describehowtheStatewillchoosewhichexceptionappliestoarecentlyarrivedEnglishlearner.
OSPI| Washingtons ESSA Consolidated Plan 15
TitleI,PartA|OSPI
ii. MinimumNSize(ESEAsection1111(c)(3)(A)):
a. ProvidetheminimumnumberofstudentsthattheStatedeterminesarenecessaryto beincludedtocarryouttherequirementsofanyprovisionsunderTitleI,PartAoftheESEAthatrequiredisaggregationofinformationbyeachsubgroupofstudentsforaccountabilitypurposes.
Washingtonwillcombinethreeyearsofdataforaccountabilitypurposes,andthecombined(overthreeyears)minimumnumberofstudentstobeincludedwillbe20.Washingtonreportsdataannually,andstatelawprescribesthattheminimumnumberofstudentsforreportingis10.The accountabilityapproach,touseannsizeof20whencombiningthreeyearsofdata,ismoreinclusivebutalsobalancesstabilityandvalidityofdatawiththeneedtomaintainstudentprivacy.Thensizeof20willbereportedbyeachsubgroupofstudentsforaccountabilitypurposes,includingmeaningfuldifferentiationandidentificationofschoolsthatneedComprehensiveandTargetedsupports.
Thismethodwillmaximizetheinclusionofhistoricallyunderrepresented subgroupswhilestillmeetingtherequirementsforbeingstatisticallysound.Foreachmeasure,iftherearefewerthan20studentsinaparticularsubgrouporschoolacrossathreeyearperiod,thenthemeasureforthatgrouporschoolwillnotbeincludedforaccountability.OSPIshallapplythesedefinitionsconsistentlyacrossallschoolsandsubgroups.
Figure.5.MinimumNsize.
Table1showshowdifferentpotentialminimumnumbersofstudentsaffectstheinclusionofspecificstudentgroupsandschools.Theanalysisbelowusesthegraduationrateindicatorbecauseitistheindicatorwiththesmallestdenominator(itisasinglecohortorgradelevelofstudents,ratherthanspanningmultiplegradelevels)and thereforerepresentsthemostrestrictive
OSPI| Washingtons ESSA Consolidated Plan 16
TitleI,PartA|OSPI
scenario,butothermeasureswouldseesimilarpatterns.Thefirstandfourthcolumns,(n20overthreeyears)presentingWashingtonsproposedmethod,showsthattheapproachismoreinclusivethantheannualminimumof10.Undertheminimumnumberof20studentsusingthreeyearsofcombineddata,theaccountabilityframeworkshallincludeover90percentofstudentsineachoffivesubgroups:Asian,Hispanic/Latino,LowIncome,SpecialEducation,andWhite.Over85percentofstudentsinBlack/AfricanAmerican,Englishlearner,andtwoormorecategoriesareincluded.Anannualnsizeof20wouldincludeonlysixpercentofstudentswhoareNativeHawaiian/OtherPacificIslander,whileusingthethreeyearscombinedapproachincludes54percent.ForAmericanIndian/AlaskanNativestudents,thismeansanincrease.Similarincreasesinthenumberofschoolsincluded,bysubgroup,occur.
OSPI| Washingtons ESSA Consolidated Plan 17
Percent of Students Percent of Schools Student Group %of %of %ofStudents %of %of %ofSchools
Students Students IncludedN20 Schools Schools IncludedN20 Included Included (annual) Included Included (annual)
N20 N10 N20 N10(over3 (annual) (over3 (annual) years) years)
All 99.6% 99.3% 98.0% 65.2% 61.7% 53.2%
American 47.3% 39.6% 21.6% 7.0% 4.7% 1.6%Indian/Alaskan
Native
Asian 93.8% 91.1% 82.2% 28.2% 24.3% 17.0%
Black/African 86.3% 81.0% 65.4% 23.4% 18.8% 10.8% American
English Learners 88.6% 82.8% 63.5% 31.0% 25.0% 13.3%
Hispanic/Latino 96.2% 94.3% 86.3% 45.6% 40.8% 29.1%
Low Income 99.2% 98.4% 95.5% 64.7% 59.8% 49.1%
Native 54.4% 40.1% 6.4% 9.5% 5.9% 0.6%Hawaiian/Pacific
Islander
Special 92.6% 88.1% 75.3% 44.1% 36.8% 24.8% Education
Two or More 86.3% 80.4% 59.2% 31.5% 25.7% 14.2%
White 99.2% 98.5% 96.4% 60.0% 55.6% 46.4%
TitleI,PartA|OSPI
Table1.ComparisonofWashingtonstate'sproposedmethodologytofederalminimumguidelines.
b. Describehowtheminimumnumberofstudents isstatisticallysound.
Washingtonanalyzedtheimpactofdifferentnsizesonthestabilityandreliabilityofsystemresults.Todeterminethereliabilityoftheseresults,WashingtonreviewedthehistoricreadingAdequateYearlyProgress(AYP)andAnnualMeasurableObjectives(AMO)resultstodeterminethemeanpercentmetstandardandthestandarddeviationfordifferentsizedgroupsfrom200405through 201415.Washingtonfoundthatincreasingtheminimumnumberofstudentsfrom10to20significantlyreducedthevariabilitywithinagivenyear.Subsequentincreasesinnsizeprovidedsmallerreductionsinvariability.
OSPI| Washingtons ESSA Consolidated Plan 18
Group Size
N
TitleI,PartA|OSPI
d. DescribehowtheStateensuresthattheminimumnumberissufficienttonotrevealanypersonallyidentifiableinformation.3
Washingtonutilizesseveralstrategiesinordertoprotecttheprivacyofstudentswhiledisplayingdata.Thereisastatelawwithaminimumreportingsizeof10.OSPIappliesthesedefinitionsconsistentlyacrossthestateforsubgroupsandsmallschools.Thecombined(threeyearsofdata)minimumnumberof20,preventsanyresultsforaparticularlysmallgroupofstudentsfrombeinginferredbysubtractingresultsacrosstwoaccountabilityreportingperiods.
Annualreportingofmeasures(withaminimumreportingnumberof10)andaccountability(withaminimumof20usingthreeyearsofcombineddata)protectsstudentprivacybynotallowingoutcomesforverysmallnumbersofstudentstobederivedfromotherreporteddata.
e. IftheStatesminimumnumberofstudentsforpurposesofreportingislowerthantheminimumnumberofstudentsforaccountabilitypurposes,providetheStatesminimumnumberofstudents forpurposesofreporting.
Theminimumnumberofstudentsforpurposesofreportingannualoutcomedatais10.Thatreflectsstudentoutcomesforasingleyearofdata,whiletheaccountabilityapproachcombinesthreeyearsandrequiresaminimumof20overthosethreeyears.
iii. EstablishmentofLongTermGoals(ESEAsection1111(c)(4)(A)):
a. AcademicAchievement.(ESEAsection1111(c)(4)(A)(i)(I)(aa))
1. Describethelongtermgoalsforimprovedacademicachievement,asmeasuredbyproficiencyonthe annualstatewidereading/languagearts andmathematicsassessments,forallstudentsandforeachsubgroupof students,including:(i)baselinedata;(ii)thetimelineformeetingthelongtermgoals,forwhichthetermmustbethesamemultiyearlengthoftimeforallstudentsandforeachsubgroupofstudentsintheState;and(iii)howthelongtermgoals areambitious.
Washingtonsacademicachievementgoalswillemphasizeclosingsubgroupgapsinproficiency.OSPIproposesestablishinga90percentminimumproficiencyrateforeachsubgroupwithin10years.Schoolsandsubgroups
3ConsistentwithESEAsection1111(i),informationcollectedordisseminatedunderESEAsection1111shallbecollectedanddisseminatedinamannerthatprotectstheprivacyofindividualsconsistentwithsection444oftheGeneralEducationProvisionsAct(20U.S.C.1232g,commonlyknownastheFamilyEducationalRightsandPrivacy Actof1974).When selecting aminimum nsizeforreporting,StatesshouldconsulttheInstituteforEducationSciencesreportBestPracticesforDetermining Subgroup SizeinAccountabilitySystems WhileProtectingPersonallyIdentifiableStudentInformationtoidentifyappropriatestatisticaldisclosure limitationstrategiesforprotectingstudentprivacy.
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whoseperformanceiscurrentlyexceeding90percentwillbeexpectedtodemonstratecontinuousprogressin movingeachstudentineachsubgrouptowardproficiency.Schoolsandsubgroupswithlessthan90percentproficiencywillhaveannual,interimtargetssettowardreachingthatgoal.
Theprojectionsbelowuse201516 datatoestimatebaselinevalues.Whenupdateddataareavailable,baselinevalueswillbeestablishedusing201617data.Theannualincrementsarecalculatedbydividingthetotalachievementgap(goalof90percentbaselineperformance)by10years.Theresultwillbeusedtodeterminetheannualimprovementtargetsforeachschoolyear,from201617through 202627.Thissameapproachwillbeusedforallschoolsandstudentsubgroupswithineachschool.
ESSALongTermGoalsforIncreasingELAProficiencyRates
100.0
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027
All American Indian/Alaskan Native Asian
Black/AfricanAmerican EnglishLearners Hispanic
LowIncome PacificIslander Special Education
TwoorMore White
Figure1.ESSAlongtermgoalsforincreasingELAproficiencyrates.
OSPI| Washingtons ESSA Consolidated Plan 21
Subgroup
All
Projected 2017 ELA
Proficiency Rates (%)
61.9
Annual Target for
Improvement (%)
2.8
Projected 2027 ELA
Proficiency Rates (%)
90 American Indian/Alaskan Native
Asian 31.676.6
5.81.3
9090
Black/African American 44.6 4.5 90English Learners
Hispanic/Latino Low Income
19.244.947.3
7.14.54.3
909090
Native Hawaiian/Pacific Islander Special Education Two or More Races
41.324.164.7
4.96.62.5
909090
White 68.2 2.2 90
TitleI,PartA|OSPI
Table3.ELAProficiencyRateBaselineandTargets.
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027
ESSALongTermGoalsforIncreasing MathProficiencyRates
All American Indian/Alaskan Native Asian
Black/AfricanAmerican EnglishLearners Hispanic
LowIncome PacificIslander Special Education
TwoorMore White
Figure2.ESSAlongtermgoalsforincreasingmathproficiencyrates.
OSPI| Washingtons ESSA Consolidated Plan 22
Subgroup
All
Projected 2017 Math Proficiency
Rates (%) 53.1
Annual Target for
Improvement (%)
3.7
Projected 2027 Math Proficiency
Rates (%) 90
American Indian/Alaskan Native Asian
23.572.8
6.61.7
9090
Black/African American 33.9 5.6 90English Learners
Hispanic/Latino Low Income
20.736.438.8
6.95.45.1
909090
Native Hawaiian/Pacific Islander Special Education Two or More Races
32.920.755.5
5.76.93.5
909090
White 58.8 3.1 90
TitleI,PartA|OSPI
Table4.MathProficiencyRateBaselineandTargets.
2. ProvidethemeasurementsofinterimprogresstowardmeetingthelongtermgoalsforacademicachievementinAppendixA.
SeeAppendixA.
3. Describehowthelongtermgoalsandmeasurementsofinterimprogresstowardthelongtermgoalsforacademicachievementtakeintoaccounttheimprovementnecessarytomakesignificantprogressinclosingstatewideproficiencygaps.
Washingtonisworkingtowardfulfillingavisionofpubliceducationthatprovideseachstudentwithanequitableeducationbyengagingfamilies andcommunitiesineffortstointentionallydesignasystemthataddressestheneedsofthewholechild.Washingtonsgoalssetthesamebarforeachandeverystudentsubgroup,withthesamegoalsandexpectationsforallstudentsandsubgroupsof students.Students,boththosewhohavebeenhistoricallyunderservedaswellasthosewhoareunderperforming,willneedadditionalfocusandsupporttomakelargerincrementalimprovementstoreachthosegoals.Researchconsistentlyfindsthatstudentsuccessisimpactedbyacademicandnonacademic factors,andin2016,theWashingtonStateIntegratedStudentSupportsProtocol(WISSP)waslegislated,thepurposeofwhichistoensureschoolsadoptanevidencebased,scientificallyvalidatedapproachtoidentifyandaddressbothacademicandnonacademicbarriers.TheWISSPisoperationalizedinawaythatpreventsfragmentation,duplicationofefforts,initiativeoverload,andfocusesonthesuccessof
OSPI| Washingtons ESSA Consolidated Plan 23
TitleI,PartA|OSPI
eachWashingtonstudentthroughaunifiedservicedeliverysystemthatsupportsthealignment,implementation,monitoring,andevaluationofmultipleeffortswithintheschoolandoutsidetheschoolwallstomaximizeacademic,behavioralandsocialemotionaloutcomes.This integratedservicedeliverysystemisoutlinedintheWashingtonStateMultitieredSystemofSupports(WAMTSS),keycomponentsofwhichareusingdatainevidencebasedprocessesthatmonitorstudent progressandrapidlyconnectstaffandstudentstoasystemofsupports;atieredsupportsystemthatingratesevidencebasedsupportsforbehavior,achievement,andsocialemotionalneeds;collaborativeinquirypracticesthatengagestaffinactionresearchtoimproveteachingandlearning,andtransformationalleadershipplanningandactionsthatengagestaff,families,students,andcommunities.
Thethreetieredinstructional/interventionmodelisacriticalelementofWAMTSSimplementation.Inatypicalsystem,TierIincludesthegradelevelcoreinstructionthatallstudentsreceive,TierIIincludesadditionalsupplementalinstructionorinterventionprovidedtostudentsnotmeetingbenchmarks,andTierIIIincludesintensive,smallgrouporindividualinterventionsforstudentsshowingsignificantbarrierstolearningtheskillsrequiredforsuccess.AsstatedatthebeginningofthisESSAplan,thereisanemphasisongreatercrossprogramcoordination, planning,andservicedeliverywithinOSPIanddistricts,andthisexpectationissupportedinWAMTSS.
Figure3.MultiTieredSystemofSupports(MTSS)Framework.
OSPI| Washingtons ESSA Consolidated Plan 24
TitleI,PartA|OSPI
b. GraduationRate.(ESEAsection1111(c)(4)(A)(i)(I)(bb))
1. Describethelongtermgoalsforthefouryearadjustedcohort graduationrateforallstudentsandforeachsubgroupofstudents,including:(i)baselinedata;(ii)thetimelineformeetingthelongtermgoals,forwhichthetermmustbethesamemultiyearlengthoftimeforallstudentsandforeachsubgroupofstudentsintheState;and(iii)howthelongtermgoals areambitious.
Washingtonsprimarygoalisforstudentstograduatefromhighschool,readyforcollege,career,andlife.AsstudentsexittheK8systemandenterhighschool,thesystemislessfocusedongrowthmeasures,andmoreconcernedwithastudentsabilitytodemonstrateproficiency,andtomeettherequirementsofhighschoolgraduation.Washingtonslongtermgoalsforhighschoolsreflectlessemphasisonlongtermgrowth,andmoreemphasisonmeetingstandardandclosingthegraduationgap.
Washingtonslongtermgoalsinhighschoolwillplacethefocusonclosinggapsingraduationratesbysubgroup.Todothis,OSPIproposesestablishinga90percentminimumgraduationrateforeachsubgroup.Thegoalisthatin10years,nosubgroupwithinaschoolwill graduateataratelessthan90percent.Schoolsandsubgroupscurrentlygraduating atarateexceeding90percentwillbeexpectedtodemonstratecontinuousprogresstowardallstudentsgraduating.Schoolsand subgroupsnotgraduatingat90percentwillhaveannual,interimtargets settowardreachingthatgoal.
Inrecentyears,dataatthestatelevelrevealedthatnostudentgroupwasperforminghigherthanthe90percentthresholdandsomeofthemostunderservedstudentgroupswillneedtomakesubstantialannualgainstomeetthe10yeargoalof90percent.
Theontime(fouryear)adjustedcohortgraduationratefor201617wouldbeusedasthebaseyear.Theannualincrementwouldbecalculatedbydividingthetotalgraduationgapby10.Theresultrepresentstheannualincrementthatwillbeusedtodeterminetheannualimprovementtargetsforeachschoolyear,from201718through202728.
OSPI| Washingtons ESSA Consolidated Plan 25
ESSALongTermGoalsforIncreasing4YearAdjustedCohortGraduationRate
100 90 80 70 60 50 40 30 20 10 0
2017 2018 2019 AllStudents Black SpecialEd
2020 2021 2022 AmericanIndian Hispanic Bilingual
2023 2024 Asian White LowIncome
2025 2026 2027 PacificIslanders TwoorMoreRaces
Subgroup
All Students
Projected 2017 Graduation Rates (%)
79.1
Annual Target for Improvement (%)
1.1
Projected 2027
Graduation Rates (%) 90
American Indian/Alaskan Native Asian
60.688.6
2.90.1
9090
Black 70.7 1.9 90 English Learners Hispanic/Latino
Low Income
57.672.369.4
3.21.82.1
909090
Native Hawaiian/Pacific Islander Special Ed
Two or More Races
68.258.177.9
2.23.21.2
909090
White 81.5 0.8 90
TitleI,PartA|OSPI
Table5.ESSAlongtermgoalsforincreasinggraduationrates.
2. Ifapplicable, describethelongtermgoalsforeachextendedyearadjustedcohortgraduationrate,including(i)baselinedata;(ii)thetimelineformeetingthelongtermgoals,forwhichthetermmustbethesamemulti
OSPI| Washingtons ESSA Consolidated Plan 26
TitleI,PartA|OSPI
yearlengthoftimeforallstudentsandforeachsubgroupofstudentsintheState;(iii)howthelongtermgoalsareambitious;and(iv)howthelongtermgoalsaremorerigorousthanthelongtermgoalsetforthefouryearadjustedcohortgraduationrate.
Theextendedadjustedcohortgraduationrates(five,six,andsevenyearrate)arenotincludedasspecificmeasuresintheaccountabilityframeworkandthuslongtermgoalsforthosemeasuresarenotapplicable.
3. ProvidethemeasurementsofinterimprogresstowardthelongtermgoalsforthefouryearadjustedcohortgraduationrateandanyextendedyearadjustedcohortgraduationrateinAppendixA.
SeeadjustedcohortgraduationrateinAppendixA.
4. Describehowthelongtermgoalsandmeasurementsofinterimprogressforthefouryearadjustedcohortgraduationrateandanyextendedyearadjustedcohortgraduationratetakeintoaccounttheimprovementnecessaryto makesignificantprogressinclosingstatewidegraduationrategaps.
Washingtonsgoalssetthesamebarforeachandeverystudentsubgroup.Wehavethesamegoalsandexpectationsforallstudentsandsubgroupsofstudents.Studentswhohavebeenhistoricallyunderservedwillneedadditionalfocusandsupporttomakelargerincrementalimprovementstoreachthosegoals.Asdiscussedinanearliersection,theWAMTSScombinesbothResponsetoIntervention(RTI)andPositiveBehavioralInterventionsandSupports(PBIS)withotherstudentandlearningsupports,andispositionedwithinthestatetoprovidetheneededadditionalfocus,support,andresponsetoincreaseimprovementsandmakesignificantprogressinclosingstatewide graduationrategaps.
c. EnglishLanguageProficiency.(ESEAsection1111(c)(4)(A)(ii))
1. DescribethelongtermgoalsforEnglishlearnersforincreasesin thepercentageofsuchstudentsmakingprogressinachievingEnglishlanguageproficiency,asmeasuredbythestatewideEnglishlanguageproficiencyassessmentincluding:(i)baselinedata;(ii)theStatedeterminedtimelineforsuchstudentstoachieveEnglishlanguageproficiency;and(iii)howthelongtermgoalsareambitious.
EnglishLanguageProgressMeasure.WashingtonispartofaconsortiumthatdevelopedELPA21,anewEnglishlanguageproficiencyassessmentwithfourdomains(i.e.reading,writing,listening,andspeaking)alignedtoacommonsetofEnglishlanguageproficiencystandardsthat
OSPI| Washingtons ESSA Consolidated Plan 27
Grade Span Academic Indicators School Quality or Student Success Indicators
Elementary ProficiencyonthestatewideassessmentsinELAandMath
ProficiencyonstatewideassessmentsonELAandMath
AcademicgrowthasmeasuredbyStudentGrowthPercentiles(SGPs)
GraduationRate
EnglishLearnerProgress
EnglishLearnerProgress
ChronicAbsenteeism
9thGradersonTrack
ChronicAbsenteeism
Middle
High
TitleI,PartA|OSPI
correspondtotheCommonCoreStateStandards.WashingtonadministeredtheELPA21annualassessmenttoEnglishlearnersforthefirsttimeinthe201516schoolyear.
WashingtoncurrentlyhasoneyearofELPA21progressdatawhichweareusingtoestablishthebaseline.
WashingtonhasestablishedatimelineofsixyearsastheexpectationforELstoachievelanguageproficiencyandexittheprogram.
Washingtonsgoalwillbe,in2027,tohave77percentofELstudentsannuallymakingprogress,suchthatallstudentsareexpectedtotransitionfromserviceswithinatmostsixyears.ThestatewillincreasethepercentageofEnglishlearnerswhodemonstrateprogresstowardsproficiencyontheEnglishLanguageProficiencyassessmentbyonepercenteachyearuntil2027.Thisgoalwillbereevaluatedandpossibly reestablishedinthreeyearswhenschoolsareselectedforsupportsandwehavemoredatatoinformthetarget.
2. ProvidethemeasurementsofinterimprogresstowardthelongtermgoalforincreasesinthepercentageofEnglishlearnersmakingprogressinachievingEnglishlanguageproficiencyinAppendixA.
SeeAppendixA.
iv. Indicators(ESEAsection1111(c)(4)(B))
Table6.Overviewofindicatorsbygradespan.
OSPI| Washingtons ESSA Consolidated Plan 28
School Quality or Grade Span Academic Indicators Student Success
Indicators AdvancedCourseTaking(dual
credit)
Indicator Measure(s) Description Academic Proficiencyonthe PercentageofstudentsatLevel3orLevel4.
Achievement statewideassessmentsinELAandmathematics.
Academic Academicgrowth Studentgrowthpercentilesfor4thto8thProgress (elementaryandmiddle gradersonthestatewideassessmentsin
schoolsonly) ELAandmathematics. Graduation HighSchoolGraduation Fouryeargraduationrate,adjustedfor
Rate relativelylargeincreasesinextendedyeargraduationrates.
Progress in ProgressontheELPA21 Percentageofstudentswhoaremaking Achieving assessment(ontrackto enoughprogresstotransitionoutof the
English becomingproficient) programwithin6years.Language
Proficiency School Quality Regularattendance Percentageofstudentswhoregularly
and Student attendschool(arepresentfor90%ormore Success ofschooldays)
9thGradeOnTrack Thepercentoffirsttimeninthgrade (highschools) studentswhoearnedcreditforall
attemptedcourses.DualCredit(high Amongallenrolledstudents(grades912),
schools) thepercentofstudentswhocompletedadualcreditcourseorprogram(i.e.,AP,IB,CollegeintheHighSchool,Cambridge,RunningStart,AdvancedCertificatedCourses,orTechPrep).
TitleI,PartA|OSPI
Table7.Indicatormeasuresanddescriptions.
OSPI| Washingtons ESSA Consolidated Plan 29
TitleI,PartA|OSPI
a. AcademicAchievementIndicator.DescribetheAcademicAchievementindicator,includingadescriptionofhowtheindicator(i)isbasedonthelongtermgoals;(ii)ismeasuredbyproficiencyontheannualStatewidereading/languageartsandmathematicsassessments;(iii)annuallymeasuresacademicachievementforallstudentsandseparatelyforeachsubgroupofstudents;and(iv)attheStatesdiscretion,foreachpublichighschoolintheState,includesameasureofstudentgrowth,asmeasuredbytheannual Statewidereading/languageartsandmathematicsassessments.
TheacademicachievementindicatorsaremeasuresofproficiencyontheELAandmathematicsassessments.WashingtonadministerstheSmarter Balancedassessmentsannuallyingrades38andonceinhighschoolin ELAandmathematics.WashingtonalsoadministersanalternateassessmentbasedonalternativeachievementstandardsalignedtotheCommonCore StateStandardsforstudentswithsignificantcognitivechallengescalledtheWashingtonAccesstoInstruction&Measurement(WAAIM).Thisassessmentisalsoadministeredannuallyingrades38andonceinhighschoolinEnglishLanguageArtsandMathematics.Therearefour performancelevelsandstudentsareconsideredtomeetthestatestandardiftheyachieveaLevel3or4,andtheacademicachievementindicatorisdefinedasthepercentageofstudentsmeetingstandard.
Intheacademicachievementindicators,Washingtonwillincludeonlystudentswhoareenrolledforhalfoftheschoolyear.Forpurposesofdataandaccountability,Washingtondefinestheschoolyearasenrolledataschoolon October1andenrolledforatleast150cumulativedaysatthesameschoolduringtheschoolyear.WashingtondefinesaschoolyearasSeptember1throughJune1.Washingtonpreviouslyusedadefinitionofcontinuouslyenrolledforaccountabilityinclusion,andthisdefinitionofenrolledforhalftheyearidentifiesroughlythesamequantityandsamestudents.In the201617schoolyear,thenewdefinitionofenrolledforhalftheyearwouldinclude91.8percentofstudents,comparedto89.1percentofstudentsunderthepreviousdefinitionofcontinuousenrollment.Thisnotionofcumulativeenrollmentdaysismeaningfulasitcapturesstudentswhohavebeeninattendanceatthesameschoolforthemajorityoftheschoolyear,butdoesntrestrictitintheeventthestudentleftforashortperiodoftime.
MathematicsandELAproficiencywillbereportedseparately,andrateswillbecalculatedforeachschoolandforstudentsubgroupswithinschools.Itwillbeathreeyearcombinedmeasure,althoughresultsarealsoreportedannuallyontheWashingtonStateReportCard.
OSPI| Washingtons ESSA Consolidated Plan 30
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b. IndicatorforPublicElementaryandSecondarySchoolsthatare NotHighSchools(OtherAcademicIndicator).DescribetheOtherAcademicindicator,includinghowitannuallymeasurestheperformanceforallstudentsandseparatelyforeachsubgroupofstudents.IftheOtherAcademicindicatorisnotameasureofstudentgrowth,thedescriptionmustincludea demonstrationthattheindicatorisavalidandreliablestatewideacademic indicatorthatallowsformeaningfuldifferentiationinschool performance.
Washingtonwillusestudentgrowthpercentiles(SGPs)astheacademicindicatordemonstratingstudentgrowthforelementaryandsecondaryschoolsthat arenothighschools.WashingtonhascalculatedSGPssince2013,reportingresultstofamiliesandpublicly.Themeasurewillbethemedianstudentgrowthpercentile(forELAandmathematicsseparately)andwillbecalculatedforeachschoolandsubgroupswithinschools.Itwillincludestudentsingrades48(aprioryearstestscoreisnecessarytocalculategrowth,andthusSGPsarenotavailableforgrade3)whoareenrolledforatleasthalfoftheyear.
SGPsarecalculatedforallstudentsandeachsubgroupofstudentsifthestudentgroupmeetsthen20(threeyearscombined)minimum.Giventhetransitionof assessmentstoSmarterBalancedin2015,thefirstyearofSGPsthatwillbeincludedforaccountabilitywillbefromthe201516schoolyear.
c. GraduationRate.DescribetheGraduationRateindicator,includingadescriptionof(i)howtheindicatorisbasedonthelongtermgoals;(ii)howtheindicatorannuallymeasuresgraduationrateforallstudentsandseparatelyforeachsubgroupofstudents;(iii)howtheindicatorisbasedonthefouryearadjustedcohortgraduationrate;(iv)iftheState,atitsdiscretion,alsoincludesoneormoreextendedyearadjustedcohortgraduationrates,howthefouryearadjustedcohortgraduationrateiscombinedwiththatrateorrateswithintheindicator;and(v)ifapplicable,howthe Stateincludesinits fouryearadjustedcohortgraduationrateandanyextendedyearadjustedcohortgraduationratesstudentswiththemostsignificantcognitivedisabilitiesassessedusinganalternateassessmentalignedtoalternateacademicachievementstandardsunderESEAsection1111(b)(2)(D)andawardedaStatedefinedalternatediplomaunderESEAsection8101(23)and(25).
Washingtonwillusethefouryearadjustedcohortgraduationrateasthebaseforthehighschoolgraduationindicator.Thegraduationratemethodologyfollowsthefederalguidance(NCLBHighSchoolGraduationRate,NonRegulatoryGuidance,December22,2008)andisbasedonwhenstudentsfirstenterninthgrade,adjustingforstudentswhotransferinoroutofaschool.Studentgraduationstatusisattributedtotheirmostrecentlyattendedschool.Washingtonhasusedthisgraduationmethodologysince2010.
OSPI| Washingtons ESSA Consolidated Plan 31
TitleI,PartA|OSPI
Thegraduationrateindicatorhasthefouryearrateasitsfoundation,forwhichschoolswouldreceivea110score.ThenWashingtonwilluseaderivationofextendedyeargraduationratestoassignasecondnumber(0to2points)whichwillbeaddedtotheinitialscore.Thesecondnumbershallbebasedontheadditional percentagesofstudentsthatgraduateintheextendedtimeframes(5years,6years,or7years).Thatis,somepercentageofstudentsinthecohortclassof2016graduatedintheir5thyear(in2017),apercentageofstudentsintheclassof2015graduatedintheir6thyear(in2017),anda percentageofstudentsintheclassof2014graduatedintheir7thyear(in2017).Thethreepercentagesfromthosethreecohortswillbecombined,andschoolswillbeassignedascoreof0,1,or2basedontheirincreaseingraduationrateswithintheextendedtimeframe.Schoolsthat graduatethehighestpercentagesofstudentsinthe5th,6th, and7thyearswillreceiveascoreof2,andthenexthighestschoolswillreceiveascoreof1.Remainingschoolswillreceiveascoreof0.
Inotherwords,thegraduationrateindicatorisverysimilartotheotherindexmeasuresinthatitisbasedon a110scale,wheretheschoolscoresareinitiallydistributeduniformlybetween110.Thisiscenteredonthefouryeargraduationrate.Thenschoolsmaygetanextracreditpointortwo(movingthemupthe110scale)iflargernumbersofstudentsaregraduatingintheextendedtimeframe.Schoolscanonlyscore110pointsontheindicator;thetotalnumberofpointsiscappedat10.Notethattheweightofthegraduationrateindicatorwithintheoverallframework,relativetotheotherindicators,willnotshift.
Similartotheapproachusedfortheotherindicatorsandtheir110distributionofscores,Washingtonwillestablishthecutsforthesupplementalscore(0,1,or2points)basedonthedatafrom201617.Thecutswillbeusedfordeterminingscoresinsubsequentyears.Inthefirstyearthedistributioncouldbe:the10percentofschoolswiththehighestextendedyeargraduationratedifferentialwillearn2extracreditpoints,andthenexthighest10percentwillearn1extracreditpoint.Theremainingschoolswillget0supplementalpoints. Byhavingdesignatedthresholdsforachievingtheextracredit,itfacilitatescontinuousimprovementforfouryearandextendedgraduationtimelines.
Auniformmethodisappliedtoallschoolsin assigningscoresinbothstagesofthisindicator.Thisapproachacknowledgeswithintheaccountabilityframeworkthatforsomestudentsalongergraduationtimeframeisappropriate.
Washingtonwillalsoreporteachgraduationrateindividually(4,5,6,and7yearrates)ontheWashingtonStateReportCard.
OSPI| Washingtons ESSA Consolidated Plan 32
TitleI,PartA|OSPI
Washingtondoesnothaveastatedefinedalternatediplomaforstudentswithsignificantcognitivedisabilities.
Recognizingthatforsomestudentsalongergraduationtimeframeisappropriate,theaccountabilityframework(describedinSection4v)willincludeanupwardadjustmentforschoolsthatgraduaterelativelyhighpercentages ofstudentsintheextendedtimeframe.Washingtonwillalsoreporteachextendedgraduationrateindividually(five,six,andsevenyearrates)ontheWashingtonStateReportCard.
LaterinthePlan,Washingtonusesthreeadditionalindicatorsofschoolqualityorstudentsuccess(SQSS):regularattendance,ninthgradersontrack,anddualcreditparticipationaspartofthestateperformancemanagementsystemforthepurposeofreducingopportunitygapsandincreasingequityintheK12system.
d. ProgressinAchievingEnglishLanguageProficiency(ELP)Indicator.DescribetheProgressinAchievingELPindicator,includingtheStatesdefinitionofELP,asmeasuredbytheStateELPassessment.
EnglishLanguageProgressMeasure. WashingtonispartofaconsortiumthatdevelopedELPA21,anewEnglishlanguageproficiencyassessmentwithfourdomains(i.e.reading,writing,listening,andspeaking)alignedtoacommonsetofEnglishlanguageproficiencystandardsthatcorrespondtotheCommonCoreStateStandards.WashingtonadministeredtheELPA21annualassessmenttoEnglishlearnersforthefirsttimeinthe201516schoolyear.Workingwithmigrantandbilingualofficestakeholders,theTechnicalAdvisoryCommitteeanalyzedELPA21data,historictransitionratedata,andreviewedotherstatesprogressapproaches.Becauseofthatwork,Washingtonproposestousethefollowingdefinition:
Percentageofstudentswhoaremakingadequateprogresstotransitionoutoftheprogramwithinsixyears.WashingtonwillcalculatetheELPmeasurebycomparingthestudentslevelatthefirstyearlevel(Emerging,Progressing1,Progressing2,orProgressing3)totheirYear2level(P1,P2,P3)todetermineifastudentisprogressing(seeTable8).Progressiscontingentuponnonregressioninanysingledomain.Regressionofproficiencyinanylanguagedomainwillresultinthatstudentsscorenotcountingtowardgrowth.StudentswillberequiredtomeettheexpectedgrowthannuallyinorderforELstudentstobeontrackfortransition.
OSPI| Washingtons ESSA Consolidated Plan 33
Numerator Denominator
Numberofstudentswhomade Studentsforwhomwecanmeasureprogress(asidentifiedintheabove ELprogress(i.e.havetwoELtable) proficiencyscores)
First Year Grade Baseline Year Year 2 Year 3 Year 4 Year 5 Year 6
All Emerging(level1or2inall4domains) P1 P2 P3 P3 TAll Progressing1 P2 P3 P3 T All Progressing2 P3 P3 T All Progressing3 P3 T
TitleI,PartA|OSPI
Table 8.SixyeartrajectoryexpectationsforEnglishlearners.
Notesaboutmeasurecalculation:
Progressinglevels(P1,P2,andP3)aredefinedasanystudentwithATLEASTalevel3inasingledomain.ProgressinglevelsareassignedP1,P2,andP3bylookingacrossallofthedomainsandtakingthestudentslowestlevelinanyofthedomains.Tmeanstransitioned.
Forexample:
Ifastudentscores1=reading,2=writing,2=listening,and2=speakingtheywouldbeemerging
Ifastudentscores1=reading,2=writing,2=listening,and3=speakingtheywouldgetaP1
Ifastudentscores2=reading,3=writing,2=listening,and4=speakingtheywouldgetaP2
Note:Studentswhotest intoserviceviaaplacementtestandsubsequentlytestoutontheELPAlaterinthesameyearwillalsobeincludedinthenumeratoranddenominator.
InTable9,Washingtonusestheresultsfromonegradeleveltodemonstratehowmuchprogressstudentsmadefromtheir2016ELPA21testtotheir2017ELPA21test.Onlystudentswhohavetestsinbothyearsareincluded.Thetableshowslastyearsgradelevelandscoresinthefirsttwocolumns.Thedatagoingacrosseachrowidentifythenumberofstudentsscoringateachlevelin2017.Forexample,1,479kindergartenstudentsscoredEmergingin2016andscoredProgressing1(P1)in2017.Fromthisandothersimilaranalyses,Washingtonconcludedthatitisareasonableexpectationtorequireonelevelofgainperyear.StudentswillberequiredtomeettheexpectedgrowthannuallyinorderforELstudentstobeontrackfor
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2016ReportingGrade
Level Emerging P1 P2 P3 Transitioned
Kindergarten Emerging 856 1479 584 146 26Kindergarten P1 205 1984 1368 532 216Kindergarten P2 72 1122 1824 935 359Kindergarten P3 18 347 1089 1066 1263
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transition.Districtsareheldaccountablefortheprogressfromyeartoyearforstudents.
Table9.ELPA21levelchangesfrom2016to2017.
AsELPA21isinitsfirstyearofrollout,OSPIwillreexaminethisdefinitionwhenmultipleyearsofdataareavailable.Specifically,theAccountabilitySystemWorkgrouprecommendedthatOSPIdofutureresearchontheinterplaybetweenProficiencyonELAandtheEnglishLearnerProgressmeasureandexaminewhethergradespanandtimeinanEnglishlearnerprogramneedstobeconsidered.
FortheEnglishLanguageProgressmeasure,Washingtonwillincludeonlystudentswhoareenrolledforatleasthalfoftheschoolyear.
e. SchoolQualityorStudentSuccessIndicator(s).DescribeeachSchoolQualityorStudentSuccessIndicator,including,foreachsuchindicator:(i)howitallowsformeaningfuldifferentiationinschoolperformance;(ii)thatitisvalid,reliable,comparable,andstatewide(forthegradespan(s)towhichitapplies);and(iii)ofhoweachsuchindicatorannuallymeasuresperformanceforallstudentsandseparatelyforeachsubgroupofstudents.ForanySchoolQualityorStudentSuccessindicatorthatdoesnotapplytoallgradespans,thedescriptionmustincludethegradespanstowhichitdoes apply.
Washingtonwillincludethreemeasuresofschoolqualityorstudentsuccess(SQSS):regularattendance,ninthgradersontrack,anddualcreditparticipation.Eachmeasurewassubjecttoextensivereviewandfeedbackfromstakeholders.ThesemeasuresarecurrentlyapartofWashingtonsperformancemanagementsystemforthepurposeofreducingopportunitygapsandincreasingequityintheK12systemandaredisplayedonWashingtonspublicwebsite(OSPIPerformanceIndicators).Inaddition, theAccountabilitySystemWorkgroupsTechnicalAdvisoryCommittee, specificallyconvenedtoreviewthetechnicalelementsofthisplan,reviewedtheexistingmeasuredefinitionsandrevisedthemtomakethemmoreapplicabletoafederalaccountabilitysystem.
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ThedatausedtoderivethesemeasuresisfromWashingtonscomprehensivestatewidestudentinformationsystem,whichbeganwiththe200910schoolyear.Updatestothissystemaremadeannuallyandincludeclarifyingdatacollectionguidanceaswellasaddingnewdataelements.DescriptionsofthemeasuresarebelowandFigure4illustratesthedifferentiationofschoolswithineach.
ChronicAbsenteeism(orRegularAttendance):StudentlevelabsencedataaresubmittedtoOSPIandcanbereportedonbystudentgroup.Washingtondefinesastudentaschronicallyabsentiftheymissatleast10percentofschooldays,includingfulldayabsences(excusedorunexcused).Fora180dayschoolyear,itmeansthatstudentsmissing18fulldaysofschoolormorewouldbechronicallyabsent.Morespecificallyforthisindicator,studentsmustbeenrolledforatleast90days,andthechronicabsentcountisadjustedbasedonlengthofenrollment(twoabsencesper30daysofenrollment,cumulative). Studentsareexcludedfromthismeasureiftheyareenrolledforfewerthan90days.
Allstudentgroupsandallgradespansareincludedinthismeasure.Washingtonusedaminimumnumberof20studentsoveracombinedperiodofthreeyearstoanalyzetheinclusionofdifferentstudentsubgroupsandgradespans.WhenexaminingtheAllstudentscategory,100percentofstudentsstatewide(amongthoseenrolledatleast90days)arecapturedinthismeasure;fiveofthesevenrace/ethnicsubgroupswillhavemorethan95percentofstudentsincludedinthismeasure;andAmericanIndian/AlaskanNativehave78percentandNativeHawaiian/OtherPacificIslanderhave81percent,respectively.Ininstanceswherethepercentofstudentsincludedislessthan100percentitindicatestherearentenoughstudentstomeettheminimum.
9thGradersonTrack:Thefirstyearofhighschoolhasbeenshowninresearch4tobeacriticalpredictorofstudentsfuturelikelihoodofgraduation.AccordingtoBreakthroughCollaborative,resultsfromaChicagoschoolstudywithover115,000participantsrevealedthat,almostonequarterofstudentsinthetopquartileoftheireighthgradewereofftrackbytheendofninthgrade.Furthermore,passingallcoursesin9thgradeisstronglyassociatedwithgraduating.Researchshowsthatbetween70and80percentofstudentswhofail(anycourse)inthefirstyearwillnotgraduatefromhighschool.The9thgradeyearhasoftenbeenlookeduponasatimewhenstudentswilleithermakeitornot.Eventhoughthisyeariscritical,thefailureratein9thgraderemainshigherthantherateinanyothergradelevel.Toalleviatetheseissuesbeforetheyevenbegin,districtsandschools
4Roderick,Melissaetal.,PreventableFailure:ImprovementsinLongTermOutcomeswhenHighSchoolsFocusedontheNinthGradeYear, UniversityofChicagoConsortiumonChicagoSchoolResearch,April2014
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shouldconsiderhavingarobustgrade8transitionreadinessplaninplace.Washingtonhascreatedanindicatorofwhether9thgradestudentsareontrackforgraduation,asmeasuredbythepercentageof9thgraderswhopassedallcreditstheyattempted.Studentswhoattainfullcreditoncoursestheyattemptinninthgradeareconsideredontrack.
Washingtonusedaminimumnumberof20studentsoveracombinedperiodofthreeyearstoanalyzethepercentageofstudentsineachsubgroupthat wouldbeincludedinthisindicatorbygradespan.WhenexaminingtheAllstudentscategory,100percentofstudentsstatewide(amongthosewhoarein9thgrade)arecapturedinthismeasure;fiveofthesevenrace/ethnic subgroupswillhavemorethan95percentofstudentsincludedinthismeasure;andAmericanIndian/AlaskanNativehave86percentandNativeHawaiian/OtherPacificIslanderhave84percent,respectively.Ininstanceswherethepercentofstudentsincludedislessthan100percentitindicatestherearentenoughstudentstomeettheminimum.
DualCreditParticipation:Washingtonwillderiveameasureofdualcreditparticipation,asmeasuredbythepercentageofallenrolledstudents(grades912)whocompleteadualcreditcourse.ThisincludesAdvancedPlacement,InternationalBaccalaureate,CollegeintheHighSchool,TechPrep,RunningStart,andCambridgeprograms.
Washingtonusedaminimumnumberof20studentsoveracombinedperiodofthreeyearstoanalyzetheinclusionofdifferentstudentsubgroupsandgradespans.WhenexaminingtheAllstudentscategory,100percentofstudentsstatewidearecapturedinthismeasure;twoofthesevenrace/ethnicsubgroupshavemorethan95percentofstudentsincludedinthismeasure;andtheotherfiveremainingsubgroupsrangefrom46percentforAmericanIndian/AlaskanNativeto94percentforAsian.Ininstanceswherethepercentofstudentsincludedislessthan100percentitindicatestherearentenoughstudentstomeettheminimum.
AcrossallthreeindicatorsofSQSS,Figure4illustratesthedifferentiationamongschools,overallandbysubgroup.Thecirclesrepresentdecilethresholdsforschools,andthusshowtherangeofperformanceforthelowest10percentofschoolstothe90thpercentile.The9thgradersontrackanddualcreditmeasuresshowsawiderangeofoutcomes.Theregularattendancemeasureismoretightlyclustered,butthereisstillconsiderabledifferentiationacrossschoolsonthelowerendofthespectrumtotheupperdecileofschoolswhereallstudentshaveregularattendance.
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Figure4.Differentiationamongschoolsforschoolqualityorstudentsuccess(SQSS)measures,overallandbysubgroup.
AdditionalmeasureswillbeconsideredforfutureinclusionasanSQSScategory.Stakeholdersexpressedinterestinconsideringtheuseofseveralmeasuresforschoolaccountability:disproportionatediscipline,teacherassignmentandequity,andaschoolclimateandengagementsurvey.OSPI,theWashingtonStateBoardofEducation(SBE),andstakeholderworkgroupswillevaluatethosemeasuresforsuitabilityforfutureinclusioninstateaccountability,includingdataquality,validity,andresearchdemonstratingtheirassociationwithstudentachievement.
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v. AnnualMeaningfulDifferentiation(ESEAsection1111(c)(4)(C))
a. DescribetheStatessystemofannualmeaningful differentiationofallpublicschoolsintheState,consistentwiththerequirementsofsection1111(c)(4)(C)oftheESEA,includingadescriptionof(i)howthesystemisbasedonallindicatorsintheStatesaccountabilitysystem,(ii)forallstudentsandforeachsubgroupofstudents.Notethateachstatemustcomplywiththe requirementsin1111(c)(5)oftheESEAwithrespecttoaccountabilityforcharterschools.
Washingtonwilluseacombinedmultiplemeasuresapproachtomeaningfullydifferentiateschools.Thisapproachshalluseeachofthemeasuresdescribedabovein(iv).
Withineachmeasure,therewillbea110scalewhereschoolswillbedistributedevenlybasedontheirresultsforthatmeasure.Thatis,OSPIwillconstructa110scalethatallotsschoolsroughlyevenlyacrossthe110scale.Resultswillbespreadintodecilesforeach measure:approximately10percentofschoolswillhaveaone,10percentofschoolswillhaveatwo,etc.Forexample,aschoolwhosemathematicsproficiencyfellinthefourthdecile(betweenthe31stand40thpercentile)wouldreceiveafourforthemathematicsmeasure.Eachschoolwillhavea110scorecorrespondingtoeachmeasure(assumingalargeenoughnumberofstudentresultsperindicator).DetailedweightingisdescribedbelowinTable11.
Preliminary2016datadecilecutsforeachmeasureareshowninTable10,andwillbeupdatedwhen2017databecomeavailable.
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(i) Academic Achievement (ELA Proficiency)
(i) Academic Achievement (Math Proficiency)
(ii) ELA Growth (ELA Median Student Growth Percentile)
(ii) Math Growth (Math Median Student Growth Percentile)
(iii) Graduation
(iv) English Language Progress
(v) School Quality or Student Success Indicator: 9th Grade on Track
(v) School Quality or Student Success Indicator: Regular Attendance
(v) School Quality or Student Success Indicator: Dual Credit
10th decile
77.9100 73.6100 62.5100 63100 93.2100 79100 100 100 76100
9th decile
7277.8 6573.4 58.562 58.562.5 90.493.1 73.378.9 88.199.9 93.799.9 6175.9
8th decile
67.771.9 58.964.9 55.558 54.558 87.990.3 69.773.2 81.188 91.193.6 51.360.9
7th decile
63.867.6 54.358.8 53.555 52.554 84.487.8 66.669.6 7681 88.991.0 43.751.2
6th decile
60.363.7 49.454.2 51.553 49.552 81.284.3 63.666.5 69.575.9 8788.8 29.643.6
5th decile
56.660.2 44.349.3 48.551 46.549 7481.1 6163.5 64.869.4 84.886.9 16.929.5
4th decile
52.156.5 39.644.2 46.548 4446 51.973.9 57.860.9 6064.7 82.184.7 6.616.8
3rd decile
46.152 34.339.5 43.546 40.543.5 30.251.8 53.957.7 52.859.9 78.182 1.26.5
2nd decile
37.246 24.834.2 39.543 35.540 10.130.1 47.653.8 37.652.7 69.778 .21.1
1st decile
037.1 024.7 039 035 010 047.5 037.5 069.6 0.1
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Table 10.Preliminarydecilecutsforidentifiedmeasures.Allvaluesareinpercentages.
Themeasurescoreswillthenbeaggregatedusingaweightingsystem(describedin(v(b))below)toarriveatacombinedmultiplemeasuresscore(orindex).Thisscoreisthebasisforidentifyingschoolsforcomprehensivesupport.
Subgroups,inadditiontotheAllstudentsgroup,willreceivescoresforeachmeasureandthecombinedmultiplemeasuresscore.SubgroupscoreswillbeassignedusingthesamescaleastheAllstudentsgroup.Inotherwords,thestandardstobeafiveonthescalearethesame,regardlessofwhetheritisforAllstudentsorforanygivensubgroup.
Thisapproachfocusesonthemeasuresindividually,therebymakingoverallimprovementmoreactionable.Byestablishingdecilerangesandhavingdesignatedthresholdsforupwardmovementonthescale,itfacilitatescontinuousimprovementgoalsforschools.Itmaintainsvisibilityforeachmeasure,andforstudentsubgroups.
Thedecileapproachdifferentiatesbyeachindividualmeasure,asillustratedinFigure5,showingtherangeoflowertoupperperformingschools.
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Additionally,whenthemeasuresarecombined,onecanstillsee differentiationbystudentgroup.
Figure 5.Decile measuresforAllstudentsgroup
Figure6.Decilemeasureforindividualsubgroups
b. DescribetheweightingofeachindicatorintheStatessystem ofannual meaningfuldifferentiation,includinghowtheAcademicAchievement,OtherAcademic,GraduationRate,andProgressinELPindicatorseachreceivesubstantialweightindividuallyand,intheaggregate,muchgreaterweightthantheSchoolQualityorStudentSuccessindicator(s),inthe aggregate.
Table11outlinestheweightingschemeforaK12school,atypicalelementary/middleschool,andtypicalhighschool.Theseweightsreflecttheprioritiesofthestatetofosterthegrowthandcareerandcollegereadinessofeverystudent.Therearealsocircumstanceswhenaschoolmaynothavedataforaparticularmeasure(e.g.,nothavinga largeenoughEnglishlearnerpopulationtoreport).Forhighschools,wheretheremaybemorethanoneSQSSmeasure,theSQSSmeasurescoresareaveragedtogetanoverallSQSSscore,whichisthenfactoredintotheweightingscheme.
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DetailedWeighting BasedonMissing
IndicatorsDuetoSmallNorGradeLevelof School
(i)AcademicAchievement(ELA
Proficiency)
(i)AcademicAchievement(Math
Proficiency)
(ii)Growth
(iii)Graduation
(iv)ELProgress
(v)School Quality orStudentSuccessIndicators (averaged)
K12Schools(withallindicators) 15% 15% 25% 25% 5% 15%
K8(nograduation) 20% 20% 50% 0% 5% 5%NoGrowth(typicalHS) 15% 15% 0% 50% 5% 15%K12(noELprogress) 17.5% 17.5% 25% 25% 0% 15%K8(nograduationand noELprogress) 20% 20% 55% 0% 0% 5%
NoGrowthorELProgress(HSwithnoEL) 17.5% 17.5% 0% 50% 0% 15%
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Table11.Detailedweightingbasedonmissingindicatorsduetosmallnorgradelevelofschool.
c. IftheStatesusesadifferentmethodologyormethodologiesforannualmeaningfuldifferentiationthantheonedescribedin4.v.a.aboveforschoolsforwhichanaccountabilitydeterminationcannotbemade(e.g.,P2schools),describethedifferentmethodologyormethodologies,indicatingthetype(s)ofschoolstowhichitapplies.
SchoolsinWhichNoGradeLevelisAssessedSchoolsinwhichnogradelevelisassessedundertheState'sacademicassessmentsystem(e.g.,P2schools),althoughtheStateisnotrequiredtoadministeraformalassessmenttomeetthisrequirement.
OSPIwillannuallydifferentiateschoolswithnogradelevelsassessedunderthestatesacademicassessmentsystem.Theseschoolswillbeevaluatedonasupplementalaccountabilitysystem.Identificationforcomprehensiveortargetedsupportwillbeconducted viatwosegments:availableaccountability(ifavailable,basedontheNsizeof20over3years)indictor dataandschoolsimprovementplans.Accountabilityindicatorswillbeonthesame110scaleasareusedforthebroaderaccountabilityframework.Schoolimprovementplanswillbeevaluatedonafour(14)pointscalebasedontherubricscoringprocesssetbytheTechnicalAdvisoryCommitteeandtheTitleICommitteeofPractitioners.Thisprocesswilldelineatethequalityofdataprovidedtosupporteachplanrequirement.
Foranyschoolthatreceivesa1intheimprovementplanevaluationandhasanindicatorscore(s)belowtheuniformthresholdintheallstudentsgroup,theschoolwillbeidentifiedasaComprehensivesupportschool.Foranyschoolthatreceivesa1andhasanindicatorscore(s)belowthe
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uniformthresholdinoneormoresubgroups,theschoolwillbeidentifiedasaTargetedsupportschool.
Schoolswillberequiredtoaddressthefollowing: AchievementinformationonavailableESSAAccountabilityindicators(suchasregularattendance,orEnglishlearnerprogress);and
Goalssetforstudentachievementbasedupontheschoolsneedsassessment;and
CurriculumimplementationofstateacademicstandardsforEnglishLanguageArtsandmathematicsandInstructionalpracticesthatmeetthestatesLearningAssistanceProgramsMenuofBestPracticesrequirements;and
Professionaldevelopmentopportunitiestosupportteachersandprincipalstoaddresstheacademicandnonacademiclearningneedsoftheschoolsstudents;and
Planthatwillevaluatetheimpactofgoalssettosupportstudentachievement.
VariantGradeConfigurationsSchoolswithvariantgradeconfigurations(e.g.,P12schools).
Schoolswithvariantgradeconfigurationsareincludedintheaccountabilitysystemviaperformanceonanyofthemeasuresintheindex.Ifaschoolhasdatainmorethanthefourindicatorcategoriesthatatypicalschoolwouldhave,theweightshallbeproportionallydistributedacrossallfiveindicatorcategories.Thisallowsthestatetocompareandreportperformanceonschools,regardlessoftheirgradelevelconfiguration.
SmallSchoolsSmallschoolsareanyschoolsbelowtheminimumnumberof20studentsoveracombinedperiodofthreeyearsforanyindicator.
OSPIwillannuallydifferentiatesmallschoolsassessedunderthestatesacademicassessmentsystem.Theseschoolswillbeevaluatedonasupplementalaccountabilitysystem.Identificationforcomprehensiveortargetedsupportwillbeconducted viatwosegments:availableaccountabilityindictordataandschoolsimprovementplans.Accountabilityindicatorswillbeonthesame110scaleasareusedforthebroaderaccountabilityframework.Schoolimprovementplanswillbeevaluatedonafour(14)pointscalebasedontherubricscoringprocesssetbytheTechnicalAdvisoryCommitteeandtheTitleICommitteeofPractitioners.
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Thisprocesswilldelineatethequalityofdataprovidedtosupporteachplanrequirement.
Foranyschoolthatreceivesa1intheimprovementplanevaluationandhasanindicatorscore(s)belowtheuniformthresholdintheallstudentsgroup,theschoolwillbeidentifiedasaComprehensivesupportschool.Foranyschoolthatreceivesa1andhasanindicatorscore(s)belowtheuniformthresholdinoneormoresubgroups,theschoolwillbeidentifiedasaTargetedsupportschool.
Schoolswillberequiredtoaddressthefollowing: AchievementinformationonavailableESSAAccountabilityindicators(suchasregularattendance,orEnglishlearnerprogress);and
Goalssetforstudentachievementbasedupontheschoolsneedsassessment;and
CurriculumimplementationofstateacademicstandardsforEnglishLanguageArtsandmathematicsandInstructionalpracticesthatmeetthestatesLearningAssistanceProgramsMenuofBestPracticesrequirements;and
Professionaldevelopmentopportunitiestosupportteachersandprincipalstoaddresstheacademicandnonacademiclearningneedsoftheschoolsstudents;and
Planthatwillevaluatetheimpactofgoalssettosupportstudentachievement.
SchoolsDesignedtoServeSpecialPopulationsSchoolsthataredesignedtoservespecialpopulations(e.g.,studentsreceivingalternativeprogramminginalternativeeducationalsettings,studentslivinginlocalinstitutionsforneglectedordelinquentchildrenincludingjuvenilejusticefacilities,studentsenrolledinStatepublicschoolsforthedeafandblind,recentlyarrivedEnglishlearners).
Allpublicschoolsareincludedinthestatesaccountabilitysystem,butthesupportforsomeschooltypesmay beapproacheddifferently.OSPI,inpartnershipwiththeSBEshallconsiderwhetherthereoughttobeanalternateaccountabilityframeworkforsomeschooltypes,suchasreengagementschools.OSPIstaffwillprovideguidancetotheseschoolsbasedonnationallyrecognizedandstateidentifiedbestpracticesthatsupporteachspecialpopulation.
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CharterSchools CharterschoolsarerequiredtomeetallstateaccountabilityrequirementsunderESSAandallareincludedinthestatesaccountabilitysystem.Inaddition,thestatesCharterSchoolslawcontainsmeasuresforrenewaloftheircharterthatgoaboveandbeyondthemeasuresincludedinthestatewideaccountabilitysystem.
NewlyOpenedSchoolsNewlyopenedschoolsthatdonothavemultipleyearsofdata,consistent withaStatesuniformprocedureforaveragingdataunder200.20(a),ifapplicable.
Newlyopenedschoolswillbeincludedaftertheirsecondyear.Thedataforthosetwoyearswillbecombinedandsubjecttotheminimumnumberof20, asisappliedtoallotherschoolswith combineddataoveryears.
Inschoolswithsmallnsizes,studentdataattheschoollevelwillnotbepubliclyreported.However,studentdatamaybeaggregatedatthedistrictand/orstatelevel.Insometypesofspecializedschools,studentsarereassignedbacktoanappropriateaccountabilityschool.Washingtonsaccountabilitysystemcapturesallstudentsregardlessoftheschooltheyattend.
vi. IdentificationofSchools(ESEAsection1111(c)(4)(D))
a. ComprehensiveSupportandImprovementSchools.DescribetheStatesmethodologyforidentifyingnotlessthanthe lowestperformingfivepercentofallschoolsreceivingTitleI,PartAfundsintheStateforcomprehensivesupportandimprovement,includingtheyearinwhichtheState willfirstidentifysuchschools.
WashingtonscomprehensivesupportandimprovementTitleIschoolswillbeidentifiedusingthecombinedmultiplemeasuressystem(index)describedinSection4(v).Themeasureswilleachbecalculatedusingthreeyearsofcombineddata.Theapproachtomeaningfullydifferentiatingschoolscombinesthemultipleindicators(eachwithascore110)withtheweightingsystem(inTable11)andyieldsascorebetweenoneand10foreachschool.Usingthatinformation,thelowestperformingfivepercentofTitleI schoolswillbeidentifiedforcomprehensivesupport,andWashingtonwillestablishanimprovementthresholdatthefivepercentcutlineforallschools.
Washingtonwillidentifyschoolsforcomprehensivesupportonceeverythreeyears.Thefirstyearofidentificationwillbeforthe201819schoolyear,usingdatafromthe201415,201516,and201617schoolyears.Thefivepercentthresholdwillbereestablishedeverythreeyears.
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b. ComprehensiveSupportandImprovementSchools.DescribetheStatesmethodologyforidentifyingallpublichighschoolsintheStatefailingtograduateonethirdormoreoftheirstudentsforcomprehensivesupportandimprovement,includingtheyearinwhichtheStatewillfirstidentifysuchschools.
Inadditiontotheabovedescribedmethodology,Washingtonwillidentifyforcomprehensivesupportallhighschoolswithlessthana67percentfouryeargraduationrate,usingthreeyearsofcombineddata.Thefirstyearofidentificationwillbeforthe201819schoolyear,usingdatafromthe2014 15,201516,and201617schoolyears.
c. ComprehensiveSupportandImprovementSchools.DescribethemethodologybywhichtheStateidentifiespublicschoolsintheStatereceivingTitleI,PartAfundsthathavereceivedadditionaltargetedsupportunderESEAsection1111(d)(2)(C)(basedonidentificationasaschoolinwhichany subgroupofstudents,onitsown,wouldleadtoidentificationunderESEAsection1111(c)(4)(D)(i)(I)usingtheStatesmethodology underESEAsection1111(c)(4)(D))andthathavenotsatisfiedthestatewideexitcriteriaforsuchschoolswithinaStatedeterminednumberofyears,includingtheyearinwhichtheStatewillfirstidentifysuchschools.
Washingtonsuniformthresholdforidentifyingschoolsishigher(moreinclusive)thantheminimumthatisrequiredinESSAbecausethethresholdisbasedontheperformanceofallschools,notthesubsetofschoolsreceivingTitleI,PartAfunds.
ATargetedsupportschoolhasanysubgroupwhosemultiplemeasurescorefallsbelowtheuniformthresholdofourComprehensivesupportschools.ATargetedschoolwillbeidentifiedforComprehensivesupportandimprovementifsubgroupsmeeting thecriteriadiscussedabovedonot demonstrategrowth,afteraperiodoftimenottoexceedfouryears.Thefirstidentificationwillbenolaterthan202122.
d. FrequencyofIdentification.Provide,foreachtypeofschoolidentifiedforcomprehensivesupportandimprovement,thefrequencywithwhichtheStatewill,thereafter,identifysuchschools.Notethattheseschoolsmustbeidentifiedatleastonceeverythreeyears.
WashingtonwillidentifyComprehensivesupportschoolsonathreeyear cycle.
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e. TargetedSupportandImprovement.DescribetheStatesmethodology forannuallyidentifyinganyschoolwithoneormoreconsistentlyunderperformingsubgroupsofstudents,basedonallindicatorsinthestatewidesystemofannualmeaningfuldifferentiation,includingthedefinitionusedbytheStatetodetermineconsistentunderperformance.(ESEAsection 1111(c)(4)(C)(iii))
WashingtonwilldefineconsistentlyunderperformingsubgroupsasanysubgroupwhosemultiplemeasuresscorefallsbelowthethresholdsetbytheAllstudentscomprehensivesupportidentification(describedinsection(a)above).UsingathresholdsetbytheAllstudentssubgroupcreatesauniformstandardforallstudentsubgroupsandschools.
Targetedschoolswithatleastonesubgroupthatisconsistentlyunderperformingbasedonthelowestperformingfivepercentofallschoolswillbeidentifiedannually.
TheWashingtonsystemofmeaningfullydifferentiatingschoolsisbasedonthreeyearsofcombineddata,andthedefinitionofconsistentlyunderperformingisalignedwiththat.Thesubgroupsfortargetedsupportedarestudentswhoare:AmericanIndian/AlaskanNative,Asian,NativeHawaiian/OtherPacificIslander,Black/AfricanAmerican,Hispanic,White,TwoorMoreRaces,EnglishLearner,StudentswithDisabilities,andLowIncome.
Annualidentificationwillbeginin201819.
f. AdditionalTargetedSupport.DescribetheStatesmethodology,foridentifyingschoolsinwhichanysubgroupofstudents,onitsown,wouldleadtoidentificationunderESEAsection1111(c)(4)(D)(i)(I)usingtheStatesmethodologyunderESEAsection1111(c)(4)(D),includingtheyearinwhichtheStatewillfirstidentifysuchschoolsandthefrequencywithwhichtheState will,thereafter,identifysuchschools.(ESEAsection1111(d)(2)(C)(D))
Ifaschoolhasanysubgroupwhosemultiplemeasurescorefallsbelowthethreshold,theschoolwillbeidentifiedforTargetedSupport.
Identificationwillbeginin201819andwillbeconductedannuallythereafter.OSPIwillworkwiththedistricttomonitorprogressoftheseschoolsinmeetingtheiridentifiedprogressgoals.
Schoolswillhaveuptofouryearsoffullimplementationoftargetedsupportandimprovementplans beforebeingexpectedtomeetallexitcriteria.
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AdditionalStatewideCategoriesofSchools.IftheStatechooses,atitsdiscretion,toincludeadditionalstatewidecategoriesofschools,describethosecategories.
WashingtonwillidentifyanadditionalcategoryoftargetedsupportschoolsforconsistentlylowperformingEnglishLearnerProgress.TheschoolswiththelowestperformanceontheEnglishLearnerProgressmeasureshallbedesignatedfortargetedEnglishlearnersupport.Itwillbebasedonacombinedmeasure,usingthreeyearsofdata,andschoolsshallbeidentifiedeverythreeyears.Inthefirstidentificationofschools(foridentificationinthe201819schoolyear),Washingtonwilluseonlyoneyearofdata,giventhatthefirstadministrationoftheELPA21assessmentwasin2016andthereisonlyoneyearofprogressdataavailable.
vii. AnnualMeasurementofAchievement(ESEAsection1111(c)(4)(E)(iii)):DescribehowtheStatefactorstherequirementfor95percentstudentparticipationinstatewidemathematicsandreading/languageartsassessmentsintothestatewideaccountabilitysystem.
Washingtonshallcalculateacademicachievement(proficiencyrates)accordin