Tag Archives: K-12

Academics Not Sole Focus of ESEA Renewal

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Last week the Senate Health, Education, Labor and Pensions Committee held a hearing focused on the renewal of the Elementary and Secondary Education Act (ESEA).

The focus of much of the discussion centered on the need to emphasize the health and other needs of children in addition to academic accomplishments.

Advocates who support the focus of the “whole child” in the rewrite of the ESEA were acknowledged by lawmakers who agreed that the idea of educating children encompasses a wide range of support services.

These services include, but are not limited to, dental and mental health, prekindergarten, library services, after-school enrichment, mentoring, college counseling, and increased parent and community involvement.

Despite the acknowledgment that non-academics should be encompassed in the new ESEA, lawmakers were all too aware of the additional resources this will likely require to be successful.  As Senator Harkin stated, “as you add all this stuff on, you’re going to have to add more people, mentors, librarians…How do we do that?”

Still advocates for the “whole child” concept argued that without such a holistic approach to elementary and secondary education boosting student achievement will be very difficult.

National Education Association Offers Alternative to Administration’s Rewrite of ESEA

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This week the National Education Association (NEA) put forward detailed recommendations for the overhaul of the Elementary and Secondary Education Act (ESEA).  The ESEA is up for renewal this year.

Many of the NEA’s recommendations offer an alternative approach to the Obama Administration’s blueprint for rewriting the Act. The different approach recommended by the NEA continues a recent divergence that began with the Association’s objections to the structure of the Race to the Top Fund.

The recommendations put forth by NEA differ in many ways, including:

  • Failing to refer to the idea of “teacher effectiveness” as measured by evaluations that incorporate student academic growth.
  • Providing a less prescriptive approach with regard to interventions to turn schools around.
  • Proposing fewer standardized tests.
  • Judging schools on growth toward an annual performance target and on their progress in closing achievement gaps. Schools that fell below the 5th percentile on one of these indicators would be subject to school improvement which would be local and involve input from external school review teams.
  • Adopting the Teacher for Excellence for All Children legislation sponsored by U.S. Rep. George Miller (D-CA).
  • Establishing stricter entry standards and changes to the law’s current “highly-qualified” teacher designation.
  • Creating new requirements on teachers entering the profession through alternative routes.

The release of these recommendations by the NEA is likely to be one of many voices that will be heard in the coming months with regard to changes to the ESEA.

Nine School Districts Statewide to Receive Federal Grants for Improvement

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Nine Washington school districts – Seattle, Tacoma, Marysville, Yakima, Wellpinit, Sunnyside, Highline, Grandview and Longview – met federal criteria to receive grants meant to improve student performance. The grants, valued at an average of $17 million each, are given to “consistently lowest achieving,” or Tier III schools.

The schools receiving funding will work with the Office of Superintendent for Public Instruction to determine how the funds will be best utilized. Those districts receiving funding were required to apply for assistance.

What and Where are the Bills of Special Session

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The Governor, the Senate and the House all stated that the focus of the first special session of 2010 would be budgets, revenue, and job creation. While it is clear that the bills that would implement the 2010 supplemental operating and capital budgets and any revenue increases are necessary, several other bills are also required to pass to implement the budget and revenue proposals of the Legislature.

Bills, referred in the political arena as NTIB (Necessary to implement the budget), are widely defined. Many are deemed NTIB because they allow for implementation of budget policies, create cost savings, and/or are take home bills for policymakers.

During this first week of the first special session of 2010 several bills have been reintroduced that did not pass the Legislature prior to adjournment of the regular session.

A summary of the five bills Evergreen is tracking through the course of the special session are below.

House Bill 2561

 House Bill 2561 authorizes the State Finance Committee to issue $861 million in general obligation bonds, to be known as Jobs Act Bonds (Act), for the purpose of creating jobs by constructing capital improvements that lead to energy-related cost savings in public schools, state colleges and universities, and other public facilities. Public schools, colleges and universities and other public facilities would compete for funds in two rounds of competitive grant funding for the dollars according to criteria laid out in the bill. The first round is dedicated solely to education and higher education.

House Bill 2561 has been referred to in the media as one of the vehicles that the Legislature may consider as part of its job creation efforts in the special session.

HB 2561 passed the House 54-39 on the second day of the special session and awaits further action in the Senate Ways & Means Committee.

House Bill 2854

House Bill 2854 determines student eligibility for the Higher Education Loan Program (HELP). To be eligible a student is defined as one that: (1) has an annual family income, adjusted for family size, that is no greater than 130 percent of the Washington median family income; (2) has completed the free application for federal student aid; (3) is a Washington resident; (4) is not enrolled in Theology as a field of study; (5) is enrolled at least half-time in a first-aid-eligible certificate or degree program up to and including graduate and professional degrees; (6) maintains satisfactory academic progress as determined by the attending institution; (7) is not delinquent or in default on a federal or state student loan; and (8) is not past due in child-support obligations.

The bill also establishes a limit on the loan amount granted per academic year is established as the cost of attendance minus any other student financial aid received.

HB 2854 passed the House 58-35 on the second day of the special session. A public hearing on the bill was held in Senate Ways & Means Committee on March 17.

House Bill 3193

House Bill 3193 reduces the bonus for National Board-certified teachers teaching in high poverty schools from $5,000 to $2,500 during the 2010-11 school year.  In addition, persons receiving the National Board bonus are required to be in “instructional assignments” in a Washington public school.

HB 3193 awaits further action on the House floor.

SB 6409

Senate Bill 6409 creates the Washington Opportunity Pathways Account. Beginning in state fiscal year 2011, all net revenues from in-state lottery games that are not otherwise dedicated to debt service on the Safeco Stadium and Qwest Field and Exhibition Center are dedicated to the new account. All net income from the multi-state lottery games, other than those dedicated to the Problem Gambling Account, are deposited into the Washington Opportunity Pathways Account rather than into the General Fund.

The Washington Opportunity Pathways Account is subject to appropriation by the Legislature, and may only be used for the following programs: recruitment of entrepreneurial researchers, innovation partnership zones, and research teams; the early childhood education and assistance program (ECEAP); the State Need Grant; the State Work Study program; College Bound Scholarships; Washington Promise Scholarships; Washington Scholars; the Washington Award for Vocational Excellence (WAVE); the Passport to College Promise; the Educational Opportunity Grant; and GET Ready for Math & Science Scholarships.

SB 6409 passed the Senate  32-10 on the second day of the special session and awaits further action on the House floor.

SB 6503

Senate Bill 6503 as passed by the Senate on March 16 expresses the intention of the Legislature that state agenices and institutions of higher education reduce government operating costs. In doing so agencies and institutions of higher education are required to preserve family wage jobs. The bill further requires the following:

  • The Office of Financial Management (OFM) certify to each state agency the compensation reduction amount to be achieved by the executive branch agency or institution as provided in the omnibus appropriations act.
  • Executive branch general government state agencies and higher education institutions may submit plans that achieve compensation cost savings to OFM. The State Board for Community and Technical Colleges shall submit a single plan on behalf of all community colleges.
  • Compensation reduction plans submitted by higher education institutions may include leave without pay, temporary layoffs, reductions in force, reduced work hours, and voluntary retirement, separation, and other incentive programs authorized by law.
  • OFM shall review, approve, and submit the higher education institution plans that achieve the required cost reductions to the legislative fiscal committees. Those institutions that do not have approved plans will close on the ten dates specified in the amendment.
  • Legislative branch agency plans for mandatory and voluntary leave will achieve savings as provided in the omnibus appropriations act and are subject to the approval of the Chief Clerk of the House of Representatives and the Secretary of the Senate.
  • Judicial branch agencies will similarly submit plans for review and approval by the Supreme Court. Agency closure days will not prevent actions from being considered timely on the next business day.
  • Specified activities of agencies and institutions are exempt from closure or reductions. Minimal use of state employees by any agency or institution is permitted as necessary to protect public assets, protect information technology systems, and maintain public safety. For higher education classroom instruction, operations not funded from state funds or tuition, campus police and security, emergency management and response, and student health care are exempt.
  • The agency employing an employee not scheduled to work on an agency closure day must designate an alternative day during the same month for the employee to take temporary leave without pay.
  • Employees earning less than $30,000 per year may use annual leave or shared leave in lieu of a temporary layoff.
  • Implementation subject to bargaining will be performed consistent with applicable laws.
  • For state agencies, temporary layoff impacts will be negotiated between each agency and one coalition of all exclusive bargaining representatives.
  • For higher education institutions that have negotiations conducted by the Governor or Governor’s designee, and that have submitted a reduction plan, negotiations regarding impacts shall be conducted between coalitions of representatives at each college, college district, or university of all the exclusive representatives.
  • For institutions that do not submit aplan, negotiations regarding impacts shall be conducted between the Governor or Governor’s designee and one coalition of all the exclusive bargaining representatives. Institutions that do not have negotiations conducted by the Governor or Governor’s designee shall each negotiate institutional impacts.
  • An exception to the requirement that agencies remain open 40 hours per week is provided.
  • In addition to the Public Employees Retirement System provisions in current law eliminating the effect of temporary salary reductions on pension calculations (chapter 430, Laws of 2009), members of the Teachers’ Retirement System, the Public Safety Employees’ Retirement System, the Law Enforcement Officers’ and Firefighters’ Retirement System and the Washington State Patrol Retirement System will not have pension calculations reduced for salary not earned as a result of compensation reductions integral to expenditure reduction efforts.
  • The act contains an emergency clause and takes effect immediately. 

Senate Bill was further amended on the Senate floor to:

  • Direct that state agencies and institutions reduce expenditures on salaries and benefits for Washington Management Service and exempt management positions by amounts provided in the omnibus appropriations act. The reductions shall be sufficient to save $10 million General Fund-State in Fiscal Year 2011
  • In higher education institutions, the amendment exempts student employees from the compensation reduction plans and the agency closure dates.

Overhaul of No Child Left Behind to Focus on College

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Over the weekend, the Obama Administration unveiled their plan to change the Elemenatry and Secondary Education Act (ESEA), a.ka. No Child Left Behind. The Administration’s blueprint for revising ESEA  focuses on assisting states in raising expectations of students and rewarding schools for producing dramatic gains in student achievement.

The blueprint provides incentives for states to adopt academic standards that prepare students to succeed in college and the workplace and create accountability systems that measure student growth toward meeting the goal that all children graduate and succeed in college rather than grade-level proficiency.

In addition, the Administration’s blueprint would allow states to use subjects (i.e. art, history, science) other than reading and math as part of their measures for meeting federal goals. Also for the first time in the 45-year history of the law the Administration proposes a $4 billion increase in federal education spending, most of which would go to increase the competition among states for grant money and move away from formula-based funding.

Other highlights of the blueprint include:

  • By 2020 all students graduating from high school would need to be ready for college or a career.
  • Provides more rewards (i.e. money and flexibility) to high-poverty schools that are seeing big gains in student achievement and uses them as a model for other schools in low-income neighborhoods that struggle with performance.
  • Punishes the lowest-performing 5 % of schools using aggressive measures (i.e. state takeover of federal funding for poor students, replacing principals and 50% of teaching staff, closing the school).

The Administration’s blueprint now goes before the U.S. House Education and Labor Committee this week.

House Education Moves Teacher Preparation Legislation Forward

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Yesterday the House Education Committee moved a number of bills Evergreen has tracked related to teacher preparation.

House Bill 3068 passed out of committee with no amendments. HB 3068 provides that, if scholarship funds are available after qualified paraeducators have been accepted, individuals who participated in one of the Recruiting Washington Teachers programs for high school students can participate in the Pipeline for Pareducators conditional scholarship program.

Though Evergreen expressed support for HB 3068 in general the College expressed concerns that the bill would limit access to Retooling Grants to only those individuals who seek math and science endorsements. This would leave out students seeking endorsements in other areas, such as special education and ELL. Evergreen encouraged the committee to reconsider limiting Retooling Grants to only math and science endorsements.

House Bill 3068 will have a public hearing tomorrow, February 4 before House Education Appropriations.

HB 2654 provides that, if scholarship funds are available after qualified paraeducators have been accepted, individuals who participated in one of the Recruiting Washington Teachers programs for high school students can participate in the Pipeline for Pareducators conditional scholarship program.

HB 2654 passed out of committee amended as follows: (1) In the prototypical school funding formula, removes the separate allocation of one Elementary Math Specialist per elementary school, but includes them as a type of “professional development coach” (which is an existing staffing category in the formula); (2) Specifies that the PESB must develop the standards for the new specialty endorsement by July 1, 2011; (3) Revises the description of the role of an Elementary Math Specialist to include not only direct instruction to students, but also serving as a coach by demonstrating best practices to the regularly assigned teacher, using a research-based coaching model; and (4) Makes the standards for the specialty endorsement reflect the coaching role.

Evergreen shared our excitement about the potential prospect of incorporating a track for this training in The Evergreen State College’s M.Ed. program. In addition, Evergreen shared two ways in which HB 2654 could be strengthened. First, Evergreen hopes the Committee will think broadly with regard to the current terminology in the bill, “widely accessible to elementary teachers across the state,” to mean more than online coursework. Second, we encourage legislators to push for more than the “minimum of additional coursework” required in the bill.

House Bill 2852 passed out of committee with no amendments. HB 2852 excludes public and accredited institutions of higher education from laws that regulate providers of online learning in K-12 schools and authorizes school districts to claim basic education funding for students enrolled in college credit-bearing courses offered by these types of higher education institutions. Evergreen did not weigh in on the bill. HB 2852 will have a public hearing before House Education Appropriations tomorrow, February 4.

A substitute bill for House Bill 3059 was passed out of committee. Substitute HB 3059, among other changes,: (1) Clarifies candidates who complete residency program in 2012-13 must take the new assessment, (2) Adds authority for the PESB to contract for the administration of the assessment with a third party, and (3) Requires all public colleges of education that offer a residency certificate who are not already offering an alternative route program to submit a proposal to PESB, does not allow these colleges to submit a “summary of flexible procedures” as an alternative to submitting a proposal. Instead makes this a part of the proposal.

Evergreen expressed concerns regarding the lack of funding that accompanies the requirement to provide a teacher preparation alternative route program and the impact on institutional mission. HB 3059 will have a public hearing before House Education Appropriations tomorrow, February 4.

House Bill 3035 passed out of committee as amended. HB 3035 requires all school districts to establish revised evaluation criteria and a four-level rating system for classroom teachers and principals and specifies minimum criteria for each system. HB 3035 was amended as follows: (1) Directs the Superintendent of Public Instruction to create common, statewide models for the criteria and the rating system, (2) Beginning in 2013-14, requires all school districts to either: a) implement the common statewide models; or b) submit a modified evaluation system to SPI, (3) Requires any modifications to the teacher evaluation system to have been developed through collective bargaining, and (4) Revises one of the minimum criteria for teacher evaluation to be “communicating and collaborating with parents and the school community.”

House Bill 3035 moved to House Ways & Means.

Teacher Preparation Legislation in Senate

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This morning the Senate Committee on Early Learning and K-12 Education held a public hearing on Senate Bill 6761. Senate Bill 6761 implements recommendations put forth by the Quality Education Council (QEC).

The QEC was established as a part of the Basic Education overhall legislation passed in 2009 (HB 2261). The QEC develops strategic recommendations for implementation of a new definition of Basic Education and the financing necessary to support it.

Though this may seem only to be a K-12 related policy council, the QEC and the implementing legislation (HB 2261) also established criteria for teacher evaluations and teacher compensations. Both of which are critical issues for Masters in Teaching and Masters in Education faculty and students.

The implementing legislation created a compensation work group that is tasked with developing an enhanced, collaboratively designed salary allocation model. The new model will align educator development and certification with compensation. A critical part of this conversation is the relationship between earning an advanced teaching degree and receiving an increase in salary for this achievement.

Evergreen worked hard during the 2009 session to bring legislative attention to the value-added when an educator earns an advanced degree in education. Evergreen was successful in refocusing the conversation on compensation and away from the initial assumption that education beyond a bachelors was not value-added in the classroom.

As a result of Evergreen’s work and the work of others a compensation work group was created to develop a compensation model in Washington for teachers. This replaced the initial proposal to not provide increases in compensation for teachers who earn an advanced degree.

That is the long way of saying, one of the recommendations of the QEC, as stated in SB 6761, is to convene the compensation work group in 2010 with a report due December 2010. This would move the convening of the work group and the recommendations of the group up a year.

Evergreen did not weigh in on this change to the implementing legislation. Instead Evergreen attended the public hearing to learn more about SB 6761 and to hear public testimony from other partners.

SB 6761 is expected to be moved out of committee early next week.

Evergreen Speaks to Race to the Top Legislation

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A trio of bills were heard before the House Education Committee today that would better position Washington for Race to the Top dollars. The Race to the Top Fund provides competitive grants to encourage and reward States that are creating the conditions for education innovation and reform at the K-12 level.

Washington plans to apply for Race to the Top in the second phase. 

Evergreen weighed in on two of the three bills heard by the House Education Committee.

Evergreen expressed support with concerns regarding Senate Bill 3059. SB 3059 expands opportunities for teacher preparation by requiring all teacher preparation programs to provide alternative routes to earning a teaching credential.

Evergreen expressed concerns with regard to the lack of funding that accompanies the mandate laid out in SB 3059. Without additional funds to support this effort, Evergreen could find itself assuming the costs of developing and implementing an alternative route program at a time of declining resources for higher education.

In addition, Evergreen raised the strength to the state of the varied missions among higher education institutions. The requirement in the bill to create an alternative route program may require the Collee to move away from Evergreen’s mission and the mission of the College’s teacher preparation programs.

Evergreen encouraged the Committee to consider an amendment that would remove the mandate language in the bill.

Several other organizations and individuals, including the Professional Educators Standards Board (PESB) and the Washington Education Association (WEA), testified to the legislation before the House Committee.

Randy Dorn, Superintendent of Public Instruction, spoke to all three bills before the Committee. He stated Washington needs legislation that strengthens current accountability and data systems to allow the state to be a player in the arena of the Race to the Top.

He also recognized that the Race to the Top criteria is built on the priorities of  the federal government. He encouraged policymakers to keep in mind the need to determine what works for Washington and move these efforts forward.

Higher Education in the House Education Committee

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The House Education Committee, which focuses K-12 education, heard House Bill 2654 focusing on preparing teachers for a career in teaching during its hearing on Wednesday. Teacher preparation is one of many areas in which higher education intersects with K-12.

House Bill 2654 defines an Elementary Math Specialist as an elementary teacher with a specialty endorsement in elementary mathematics and directs the Professional Educator Standards Board (PESB) to adopt a specialty endorsement for Specialists, based on standards that include enhanced mathematics content knowledge for grades K-6 and instructional strategies.

The Evergreen State College testified in support of HB 2654 and offered two major suggestions for improving the bill. First, Evergreen believes that the current terminology in the bill, “widely accessible to elementary teachers across the state,” should be broadly interpreted to mean more than online coursework. A critical element of coursework in math education is that teachers learn math from teachers who model good pedagogy. Without this modeling the ability to learn effective teaching methods is limited.

Second, we encouraged legislators to push for more than the “minimum of additional coursework” required in the bill. If the state truly wants to scale up teachers in the mathematical and pedagogical preparation it is critical that teachers receive substantive opportunities to learn.