The next K-12 Transformation: All kids ready for College, Work and Life

WERA Conference, 2006 K-12 Education: The Next Transformation 1


The next K-12 Transformation: All kids ready for College, Work and Life

Washington Education Research AssociationAnnual Conference

December, 2006


Close the preparation gap:Invest in quality early learning and

full-day kindergarten


Help middle and high school students believe they have a future and prepare for it

• More time and help for struggling students

• Opportunities for students to soar ahead

• Student engagement and guidance that involves parents and guardians

• Targeted practices to reduce dropout rate


Create expectation that all students will get education or training

beyond high school


Support Educators development and compensation so they canmake thetransformationhappen


Today’s Reality: 10th-grade WASL results with August Retakes

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

Math

14,354

13,761

26,143

15,716

Met Not Met

39,904

30,070

Reading

43,795

2,711

17,7216,714

Met Not Met

61,516

9,425

Writing

30,911

2,453

29,409

7,773

Met Not Met

60,320

10,186

Level 1

Level 2

Level 3

Level 4


Break the link between

race, poverty, language

and academic under-achievement.

Confront the truth in the data:

Today’s challenge


10th-grade students meeting standard in one or more subject areas

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

0.0

45.0

50.0

55.0

60.0

Total white students, Class of ’08 : 50,742

Met 0/3

6.0

Met 1/3

9.2

Met 2/3

27.9

Met 3/3

56.9

43.5%36.4%24.4%

13.2%of 3/3

Low-income students: 10,299

Spring 2006 WASL: White students


5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

0.0

45.0

50.0

55.0

60.0

Total Asian students, Class of ’08 : 5,602

Met 0/3

6.7

Met 1/3

9.0

Met 2/3

24.7

Met 3/3

59.6

54.4%43.3%33.5%

20.4%of 3/3



Spring 2006 WASL: Asian Pacific Islander students


5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

0.0

45.0

50.0

55.0

60.0

Total American Indian students, Class of ’08: 1,553

Met 0/3

14.7

Met 1/3

18.0

Met 2/3

34.1

Met 3/3

33.2

69.7%51.1%

50.4%35.0%of 3/3

Low-income students: 749


Spring 2006 WASL: American Indian students


5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

0.0

45.0

50.0

55.0

60.0

Total Black students, Class of ’08 : 2,959

Met 0/3

17.1

Met 1/3

17.6

Met 2/3

39.7

Met 3/3

25.5

63.5%58.7%

44.5%35.8%of 3/3



Spring 2006 WASL: Black students


5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

0.0

45.0

50.0

55.0

60.0

Total Hispanic students, Class of ’08 : 6,608

Met 0/3

21.9

Met 1/3

18.9

Met 2/3

32.4

Met 3/3

26.9

84.2%75.1%

66.9%

50.2%of 3/3

Low-income Hispanic students: 4,477


Spring 2006 WASL: Hispanic students


Met 3/3 Met 2/3 Met 1/3 Met 0/3

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

46.8

22.020.9

10.3

0.0

45.0

50.0

55.0

60.0

Total students, Class of ’08 : 2,500

87.1%

84.9%79.3%

68.5%of 3/3



Spring 2006 WASL: ELL students


Met 3/3 Met 2/3 Met 1/3 Met 0/3

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.037.5

24.923.1

14.5

0.0

45.0

50.0

55.0

60.0

Total students, Class of ’08 : 5,871

51.2%

45.9%37.1%

32.9%of 3/3



Spring 2006 WASL: Students in special education


1. Build and fund a comprehensive action plan to solve our mathematics and Science problem

2. Temporarily modify our Mathematics Graduation policy so that students aren’t punished for a system problem

3. Recruit new math teachers and support existing staff more. Instruction is the key.

4. Redefine Basic Education and fund it appropriately

A Focus on Mathematics: Steps for the next level of success


The Mathematics Plan

• Align standards, assessment and curriculum• Deliver effective, equitable interventions to

get us out of crisis mode• Ensure quality teaching• Strengthen secondary mathematics• Strengthen accountability as resources are

provided• Make parents our partners in math learning• Change societal attitudes about math


Governor’s and State Superintendent’s Graduation Policy Proposal

Students who have not passed the high school WASL will be required to keep taking rigorous math classes until they graduate, or until they pass the test or an approved alternative.

Taking the test or an approved alternative would be required annually. The option of allowing students to graduate without passing the math WASL would remain in place for three years – for the graduating classes of 2008, 2009 and 2010.


The Science Plan: Parallel with math+ $ + No change in requirement


Recruit, Retain and Support Educators

Compensation• Make educator pay competitive• Performance, Knowledge and skills based system with

state licensure, pay for pro cert and NBTC • Conditional loans and wage premiums

Development• Mentoring for novice teachers• Instructional coaches• Washington Teaching, Learning and leadership Institute


Fund a new definition of basic education around our students’

learning goals and system measures

Student Goals

System Goals

Transparent, ample funding

Solutions to funding problems

K-12 AC Recommendations p. 3-5


FundingMath and Instructional Support

Topic Amount requested

Math Curriculum Menu and Improvement grants $13,755,600

Instructional coaches $75,090,637

Science curriculum menu and LASER expansion $20,600,605

Reading curriculum menu and improvement grants

$11,264,813

Focused assistance expansion for high schools $8,528,000


FundingProfessional Development

Topic Amount requested

ESD Centers of Education Excellence $8,693,718

Summer Institutes expansion $2,385,200

Mentor and Instructional Coach academies $1,356,825

Novice Teacher Assistance Program expansion $17,276,648

Expand principal mentorship and internship $1,684,000


The K-12 Transformation: a civic, economic and moral imperative

• Creating schools responsive to a global economy

• Preparing citizens in and for an increasingly diverse society

• Raising overall educational attainment and closing the gaps

• Funding a new definition of student success


Did not meet standard Met or exceeded standard

Grade 4

Reading, Grades 4, 7 and 10Percent of students at each level in 2006 compared to first years of testing

Level 1 Level 2 Level 3 Level 4

12,758

29,62629,1341997

2006

Grade 7

46,62728,258

27,77941,6331998

2006

Grade 10

60,76010,175

32,47423,1981999

2006

57,996


Did not meet standard Met or exceeded standard

Grade 4

Math, Grades 4, 7 and 10Percent of students at each level in 2006 compared to first years of testing

Level 1 Level 2 Level 3 Level 4

20,31722,02915,62313,012

1997

2006

4,1629,27018,22529,765

Grade 10

13,67824,09817,77314,418

1999

2006

9,07312,46712,66225,716

Grade 7

15,23821,71716,57921,302

1998

2006

10,55112,09044,841 4,176


1. Provide state review and recommendations to local districts on curriculum aligned to state standards.

2. Recognize the effectiveness of job-embedded classroom mentoring and coaching as a way to improve teacher effectiveness.

3. Improve the quality, relevance, and timeliness of traditionally delivered professional development.

4. Create a statewide, regionally delivered system run by skilled teachers for professional development, that produces:

a) Skilled and culturally competent educators and education leaders,

b) Mentors for new teachers,

c) Instructional coaches who provide job-embedded training for classroom teachers.

5. Recognize teachers’ knowledge and skills by providing salary increases for teachers who earn professional certification, National Board certification and/or a to-be-developed mentor or instructional coach certification.

Teacher Support: A statewide strategic plan


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Grade 4 Grade 7 Grade 10’98’97 ’99’05 ’05’04’03 ’04’03 ’05’04’03

47.9

38.5

51.5

’06 ’06 ’06

81.2 82.1

61.4

WASL Reading results, Spring 2006Percentage meeting or exceeding standard


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Grade 4 Grade 7 Grade 10’98’97 ’99’05 ’05

60.664.7

79.9

’06 ’06 ’06

42.8

31.3

41.1

’04’03 ’04’03 ’05’04’03

WASL Writing results, Spring 2006


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Grade 4 Grade 7 Grade 10’98’97 ’99’05 ’05’04’03 ’04’03 ’05’04’03’06 ’06 ’06

51.248.7

59.0

21.3 20.1

33.0

WASL Math results, Spring 2006


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Grade 5 Grade 8 Grade 10’03’05’04 ’05’04

31.828.2

39.4

32.335.6 35.835.8 36.4

’03’06 ’06

35.8

43.1

35.1

’06’05’04

WASL Science results, Spring 2006


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Grade 3

68.6

76.4

66.770.3

81.2

61.5

82.1

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

47.91997

38.41998

51.41999

WASL Reading results, Spring 2006Grades 3-8 and 10


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

64.5

56.0

49.6 49.1

59.1

48.851.2

21.31997

20.11998

33.01999

WASL Math results, Spring 2006Grades 3-8 and 10


Math Plan, step 1

• Align standards, curriculum and assessment

– Clarify and revise mathematical standards– Revise math WASL as appropriate after

examining standards– Provide aligned math curriculum and

supplemental and intervention materials– Provide formative and diagnostic

assessments


Math Plan, step 2

• Deliver efficient, effective and equitable instruction and interventions

– Offer “segmented” math assessments in an aligned math class

– Extend learning time opportunities– Continue and improve PAS program & funding– Expand availability of instructional modules– Provide personalized intervention programs K-12– Address unique needs of English Language Learners


Math Plan, Step 3

Ensure quality teaching – Expand the Alternative Routes program– Require that math teacher preparation programs address

curricular menu– Adopt more rigorous and relevant math endorsement

requirements and eliminate out-of-endorsement assignments

– Raise standards for continuing education– Implement statewide professional development system– Provide time for educators to identify and implement

effective improvement strategies– Use financial incentives to attract and retain math

teachers


Math Plan, step 4

• Strengthen high school mathematics– Revise graduation requirements– Provide an opportunity for students to take a

common college placement test– Increase opportunities for students to take

rigorous math classes- create or buy– Provide quality training and job-embedded

support for teachers


Math Plan

5. Strengthen accountability as support is provided

6. Involve parents in a far more meaningful way as well as community

7. Change societal attitudes toward mathematics

The next K-12 Transformation: All kids ready for College, Work and Life

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