washington’s essa consolidated plan - office of ... |washington’s essa consolidated plan ii...

|OSPI

2018

Washingtons ESSA Consolidated Plan

FulfillingtherequirementsofSection8302oftheElementaryandSecondaryEducationActof1965(ESEA),asamendedbytheEveryStudentSucceedsAct (ESSA)

Revised:January12,2018

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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


Contents|OSPI

PublicInputResults.................................................................................................................190 AppendixE:ImageAttributionandCopyright............................................................................191 Photo Credits..........................................................................................................................191


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


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.


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


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.


PlanOverview|OSPI

oftenreceiveformulaallocationsthataretoosmalltobeusedeffectivelyfortheirintendedpurposes.

I. TitleVII,SubpartBoftheMcKinneyVentoHomelessAssistanceAct:EducationforHomelessChildrenandYouthProgramprovidestraining,technicalassistance,andmonitoring,aswellasfederalfundingtosupportschooldistrictprogramsthatservehomelessstudents.Itensuresimmediateenrollmentandeducationalstabilityforhomelesschildrenandyouth.


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.


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.


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.


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


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.


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


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.


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.


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.


TitleI,PartA|OSPI

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.


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.


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


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.


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.


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


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


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.


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.


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.


TitleI,PartA|OSPI

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.


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.


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.


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


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

TitleI,PartA|OSPI

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.


TitleI,PartA|OSPI

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


TitleI,PartA|OSPI

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.


TitleI,PartA|OSPI

Figure4.Differentiationamongschoolsforschoolqualityorstudentsuccess(SQSS)measures,overallandbysubgroup.

AdditionalmeasureswillbeconsideredforfutureinclusionasanSQSScategory.Stakeholdersexpressedinterestinconsideringtheuseofseveralmeasuresforschoolaccountability:disproportionatediscipline,teacherassignmentandequity,andaschoolclimateandengagementsurvey.OSPI,theWashingtonStateBoardofEducation(SBE),andstakeholderworkgroupswillevaluatethosemeasuresforsuitabilityforfutureinclusioninstateaccountability,includingdataquality,validity,andresearchdemonstratingtheirassociationwithstudentachievement.


TitleI,PartA|OSPI

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.


(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

TitleI,PartA|OSPI

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.


TitleI,PartA|OSPI

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.


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%

TitleI,PartA|OSPI

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


TitleI,PartA|OSPI

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.


TitleI,PartA|OSPI

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.


TitleI,PartA|OSPI

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.


TitleI,PartA|OSPI

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.


TitleI,PartA|OSPI

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.


TitleI,PartA|OSPI

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

washington’s essa consolidated plan - office of ... |washington’s essa consolidated plan ii...

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