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Strengthening Student Educational Outcomes (SSEO) Act Overview

Learn about ESSB 5946 that revises RCW/WAC sections, highlights learning assistance programs, reading initiatives, and strategies to enhance student literacy skills. Explore LAP reporting requirements and contact information for assistance.

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Strengthening Student Educational Outcomes (SSEO) Act Overview

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  1. Office of Superintendent of Public Instruction Title I, Part A/Learning Assistance Program Webinar, February 17, 2015

  2. ESSB 5946–Strengthening Student Educational Outcomes (SSEO) Act ESSB 5946, the Strengthening Student Educational Outcomes (SSEO) Act, was passed in the 2013 Legislative session to revise and amend several sections of the RCW/WAC. • Section 100–Learning to Read, Reading to Learn–includes several new requirements for Basic Education • Section 200–Learning Assistance Program–including new data collection requirements

  3. All K–4 Students: Reading • District-wide comprehensive reading system that includes– • Screening assessments/tools to identify at-risk readers in grades K–4. • Research-based family involvement and engagement strategies to help students practice and build literacy skills at home. • K–4report cardsthat include– • How the student is progressing on acquiring reading skills. • Whether the student is at grade level in reading. • Communication with parent/guardian for K–4 students reading below grade level– • Which interventions and strategies will be used. • Suggestions for interventions and strategies that can be used at home for improving the student’s reading skills. • Reporting– Schools/districts will report: • K–4 students reading below grade level. • Interventions provided or planned.

  4. All Students in 3rd grade: English Language Arts (ELA) Assessment For any student who receives a score of below basic (Level 1) on the 3rd grade statewide student assessment in ELA [i.e., the Smarter Balanced Summative Assessment]– Before the end of the school year, the teacher and principal* must meet with parent/guardian to discuss and get agreement on– • Appropriate grade level placement for the next school year; and • Strategies to improve reading, including options for: • Summer support opportunities. • Family/at-home support. *or the principal’s designee/proxy

  5. All Students in 3rd grade: ELA AssessmentStarting 2015–16 For any student scoring Below Basic OR Basic (Level 1 or Level 2) on the 3rd grade ELA assessment the prior year– The district must implement an intensive reading and literacy improvement strategy from the state ELA Menu of Best Practices or an alternative strategy approved by the Office of Superintendent of Public Instruction (OSPI). For any school where more than 40% of tested students score Below Basic OR Basic (Level 1 or Level 2) on the 3rd grade ELA assessment the prior year– The district must implement an intensive reading and literacy improvement strategy, or an alternative strategy approved by OSPI, from the state ELA Menu of Best Practices for all K–4 students in the school(s) during the following year.

  6. LAP Reporting • By August 1, 2014, and every August 1 thereafter, districts are required to report to OSPI the amount of academic growth gained by students participating in the Learning Assistance Program (LAP). • Beginning with the 2014–15 school year, districts are required to report annual entrance and exit performance data for each student participating in LAP. • Also in the 2014–15 school year, school buildings are required to specify the implemented practices, activities, and programs supported by LAP funding.

  7. LAP Reportinghttp://www.k12.wa.us/LAP • LAP Student Data application in the Education Data System (EDS) from May 1–July 31. • The UPDATED LAP Student Data application to collect assessment and intervention data. • Additionally, the application has been expanded to replace the iGrants LAP end-of-year report Form Package (FP) 245.

  8. LAP Reporting • Student Data • Student List • Academic Growth and Progress Monitoring • Graduation Assistance • LAP Services • Professional Development • Family/Community Involvement • Summer School • Readiness to Learn • Funding Distribution • District’s total LAP allocation for the 2014–15 school year • expenditures by dollar amount for each practice/activity funded by LAP • Data on the number of people and total full-time equivalents (FTEs) by classification

  9. OSPI Title I/LAP Contacts • Assistant Superintendent, Special Programs and Federal Accountability • Gayle Pauley, gayle.pauley@k12.wa.us, 360.725.6170 • Title I, Part A/LAP Program Supervisors • Larry Fazzari, larry.fazzari@k12.wa.us, 360.725.6189 • Jamey Gelhar, jamey.Gelhar@k12.wa.us, 360.725.6104 • Jody Hess, jody.hess@k12.wa.us, 360.725.6171 • Mary Jo Johnson, maryjo.johnson@k12.wa.us, 360.725.6103 • Nate Marciochi, nate.marciochi@k12.wa.us , 360.725.6172 • Penelope Mena, penelope.mena@k12.wa.us, 360.725.6069 • Cara Patrick, cara.patrick@k12.wa.us, 360.725.6232 • LaWonda Smith, lawonda.smith@k12.wa.us, 360.725.6168 • Title I, Part A/LAP Support Staff • Julie Chace, julie.chace@k12.wa.us, 360.725.6167 • Tony May, tony.may@k12.wa.us, 360.725.6231 • Kevan Saunders, kevan.saunders@k12.wa.us 360.725.6100

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