Comment period open on ESSA in Washington
OSPI is in the process of providing information about the ESSA Consolidated Plan's creation, changes from the first draft, and how the public can provide feedback before submission to the Education Department in September.
In line with WEA's request to delay implementation, state Schools Superintendent Chris Reykdal chose a later submission date to ensure more input from education stakeholders. The ESSA webinars will cover how OSPI has revised the Consolidated Plan since the first public comment period late last year.
WEA members are dedicated to the proposition that all students can and should be educated for the 21st century and that WEA and local affiliates have a central role in making that happen. Throughout the ESSA implementation process in Washington, WEA has advocated for an ESSA plan that:
- Is supportive, not punitive or judgmental
- Is fair, equitable, and sensitive to outside school realities
- Does not rely on a single test score to determine student or school success
- Upholds the value of local decision making and respects the collective bargaining relationship as part of the solution, not a barrier
- Assumes that all school personnel, staff, educators and their communities are dedicated to the success of all students
- Identifies support, resources, and guidance necessary to attain that success and then provides it
Carry over from NCLB - Standards, testing and report cards continue
- States continue to be required to adopt college and career ready standards. In Washington these standards are the Common Core State Standards (CCSS) for English Language Arts and Math, and the Next Generation Science Standards for Science (NGSS).
- Federally mandated testing in ELA, Math and Science continue with no reduction in the number of tests.
- ELA and math is tested in grades 3-8 and once in high school
- Science is tested once per grade band in 3-5, 6-8, and once in high school
- States must continue to disaggregate students into subgroups (ELL, Special Education, low-income, gender and students of color).
- States must identify and intervene for low-performing schools.
- States must ensure low-income students aren’t disproportionately taught by ineffective, inexperienced, unqualified or out-of-field teachers at higher rates than other students.
- States will continue to issue annual report cards for schools and districts.
- For now, the Title I funding formula will remain unchanged.