Article

Seattle Wins TIF Grant, Washington Wins New Graduation Requirements

maureen — Thu, 30 Sep 2010 11:52:49 -0500

State Board Adopts College and Career Ready Diploma
Seattle Wins Federal Teacher Incentive Fund Grant

State Board Adopts College and Career Ready Diploma

On Sept. 17, the State Board of Education (SBE) made a landmark decision regarding Washington’s graduation requirements. Following two years of discussions, by a vote of 12-1, the SBE provisionally adopted a 24-credit, college and career-ready high school diploma to be fully funded and implemented for the Class of 2016.

While the diploma is still subject to formal adoption by the legislature during the 2011 legislative session, the Board’s work demonstrates a strong consensus that current requirements for a high school diploma are not sufficiently preparing students for college and careers.

The proposed 24-credit “Career and College Ready High School Graduation Requirements” automatically enrolls all 8th grade students in a course of study that meets the minimum college enrollment requirements set by the Higher Education Coordinating Board. Students, however, may opt-out of a series of elective credits depending on the student’s High School and Beyond Plan. Not subject to opt-out are the following “CORE” credits that every student must take and pass in order to receive a high school diploma:

•   English, 4 credits
•   Math, 3 credits
•   Science (2-labs), 3 credits
•   Social Studies, 3 credits
•   Art, 1 credit
•   Occupational Education, 1 credit
•   Health, 0.5 credit

In addition, to the SBE’s adoption of the new graduation requirements, the Board made other laudable votes at their last meeting, including:

• Moving from an hour-based credit definition to a content and knowledge-based definition; and
• Allowing for students to fulfill two high school requirements with only one course (this applies only to Career-Technical Education courses and all students will still be required to earn 24-credits in order to receive a diploma).

Partnership for Learning strongly applauds the Board’s decision. We will continue to support a formal adoption and encourage a speedy implementation timeline during the upcoming 2011 legislative session.

More information on the new graduation requirements can be found at the State Board of Education’s website.

Seattle Wins Federal Teacher Incentive Fund Grant

Last week, the Department of Education announced Seattle Public Schools as one of 62 winners from 27 states to win federal funding through the Teacher Incentive Fund (TIF). The TIF grant program seeks to strengthen the education profession by rewarding excellence, attracting teachers and principals to high-need and hard to staff areas, and providing all teachers and principals with the feedback and support they need to succeed.

Seattle will receive $12.5 million to help pay for a number of the groundbreaking reforms included in the new teachers’ contract that was approved earlier this month. Specifically, the grant will allow Seattle schools to reward high-performing teachers (as measured by the district’s new evaluation system) and ensure the students who need the most help are taught by the very best.

Seattle’s success in securing federal funds signifies that the hard work done by the district and the Seattle Education Association to develop a new teacher’s contract was well worth the time and effort. The grant proves that through collaboration and commitment to the success of all students, the good work happening in Washington districts can be recognized and rewarded.

To learn more about Seattle’s TIF Grant, including Partnership for Learning’s perspective on the grant, please read this Seattle Times article.

Washington Wins Assessment Grant, Seattle Wins Contract Reform

maureen — Mon, 13 Sep 2010 17:54:22 -0500

Washington Wins Common Assessment Consortium Grant
Seattle Contract Settles on Reform

Washington Wins Common Assessment Consortium Grant

On September 2, Sec. Arne Duncan announced the winners of the Common Core Assessment Grant: the SMARTER-Balance Assessment Consortium (SBAC), $160 million; and the Partnership for Assessment of Readiness of College and Careers (PARCC), $170 million. Part of the American Recovery and Reinvestment Act’s $4.35 billion Race to the Top funding, the competition requires consortia of states to collaborate and develop assessments that are aligned to the Common Core Standards, support and inform instruction, and provide accurate information about whether or not students are on track to graduate prepared for success.

Washington serves as a governing state member and fiscal sponsor of the SBAC and will help coordinate the development of a state-of-the-art adaptive online assessment exam, using “open-source” technology. The online system will provide accurate assessment information to teachers and others on the progress of all students, including:

Summative exams, to be offered twice a year;
Optional formative, or benchmark, exams; and
A variety of tools, processes and practices that teachers can turn to in planning and implementing informal, ongoing assessments. This will assist teachers in understanding what students are and are not learning on a daily basis so they can adjust instruction accordingly.

Leading the SBAC consortium provides Washington an incredible opportunity to shape the future of assessment in our nation. With the Common Core Standards as their guide, it will be up to our state’s leaders to develop the tools necessary to chart a path for students toward graduating college and work ready.

Funding for the assessment grant will be distributed by Oct. 1 and the assessments will be available by the 2014-2015 school year.

Race to the Top Assessment Program Consortia
Consortia	Assessment Focus	States Participating	Governing States	Funding Received
Partnership for the Assessment of Readiness for College and Careers (PARCC)	Computer-based assessments anchored in college and career readiness.	26 states	Arizona, Illinois, Indiana, Tennessee, Louisiana, Florida, District of Columbia, Maryland, Massachusetts, New York, and Rhode Island.	$170M
Smarter Balanced Assessment Consortia (SBAC)	Curriculum-embedded, computer-adaptive assessments.	31 states *(including Washington state)	Oregon, Washington, Utah Idaho, Michigan, Wisconsin and Maine.	$160M

For more information on the Common Core Assessment Grant, visit the U.S. Department of Education’s website.

For more information on Washington’s SBAC Consortium, visit OSPI’s website.

Seattle Contract Settles on Reform

After months of negotiation, on Sept. 2, Seattle Public Schools and the Seattle Education Association settled on a new teachers’ contract. Including such reforms as using student growth data in teacher evaluations, mutual consent hiring and additional compensation for master teachers, the contract represents a strong commitment to closing the achievement gap, accelerating student learning and supporting teachers.

Specifically, spanning the 2010-2013 school years, the contract includes:

Area	Elements of the New Agreement
Teacher Support & Development	· One-hour additional paid time per week for elementary and K-8 teachers without altering school day schedule. · Greater flexibility for all schools to increase planning and collaboration time. · Doubles number of STAR mentors; increases length of program to 3 years.
Performance & Evaluation	· Four-tiered performance evaluation scale including measures of effectiveness (quantitative and subjective; a combination of observation and academic achievement data). · Multiple measures of student growth, including MAP, state and district assessments, and teacher-determined growth goals tied to evaluations. · Eliminates super-seniority. Eliminates forced placements in Tier 1 (low-performing) schools. Implements mutual consent hiring. RIFs still determined by seniority. · Low-performing teachers identified quickly, provided with defined set of supports; if unable to improve, removal is expedited.
Compensation & Career Opportunities	· 1% raise for all teachers in years two and three. · Stipends for master, mentor, demonstration and service teachers ranging from $2K-$5.2K. · Additional funds ($500/per) set aside to help struggling teachers.

Partnership for Learning, as a member of the Our Schools Coalition, commends the leadership at Seattle Public Schools and the Seattle Education Association for their dedication to a collaborative bargaining process and their commitment to all of Seattle's students.

To learn more about the Seattle Schools Contract, check out this summary from the Our Schools Coalition.

Race to the Top Round Two Winners Announced

maureen — Thu, 26 Aug 2010 13:17:29 -0500

Race to the Top Round Two: 10 states win federal funding
Washington's Reform Challenge

Race to the Top Round Two: 10 states win federal funding

On August 24, 2010, the U.S. Department of Education announced the round two winners of the $4.35 billion federal grant competition, Race to the Top. The ten winning round two applicants (District of Columbia, Florida, Georgia, Hawaii, Maryland, Massachusetts, New York, North Carolina, Ohio and Rhode Island) now join the round one winners, Delaware and Tennessee, as groundbreaking leaders in education reform - reforms that will include:

Adopting commons standards and assessments;
Building robust data systems that measure student growth and success;
Implementing comprehensive human capital provisions; and
Turning around the lowest-performing schools.

For a summary of highlights and observations from Race to the Top Round Two Winners, please view our analysis.

For official rankings from Race to the Top Round Two, please view the U.S. Department of Education's website.

Washington's Reform Challenge

If Washington isn't Racing to the Top, Where are we Going?

With a total of 290.6 points out of a possible 500, Washington state ranked 32nd out of 36 applicants in round two of Race to the Top.

Scoring better than only Alabama, Maine, Mississippi and Montana, Washington’s application struggled to present a strong education reform platform, strategic plan and willingness to make the legislative changes necessary to support critical reforms. While Washington fared well in its application in the categories of data systems, turning around the lowest performing schools and emphasizing improvement in STEM subjects, without provisions that maintain high standards and assessments, authorize high-quality charter schools and allow student achievement data to be tied to an educator’s evaluation, Washington will continue to play catch-up in the race to accelerate student performance.

There is much to be learned from the twelve winning Race to the Top states, and reviewers' comments and feedback on Washington’s application indicate that much work remains to be done in order to improve our education system. As Washington state moves forward with finalizing its Education Reform Plan, it is imperative that state leaders thoughtfully incorporate the feedback from Washington’s Race to the Top application.

For a summary of the feedback Washington's Race to the Top application received from the U.S. Department of Education, please view our analysis.

Race to the Top Round Two: Washington Falls Short

maureen — Tue, 27 Jul 2010 14:22:00 -0500

Race to the Top Round Two: 19 Finalists Make the Cut
Washington's Application Falls Short

Race to the Top Round Two: 19 Finalists Make the Cut

"With a budget of just $5 billion dollars -- less than one percent of total education spending in America -- this minor provision in the Recovery Act has unleashed an avalanche of pent-up education reform activity at the state and local level."

--Sec. Arne Duncan

Today, the Obama administration named 18 states and the District of Columbia as finalists in the Race to the Top grant competition. Washington was not among them.

Thirty-five states and the District of Columbia applied for part of the $3.4 billion available under the federal grant. The finalists are Arizona, California, Colorado, the District of Columbia, Florida, Georgia, Hawaii, Illinois, Kentucky, Louisiana, Maryland, Massachusetts, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island and South Carolina.

Applications were evaluated against a 500 point rubric and a nationwide network of 58 peer reviewers that included teachers, principals, superintendents, college professors, scholars, business leaders and education advocates advised education Secretary Arne Duncan in his decision. All round two finalists scored over 400 points, including finalists from round that did not win.

The road ahead for the 19 finalists includes a trip to Washington D.C. to meet with Secretary Duncan and senior staff from the Department of Education to verify and clarify the states’ reform plan to ensure that implementation is possible. The winners are scheduled to be announced in September and, following the announcement, the department will publish the scores and comments for each applicant. According to the Department of Education, up to 12 states will likely win grant funding.

View PFL’s spotlight on bold round two finalists.

For information, read Sec. Duncan’s Race to the Top announcement speech.

Washington's Application Falls Short

Though Washington leaders will not know how the state scored on Race to the Top until September, the message is clear: Our state has a long way to go to ensure the success of every student and our state’s “business as usual” approach simply doesn’t meet the high bar for reform set by the federal government.

Despite this setback, Washington cannot stand still. Instead, the state must redouble its efforts to put in place policies and programs that will raise student achievement and close Washington’s growing achievement gap. Now is not the time to shelve the good work that went into our state’s Race to the Top application. Washington leaders must press onward and use the significant district and union support they were able to gather for the application to drive real reforms that produce real results for our students.

As part of Washington’s Race to the Top application, state leaders submitted the beginning of an Education Reform Plan for Washington state. This plan represents a step forward for Washington, but a plan is only as successful as its implementation. State agencies must reorganize themselves to finalize, implement and deliver on this plan as soon as possible. This move would demonstrate that Washington is serious about achieving better outcomes for students, regardless of receiving federal grant dollars.

And, with the Obama Administration signaling that there will likely be a third round of Race to the Top funding, making progress on education reform policies, programs and Washington’s Education Reform Plan is important. Specific reforms that Washington leaders can act on in the coming months to increase student achievement and our state’s competitiveness for future grants include:

Implementing college and work ready graduation requirements;
Implementing a strong accountability system to turn around low-performing schools;
Strengthening state and district teacher effectiveness policies so that they recognize and reward outstanding teachers;
Reorganizing state education agencies to implement and deliver on the state’s education reform plan; amd
Developing a framework to allow for more innovative schools to open in Washington.

Implementing these reforms will put Washington on the path federal education policy is headed. The Department of Education has said that Race to the Top will be the new frame for the re-authorization of the Elementary and Secondary Education Act. This means that Washington, and its one million students, cannot afford to be out of step with this national movement toward reform.

For a brief summary of Washington’s Race to the Top application, please view our analysis.

To view Washington’s reaction to the Race to the Top finalist announcement, visit Gov. Gregoire’s website.

The Impact of Effective Teachers and Principals

maureen — Thu, 08 Jul 2010 14:31:38 -0500

The Impact of Effective Teachers and Principals
State Board to Rule on New Graduation Requirements
Federal Education Jobs Bill Under Fire

Introducing Partnership for Learning’s New Policy Brief: The Impact of Effective Teachers and Principals

Partnership for Learning is pleased to announce the first in a series of reports on how Washington state can build an education system that prepares all students to succeed in college and world of work. Stay tuned throughout the summer as we release a new report every few weeks.

This week: The Impact of Effective Teachers and Principals

What matters most when it comes to increasing student achievement? Small class sizes? Whether a child lives in poverty? A fair and equitable state school finance formula?

While the above, and much more, play a role in raising student achievement, teacher and principal effectiveness has a greater impact on student learning than any other factor in a school system.

To learn more, read the report.

State Board to Rule on New Graduation Requirements

Next week, the State Board of Education will rule on the future of CORE 24 and the content of Washington’s new graduation requirements. Partnership for Learning, along with the Excellent Schools Now Coalition, has sent a letter to the State Board urging them to adopt college and work ready graduation requirements for all students. The letter states:

“As things currently stand, too many of our high school graduates are not prepared for community college or apprenticeships — and many do not even meet the minimum admission standards for our public baccalaureate institutions.”

“This is not the time to retreat on the strong graduation requirements that the 2009 Legislature put in motion. We have an obligation to ensure that we set all of our students up for success in college and careers. It’s not just about doing the right thing for our students and their families. Smart reforms to our education system will drive critically needed economic growth and prosperity.”
View the full letter.

The State Board will be taking public comment on the graduation requirements on Tuesday, July 13 at 4:30pm and Wednesday, July 14 at 11:45am at Anacortes ESD 189. Individuals who are unable to attend, but would like to express their written support of CORE 24 can email sbe@k12.wa.us.

Federal Education Jobs Bill Under Fire

Last week, the U.S. House of Representatives approved the Education Jobs Bill—legislation that will provide $10 billion in aid to local schools districts to avert massive teacher layoffs and $5 billion to help the current shortfall in Pell Grants for college students. While the bill protects teachers’ jobs and scholarships, it has drawn significant opposition from the Obama Administration and Department of Education due to an amendment submitted by Appropriations Committee Chairman David Obey, which would trim $800 million from the following education reform programs:

Teacher Incentive Fund: cuts $200 million from total budget of $600 million
Designed to make grants to states or districts that agree to reform teacher compensation systems to reward student achievement.

Race to the Top: cuts $500 million from total budget of $4.35 billion
Competitive grant program that awards funding to states willing to make reforms surrounding four assurances: standards and assessments, teachers and leaders, turnaround schools, and data systems.

Charter Schools: cuts $100 million from total budget of $256 million
Provides grants to assist with start-up costs of establishing new charter schools.

With the bill now moving to the Senate, which is on recess until the week of July 12, the Obama Administration is urging Congress to consider alternative funding means that will protect both teachers jobs and the reform work being conducted by the Department of Education. Without an alternative funding proposal, the Obama administration has signaled that it will veto the entire education jobs bill stating, “The Administration urges the House to include education jobs funding in a version of H.R. 4899 that does not rescind education reform funding. If the final bill presented to the President includes cuts to education reforms, the President's senior advisors would recommend a veto.”

Ladies and Gentlemen, the Class of 2010

maureen — Tue, 15 Jun 2010 16:53:39 -0500

Class of 2010 Stays on Track, But Math Remains a Problem
Washington on Track to Adopt Common Core Standards
State Announces Teacher and Principal Evaluation Pilots

Class of 2010 Stays on Track, But Math Remains a Problem

While 93 percent of 12th graders in the class of 2010 passed the reading and writing state exams, the number of students graduating proficient in math remains low. That’s according to the preliminary results of the High School Proficiency Exam (HSPE) released yesterday by Superintendent Randy Dorn. The HSPE replaced the Washington Assessment of Student Learning (WASL) and was administered for the first time this year.

Only 69 percent of 12th graders passed the HSPE in math and it is estimated that little more than 20 percent met the graduation requirement by earning two math credits after 10th grade.

This year’s ninth graders, the class of 2013, will be the first to be required to pass all four state exams: reading, writing, math and science. Those students won’t have the option of earning additional math credits if they don’t pass the exam.

“This state has done well with its reading and writing curriculum,” Dorn said. “We’ve got to raise math to that level.”
Beginning with the class of 2013, students must earn three math credits to graduate. They will also be expected to pass end-of-course exams in algebra I and geometry.

Results for the high school science exam and the Measurements of Student Progress (MSP, for grades 3-8) will be released in late August. Passing rates for the high school science exam have historically been around 40 percent for 10th graders. Beginning in spring 2012, the state will offer an end-of-course exam in biology as the class 2013 finishes its 11th grade year.

“We have to make science instruction a higher priority in all grades if we are going to expect students to achieve and pass an exam to graduate.” Dorn said.

Preliminary results for 10th graders in the class of 2012 show that 78 percent passed reading and 84 percent passed writing in their first attempts at the HSPE. Just 43 percent of 10th graders passed the math exam. For 11th graders in the class of 2011, 88 percent have passed reading, 90 percent have passed writing and 57 percent have passed math in two years of taking the exam.

The need for accelerating student progress is math and science has never been clearer. Washington state leaders, educators and policymakers must come together to ensure that all students are receiving the class time and quality instruction necessary to graduate with skills they need to succeed. This means holding firm on Washington’s commitment to graduation requirement timelines, communicating those timelines clearly to teachers, parents and students, and providing schools and students that are struggling with intervention and support.

To learn more about the requirements for the Class of 2010 and the upcoming requirements for the Classes of 2011-2013, visit OSPI’s resource page.

View more information on OSPI’s HSPE score release in the presentations below.

OSPI Score Release Presentations

Class of 2010 Slides

Class of Supplemental Slides

Washington on Track to Adopt Common Core Standards

On June 2, the day after states submitted their Round Two Race to the Top applications, the Common Core Standards Initiative released the final Common Core Standards for math and English language arts. These standards mark almost two years of work on behalf of the National Governors Association (NGA), the Council of Chief State School Officers (CCSSO) and numerous other groups such as Achieve, ACT and the College Board.

Due to the federal government’s support of the standards, the emphasis placed on adopting the standards in Race to the Top, and the endorsements of numerous education experts, Kentucky, Hawaii, Maryland, West Virginia and Wisconsin have already agreed to formally adopt the standards and are now beginning the process of implementation. Based on commitments made in state Race to the Top applications, many other states will soon follow.

Washington leaders are currently comparing the common standards to the state’s current standards and are expected to announce adoption plans soon. Early this year, Superintendent Randy Dorn expressed his preliminary support for the standards:

"I embrace the idea of multiple states working together to ensure that all students are prepared to succeed in college and careers and to compete globally," said Supt. Dorn. "As the population of the U.S. is increasingly mobile, it is critical to support all students with a strong and consistent curricular foundation. It is my hope that this initiative will promote increased collaboration among states in developing curriculum resources and identifying best practices that will lead to Washington students being well-prepared to enter our 21st century global economy."

As a component of Washington’s Race to the Top legislation (SB 6696), Supt. Dorn may provisionally adopt the standards by August 2, 2010. The Washington legislature will approve the state’s adoption of the standards during the 2011 legislative session.

Washington is also leading a consortium of states to design common assessments for the new common standards, and plans to submit an application for the Race to the Top Common Assessment grant by June 23, 2010. Winning applications will be announced in Fall 2010 with lead states required to implement the assessment system in their state no later than 2014-15.

To learn more about the Common Core Standards in Washington, including frequently asked questions about the adoption process, visit OSPI’s website.

State Announces Teacher and Principal Evaluation Pilots

Last week, the Office of Superintendent of Public Instruction (OSPI) announced that eight districts and one consortium of districts will begin pilots this fall of new teacher and principal evaluation systems.

The districts are Anacortes, Central Valley, Kennewick, North Mason, North Thurston, Othello, Snohomish and Wenatchee. The consortium is composed of eight districts: Almira, Davenport, Liberty, Medical Lake, Pullman, Reardan-Edwall, Ritzville and Wilbur. Districts will receive between $100,000 and about $180,000 a year for the two years of the pilot.

The pilots will be conducted in the 2010-11 and 2011-12 school years. Midway through the pilot period, and at its conclusion, OSPI will collect and analyze materials from the pilot districts and make recommendations to the Legislature regarding adopting one or more of the systems for use by districts in the state.

The cornerstone of any effective evaluation system is its ability to produce robust data that can be used to meaningfully differentiate performance, improve teaching and learning and inform strategic human capital decisions, such as tenure, professional development, assignment and compensation. It is our hope that the work of the pilot districts will help educators, policymakers and the public determine how to develop and implement highly effective evaluation systems for the entire state.

For more information on Washington’s teacher and principal evaluation pilots, visit OSPI’s website. And, for additional resources on teacher and principal evaluation, visit The New Teacher Project, National Center on Teacher Quality, and Center for Strengthening the Teaching Profession websites.

Washington Enters Race to the Top

maureen — Thu, 03 Jun 2010 13:58:37 -0500

Washington Leaders Submit State's Race to the Top Application
State Gears Up to Strengthen Teacher and Principal Evaluation

Washington Leaders Submit State's Race to the Top Application

Now the Hard Work Begins

On June 1, Governor Chris Gregoire, Superintendent Randy Dorn and State Board of Education Member Mary Jean Ryan announced the submission of the state’s Race to the Top application. Washington now joins 34 other states and the District of Columbia to compete for a share of the $3.4 billion remaining Race to the Top funds, which will be awarded to anywhere between 10 to 15 states in September.

Washington’s application requests $250 million in federal funding—the maximum amount the state is able to receive. The application contains seven areas that state leaders believe will make Washington stand out to reviewers:

1. Washington’s Education Reform Plan:
The state has established a reform plan that sets out a framework and strategy, in order to prepare all Washington students to succeed in the 21st century of work, learning and global citizenship. The education reform plan outlines four key goals, each with its own indicators and performance targets. The four goals are:

Students Enter Kindergarten Prepared for Success
Students Compete in Mathematics and Science Nationally and Internationally
Students Attain High Academic Standards Regardless of Race, Ethnicity, Income or Gender
Students Graduate Able to Succeed in College, Training, and Careers

2. Optional Competitive Innovation Clusters:
The four innovation clusters within the state’s application are designed to promote and support district initiatives to spur improvement in student achievement. Districts were encouraged, but not required, to participate in at least one of four clusters. Fifty percent of districts indicated interest in the innovation clusters, with 38 districts applying to participate in all four clusters:

Improving Science, Technology, Engineering and Mathematics (STEM): 106 districts
Developing Great Teachers and Leaders: 100 districts
Jumpstarting Improvement in Struggling Schools: 79 districts
Improving College and Career Readiness and Reducing the Achievement Gap: 47 districts

3.    Strengthened Memorandum of Understanding:
In order to participate in the state's application, districts submitted Memorandums of Understanding signed by the district's superintendent, school board chair and teachers' union representative. As a means to strengthen the application and signify broad support, Washington chose to include an additional signatory to the Memorandum of Understanding – the local district principal representative. This was done in the spirit of acknowledging great teachers and leaders.

4.    Professional Development Cooperative:
The application highlights the Washington State Professional Development Cooperative -- a center designed to provide research-based services and supports to teachers.

5.    Link to Investing in Innovation Grants (i3):
Washington’s application seeks to build on the 52 i3 grants applications Washington districts and nonprofit partners submitted to the federal government.

6.    Broad Participation:
Washington’s application demonstrates broad support from districts and union representatives:

90% of districts (265 of 295 districts signed on to participate), representing 97% of students and 98% of students in poverty.
Extensive stakeholder support from multiple sectors, organizations and leaders.

7. Competitive Priorities:
Washington state addressed both of the optional Race to the Top competitive priorities in its application: STEM and Early Learning.

What’s Next: Increasing Washington’s Competitiveness
Though the submission of Washington’s Race to the Top application represents a commitment to education reform in our state, the hard work of delivering on that commitment now begins. As the Department of Education reviews Race to the Top Round 2 applications and chooses finalists, it is critical that Washington state demonstrate its determination to boost student achievement and improve schools.

This means that Washington leaders must take action in the following areas:

Education Reform Plan: Continue to refine and finalize the reform plan by December 2010.
Common Core State Standards: Fully adopt the Common Core State Standards before August 1, 2010.
Teacher & Principal Evaluation Pilot Program: Develop and select “reform-minded” districts that will seek to implement a comprehensive evaluation system that includes within it a significant measure of student growth.
College & Career-Ready Accountability System: Establish an accountability system capable of identifying programs or actions that impact student performance and career-readiness.
School Improvement Grants: Provide supports and assistance to districts engaged in the federal School Improvement Grant.
Teacher Incentive Fund: The state should apply for the federal Teacher Incentive Fund, a grant opportunity to support performance-based compensation, in order to provide resources for the teacher and leader development and effectiveness innovation cluster.

Read Washington’s Race to the Top application here.

State Gears Up to Strengthen Teacher and Principal Evaluation
Two Washington Efforts Target Educator Effectiveness

In recognition of the national movement toward teacher and principal evaluation reform, Washington is engaged in two efforts designed to strengthen and improve the state’s current teacher and principal evaluation system: the state’s teacher and principal evaluation pilots and federal school improvement grants (SIG). The cornerstone of any effective evaluation system is its ability to produce robust data that can be used to meaningfully differentiate performance, improve teaching and learning and inform strategic human capital decisions, such as tenure, professional development, assignment and compensation. It is our hope that the pilots and SIG evaluation efforts will help educators, policymakers and the public determine how to develop and implement highly effective evaluation systems for the entire state.

Teacher and Principal Evaluation Pilots
Washington’s Race to the Top legislation (SB 6696) requires the implementation of new, four-tiered teacher and principal evaluation systems in every district by 2013-14. Included in the legislation is a two-year pilot program to explore different district evaluation models during the 2010-11 and 2011-12 school years. The outcomes derived from each pilot district will inform the implementation of new evaluation systems across the state and the consideration of a uniform statewide evaluation system. For this reason, the pilot district selection and implementation process is critical to helping districts across our state develop evaluation systems that will help enable dramatic improvements in teaching and learning.

Applications to participate in the pilot program were submitted to the Office of Superintendent of Public Instruction (OSPI) on Friday, May 28. The selection process is currently underway and between five to eight districts will likely be selected to participate in the program.

Partnership for Learning suggests that the state select districts to participate in the pilot based on the following criteria: district readiness, culture of accountability and commitment to transparency and collaboration. To learn more about the Teacher and Principal Pilot Program, click here.

School Improvement Grants
In March, OSPI identified the nine districts and eighteen schools that will receive part of $42.5 million, over the next three years, to improve their schools. The funding comes from the federal school improvement grant (SIG), a program designed to provide funding to the lowest performing 5 percent of Title I and Title II schools.

As part of turnaround efforts, schools must select one of four federal intervention models: turnaround, restart, closure and transformation. Of the eighteen schools receiving SIG funding, 15 schools chose the transformation model, which requires the development and implementation of new teacher and principal evaluation systems, which will use student growth data as a significant factor.

With SIG schools required to begin their turnaround efforts by the fall, many districts are working with their union representatives to modify their collective bargaining agreements and allow for the implementation of their chosen intervention model. Seattle School District recently announced that it reached a Memorandum of Understanding with the local teachers union to begin turnaround efforts at its SIG schools (Cleveland High School, Hawthorne and West Seattle Elementary). Teachers at these schools will now be evaluated under a new system, held accountable for meeting student growth targets and able to earn additional money for achieving school-wide targets.

For more information on teacher and principal evaluation, visit The New Teacher Project, National Center on Teacher Quality, and Center for America Progress.

Washington Launches Teacher and Principal Evaluation Pilot

maureen — Mon, 26 Apr 2010 14:20:46 -0500

Washington Launches Teacher and Principal Evaluation Pilot
USDE Announces Race to the Top Common Assessment Grant Program
REMINDER: Districts have until May 17 to sign up for Race to the Top!

Washington Launches Teacher and Principal Evaluation Pilot

During the 2010 legislation session, the passage of Washington’s Race to the Top bill (SB 6996) put the state on track to improve teacher effectiveness through the adoption of a new teacher and principal evaluation system.

While all districts will be required to adopt new evaluation systems by 2013-14—including a four-tiered rating scale that supports the use of student growth data—the legislation provides forward-thinking districts the opportunity to pilot new educator evaluation models starting this fall.

Pilot districts have the chance to blaze the trail in the implementation of a statewide teacher and principal evaluation system. Each pilot district will be responsible for developing and implementing a new multi-tiered evaluation model designed to provide meaningful feedback to teachers and principals.

By providing the Office of the Superintendent of Public Instruction (OSPI) and its stakeholder groups with critical evaluation information, these districts will not only help to establish best practices for the state, but inform OSPI’s recommendation to the legislature regarding whether or not to adopt one or more evaluation models for use by Washington districts, as well.

Data from the pilots will also help the state determine how best to assist schools and districts to improve instruction and student achievement. For this reason, gathering a diverse group of pilot districts will be vital to establishing a new and improved system that meets the needs of all Washington teachers and students.

Ultimately, the success of these pilots will be critical to moving the state toward adopting a common model, which will result in increased transparency and the ability to compare data between districts.

Districts selected for evaluation pilot grants will receive $100,000 to $200,000 a year, for two years, and additional implementation support from OSPI. Applications for the evaluation pilots must be submitted to OSPI by by 4:00 P.M. on Friday, May 28, 2010.

Districts interested in learning more can participate in a video conference through the state’s K-20 network tomorrow, Tuesday, April 27, from 3:30-4:30 p.m.

For more information, please read this memorandum issued by OSPI or visit their website.

USDE Announces Race to the Top Common Assessment Competition

On April 8, the Department of Education released the final guidelines for the Race to the Top Common Core Assessment Competition. This $350 million competitive grant program will be awarded to consortia of states who develop assessments that are valid, support and inform instruction, provide accurate information about what students need to know and can do, and measure student achievement to determine if students are on track to succeed in college and the workplace.

The development of Common Core Assessments is an exciting and welcome addition to the education system. Under the program, assessments must be aligned to the Common Core mathematics and English language arts standards, which will allow the ability to compare student achievement at a national, state and local level, for the first time ever. Currently, each state has developed its own standards, curriculum and assessments making it difficult to truly compare and assess student achievement on a national scale. By establishing Common Core Standards and Assessments, this barrier is removed and a greater level of transparency, analysis and collaboration in our education system is created.

Two grant awards are available within the Race to the Top Assessment Competition – each designed to develop assessments that would assist teachers and principals in identifying and monitoring student learning.

Comprehensive Assessment System

Assessment is designed to align with the Common Core mathematics and English language arts standards.
Only one to two state consortia will be awarded grant funding of up to $160 million over a 48-month period.

High School Course Assessment Program

Assessment is designed to cover multiple high school courses and measure student knowledge against college-and-career ready standards.
Only one consortium will be awarded grant funding of up to $30 million over a 48-month period.

Washington state has joined with 27 other states to form the SMARTER/MOSAIC/Balanced consortia. This consortia seeks to win a Comprehensive Assessment System grant by developing computer adaptive, curriculum-embedded formative and summative assessments. It is the vision of the SMARTER/MOSAIC/Balanced consortia that through a series of student adaptive and tailored computer assessments, data scores will allow for teachers and principals to better identify student needs and provide targeted instruction, as well as ensure that students are provided tests on the subject areas that reflect their knowledge-base.

Between now and June 23, when consortia applications are due to the Department of Education, Washington state will continue to play a key role in the development of the SMARTER/MOSAIC/Balanced consortia proposal. Winning applications will be announced in Fall 2010 with lead states required to implement the assessment system in their state no later than 2014-15.

To learn more about the Race to the Top Common Core Assessment Competition view Partnership for Learning’s At-A-Glance here.

REMINDER: Districts have until May 17 to sign up for Race to the Top!

There's only three weeks left for districts to sign on to Washington's Race to the Top Application. In order to sign on, districts must sign the state's Partnership Agreement. Districts are also strongly encouraged to join one of the application's Innovation Clusters geared toward accelerating student achievement.

For an analysis of what districts will need to do to sign on to Washington's Race to the Top application versus what is already present in Washington law, read this helpful summary.

To learn more, visit: www.waracetopthetop.org

Washington's Plan for Reform

maureen — Thu, 08 Apr 2010 11:57:01 -0500

Recommendations for a Bold Race to the Top Application

Yesterday, leaders from the Governor’s Office, State Board of Education and Office of the Superintendent of Public Instruction unveiled the state’s Race to the Top Partnership Agreement for Washington’s 295 districts. The agreement outlines the criteria necessary for districts to sign on to Washington’s Race to the Top application, as well as optional “Innovation Cluster” criteria, which will reward districts that choose to adopt stronger reforms.

While education reform legislation passed during the 2010 legislative session brought Washington to the starting line for Race to the Top, bolder reforms that distinguish our state from the rest of the nation are still needed. By signing on to participate in “Innovation Clusters” within Washington’s Race to the Top Partnership Agreement, districts can commit to implementing innovative reforms in the areas of strengthening teacher and leader development and effectiveness; closing the achievement gap; turning around low-performing schools; and improving science, technology, engineering and math performance.

Based on the recent announcement of Delaware and Tennessee as the winners of Race to the Top’s first round, it is clear that states must secure both bold reforms and broad participation in order to garner federal funding. In a press conference earlier this week, Gov. Chris Gregoire called on all 295 school districts to sign on to Washington’s application and compete for a share of the remaining $3.4 billion in the federal grant program.

School districts have until May 17 to sign and return the Partnership Agreement. The state must then finalize its application and submit it to the U.S. Department of Education by June 1. The winners in Round Two will be announced in September, and school districts will then have 90 days to submit detailed work plans.

Partnership for Learning has published a report detailing the components of a bold and competitive Race to the Top application for Washington state. To view the report, click here.

For more information on the development of Washington’s Race to the Top Application, visit the new website: www.waracetothetop.org

Race to the Top Round One Winners Announced

maureen — Mon, 29 Mar 2010 16:45:36 -0500

Race to the Top Round One Winners Announced
How Can Washington Race to the Top?

Race to the Top Round One Winners Announced

The Federal Government Sets a High Bar for Education Reform

Two of the 16 finalists announced last month by U.S. Department of Education were declared winners of the first Round of federal Race to the Top funding today. The winners are Tennessee and Delaware.

Delaware will receive approximately $100 million and Tennessee $500 million to implement their comprehensive school reform plans over the next four years. This means that $3.4 billion will remain for winners of the second round of Race to the Top, when Washington plans to apply, in June.

"We received many strong proposals from states all across America, but two applications stood out above all others: Delaware and Tennessee," Education Secretary Arne Duncan said in announcing the winners. "Both states have statewide buy-in for comprehensive plans to reform their schools. They have written new laws to support their policies. And they have demonstrated the courage, capacity, and commitment to turn their ideas into practices that can improve outcomes for students."

Delaware scored 454 out of the 500 points possible for Race to the Top, while Tennessee scored 444. Both winners embraced the strong education reforms emphasized by the Obama administration—including performance pay for teachers and welcoming charter school policies—with broad support from unions and reformers. All districts in both states signed onto the Race to the Top proposals, while 100 percent of district unions in Delaware and 93 percent of unions in Tennessee signed on.

In Tennessee, lawmakers passed a new law in January that requires half of teacher evaluations to be based on student achievement data, as part of an effort to better their chances.

The state also lifted its cap on the number of charter schools that can open each year and set up a statewide school district specifically for failing schools. These changes were made with input from the Tennessee Education Association, the teachers' union.

In 2009, the Delaware legislature passed legislation that allows for student growth data to be a significant factor in the common, statewide teacher and leader evaluation system.

The state also made huge strides in the development of a robust, longitudinal data system that links students, teachers and schools, and allows for a complete picture of performance across the education system. This data system will be used as a means to equitably distribute teachers and principals to schools and students that are in need of high-impact, effective leaders.

By selecting Tennessee and Delaware as winners, the federal government’s message is clear: Nothing less than a commitment to transformative change is necessary, if we are ever able to ensure every student graduates prepared for college and the world of work.

While many of 38 other states that applied in round one gather feedback on their applications and hone their strategy for round two, Washington is working to build off of the state’s Race to the Top legislation—which was signed into law today by Governor Gregoire—and develop a proposal that presents a coherent plan and cohesive strategy for improving student performance.

In the next month, state education agency leaders will be reaching out to districts to secure their participation in Washington’s Race to the Top application. The applications of both Tennessee and Delaware show that states can advance bold reforms and secure broad statewide support. Washington must strive for both if we are to be competitive for round two of Race to the Top.

For Partnership for Learning’s take on the district and state level components of a bold Race to the Top application for Washington, please read the memo below.

For Tennessee and Delaware’s full Race to the Top applications and round one scores, comments and feedback, please visit the U.S. Department of Education’s website.

How Can Washington Race to the Top?

Recommendations for a Bold Application

As winners of the first round of the federal Race to the Top grant program, Tennessee and Delaware set a high bar for education reform and clearly indicate that the federal government is determined to only fund states that are willing to drive bold policies. Washington’s Race to the Top Legislation (SB 6696) takes steps in the right direction, but stronger reforms are needed to make Washington truly competitive for Race to the Top. The task now rests with state agencies and districts to push the envelope, commit to innovative reforms, and assemble a Race to the Top application worthy of Washington students.

As Washington prepares its Race to the Top application for Round II, it is critical that the proposal represent a bold plan and coherent strategy for closing the state’s growing achievement gap and ensuring that every student is prepared to succeed in college and the world of work.

Partnership for Learning has developed a memo with suggestions to help Washington take advantage of an unprecedented opportunity to accelerate student performance and outcomes in our state.

Read the memo