A State of Distinction: Educating for Sustainability

1. A State of Distinction: Educating for Sustainability The 23rd Annual WERA/OSPI State Assessment ConferenceDecember 2007

2. Goals for today Begin to explore educating for sustainability Celebrate our successes Review the status of our 2008/2009 graduates Share OSPI’s funding and policy package to sustain and grow student and school success Update our efforts to improve Mathematics and Science Look to our future

3. Educating for Sustainability Empowers people to achieve results the student in the classroom the teacher who has moved a group of students to a new level of learning the principal who leads with skill and integrity the school and the district that support education for sustainability Feeds upon its own energy and creativity, and produces more in return than it consumes Doesn’t just spend money, but produces return on investment that in turn spurs greater investment Continues spirit of creativity and innovation that has made America the envy of the world

4. Our education system should prepare students to solve the real world problems we face • A dying Puget Sound that needs to be brought back to health. • Continued population growth – Washington is predicted to reach 8.5 million in 20 years. • Growing transportation nightmares. • Growing water crisis in Eastern Washington. • School funding needs to be fixed. Our economy needs smart people with skills and creativity!

5. Our goal today is the same as it was almost 15 years ago: Prepare students to live, learn and workin the 21st century.

6. But, we must rebuild consensus for that goal • consensus around a system with a strong foundation of basic skills and 21st century skills • consensus driven by a commitment of the heart for justice for all our students. • consensus that will sustain and expand gains from the most gifted to the most struggling kids. • consensus for a sustainable democracy and a sustainable world

7. Schools of Distinction • Recognition of achievement • Honoring dramatic progress in students’ academic skills

8. Washington: A State of Distinction • National Math Science Initiative Advanced Placement grant: 13.2 million • National Board Certified Teachers: Leaders in the nation • School Safety Mapping System: Noblis Innovations Award from Homeland Security • U.S. News & World Report: New High School Rankings • Two “gold” schools (Top 100) • Eight “silver” schools • 33 “bronze” schools, including Pomeroy Jr./Sr. High (Garfield County)

9. Reviewing the Status of Our Class of 2008 Project WASL & options Coursework Plan

10. Class of 2008*: Status by Content Area 73,075 students % Met Standard % Not Met Standard * Class of 2008 students who were classified as 11th-graders in Spring 2007 % No Score

11. Class of 2008*: Diploma Progress ReportPercent of students who have met standard in BOTH reading and writing73,075 students * Class of 2008 students who were classified as 11th-graders in Spring 2007

12. Class of 2008*: Diploma Progress Report Percent of students who have met standard in BOTH reading and writing by race/ethnicity and low-income * Class of 2008 students who were classified as 11th-graders in spring 2007. ** Numbers in ( ) indicate +/- change from previous Progress Report.

13. Class of 2008*: Diploma + CAA/CIA Progress Report Percent of students who have met standard in reading, writing and mathematics 73,075 students Note: Total adds up to 100.1% as a result of rounding. * Class of 2008 students who were classified as 11th-graders in Spring 2007

14. Class of 2008*: Diploma + CAA/CIA Progress ReportPercent of students who have met standard in reading, writing and mathematics by race/ethnicity and low-income * Class of 2008 students who were classified as 11th-graders in spring 2007. ** Numbers in ( ) indicate +/- change from previous Progress Report.

15. Students in the Class of 2008 who were not 11th-graders in Spring 2007 • 5,457 students in Class of 2008 were classified by their school districts as either a 9th- or 10th-grade student during spring testing. • Of the 5,457 students … • 2,571 students have passed the reading WASL • + 35 students from spring testing • 2,704 students have passed the writing WASL • + 50 students from spring testing • 826 students have passed the mathematics WASL • +16 students from spring testing

16. Exploring the Status of Our Class of 2009 Project Coursework WASL & options Plan

17. Class of 2009*: Status by Content Area 77,010 students % Met Standard % Not Met Standard * Class of 2009 students who were classified as 10th-graders in spring 2007 % No Score

18. Class of 2009*: Diploma Progress Report Percent of students who have met standard in BOTH reading and writing 77,010 students * Class of 2009 students who were classified as 10th-graders in spring 2007

19. Class of 2009*: Diploma Progress Report: Percent of students who have met standard in BOTH reading and writing by race/ethnicity and low-income • * Class of 2009 students who were classified as 10th-graders in spring 2007 • ** Numbers in ( ) indicate +/- change from previous Progress Report.

20. Class of 2009*: Diploma + CAA/CIA Progress Report Percent of students who have met standard in reading, writing and mathematics77,010 students * Class of 2009 students who were classified as 10th-graders in spring 2007

21. Class of 2009: Diploma + CAA/CIA Progress Report Percent of students who have met standard in reading, writing and mathematics by race/ethnicity and low-income • * Class of 2009 students who were classified as 10th-graders in spring 2007 • ** Numbers in ( ) indicate +/- change from previous Progress Report.

22. Rebuilding our Funding system

23. Adequacy, transparency and accountability • New funding and reporting structure • Real down-payment on adequacy at the front end • Phased-in funding to double student achievement • Improved NERC funding • Enhanced ratios for classified staff, administrators and teachers • Equitable compensation that will attract and retain staff • Extra resources for struggling students

24. 2007 Supplemental Budget Requests • Adolescent Reading Initiative ($6.9 million) • English-language learners ($4.6 million) • Comprehensive Career & Technical Education(8.5million) • Base salary restoration ($107.5million) andOperations budget support ($68 million) • Professional certification bonus ($12.2 million) • National Board Professional Certification Program ($1.1 million) • Online Educator Certification System ($1.3 million) • School health services ($25 million) • School safety ($7.3 million) • Eliminate reduced-price lunch co-pay ($4.4 million)

25. Redesign of the Assessment System • Shorten WASL in Grades 3-8 • Redesign Student Score Reports • Provide Classroom Assessment Tools • Report Growth Information • Enhance Second Language Accommodations • Enhance Special Education Accommodations • Make Segmented Mathematics Assessment a CAA Option

26. Mathematics

27. Mathematics: Grades 3-8 and 10Percent of Students Meeting Standard: 2006 and 2007 Percent Met Standard 33.0 (1999) 21.4 (1997) 20.1 (1998) ’06 ‘07 ‘05 ‘06 ‘07 ‘06 ‘07 ‘06 ‘07 ‘05 ‘06 ‘07 ‘06 ‘07 ‘05 '06 ‘07* (*Includes Previously Passed)

28. K-12 Mathematics Standards Revision Timeline • October 3, 2007 • Standards Revision Team began their work. • December 4, 2007 • Draft posted on the Web for public comments. • January 31, 2008 • Final draft of revised K-12 mathematics standards presented to the WA State Legislature.

29. Role of the Dana Center • Manage and facilitate the standards-revision process to assure fidelity and alignment with the SBE Review and Recommendations report. • Work with Washington educators, mathematicians and expert advisors to develop comprehensive drafts of the revised standards.

30. Mathematics Standards Revision Process Team Structure • Standards Revision Team (Washington educators and other stakeholders) • Editorial Team (Washington and out-of-state experts) • Articulation Team(Washington and out-of-state experts) • Project Management Team (OSPI, Dana Center)

31. Highlights of SBE Recommendationsin the Draft • Less repetition, additional rigor • Clarity and specificity • Continued strength on developing algebraic thinking K-8 • Priorities clearly identified by grade • Two aspects of mathematical processes specifically identified: Reasoning/Problem Solving and Communication • Format has two levels to enhance usability: • Descriptive paragraphs understandable to a broad audience, including educators and the public • Specific expectations to guide instruction

32. Characteristics of the Draft • Emphasis on depth and focus, rather than on covering a list of topics • Less repetition across grades, but conscious coherence building from grade to grade • Descriptive paragraphs help communicate to a broad audience what mathematics skills and knowledge are expected and how they fit together • Not intended to prescribe an instructional approach; designed to communicate mathematical content to be learned

33. Format of the Draft: Priorities • Three to four content priorities per grade K-8. • Three to five content priorities by four strands for 3 years of math 9-12. (Algebra/Number Sense, Functions/Analysis, Geometry/Measurement, Probability/Statistics) • Two additional process priorities: Reasoning/Problem Solving and Communication

34. Science

35. Science: Grades 5, 8 and 10Percent of Students Meeting Standard Percent Met Standard 35.8 (2003) 31.8 (2003) 28.2 (2004) ‘04 ‘05 ‘06 ‘07 ’04 ‘05 ‘06 ’07* ‘05 ‘06 ‘07 (*Includes Previously Passed)

36. Science • The State Board of Education hired David Heil and Associates, including Roger Bybee, to review statewide standards. • SBE also appointed 19-member advisory panel to provide formal feedback. • Heil and Associates to issue interim report March 2008. • Dr. Carey Schneider, recently retired director of the Boston Museum of Science, to lead development of a statewide science initiative. • Mary McLellan started Dec. 1 as OSPI Science lead • Statewide science advisory panel began work Dec. 1

37. Thank you for all you do for Washington teachers and students!

38. Allowing our kids to soar • We do this because we love it and the kids. But we also know we have to do more than love them. • We must get them ready for a competitive world in which they won’t always be loved, and where skills and academic literacy are necessities of life. • We want them to soar, to explore, to innovate and to create. And we want them to CARE. • We want them to have lives of joy, distinction and responsibility. So, we have to provide them the skills and discipline to succeed. • Ultimately, they will reward us with a sustainable democracy and a sustainable world.