Due Date: 2015 16 School Year and Summer 2016

ADDENDUM TO BULLETIN NO. 068-15 T&L

Page 1

April 12, 2016

April 12, 2016( X ) Action Required

Due date: 2015–16 School Year and Summer 2016

(X)Informational

ADDENDUM TO BULLETIN NO. 068-15 TEACHING & LEARNING

TO:ESD Superintendents

School District Superintendents

ESD Assistant Superintendents

School District Teaching and Learning/Curriculum Directors

School District Title I/LAP and Special Education Directors

School District Assessment Directors

School District Early Learning Contacts

FROM: Randy I. Dorn, State Superintendent of Public Instruction

RE:2015–16 K–4th Grade Literacy Requirements and Resources

CONTACT:Aira Jackson, Literacy/English Language Arts Director

, 360-725-6228

Paula Moore, Title I/LAP/CPR Director

, 360-725-6100

Purpose

The purpose of this bulletin is to clarify expectations for theimplementation of required actions in the 2015–16 school year related to K–4 literacy and English Language Arts (ELA) mandated by ESSB 5946 (2013)– Strengthening Student Educational Outcomes (SSEO) and amended by SSB 5803 (2015).For your reference, the codified RCWsare provided for each requirement below. Additional resources, tools and information to help school districts implement the requirements in the law, including the ELA Menu of Best Practices and Strategies, are available on the OSPI K–4 Literacy SSEO website.

K–4 Literacy Requirements for All Schools

1.Intensive Improvement Strategies Based on Student Performance on 3rd Grade State Assessment:For any student scoring 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 practice or strategy as described below. See RCW 28A.655.235.
2.Schools with Over 40 Percent of 3rd Graders Not Meeting Standard on the 3rdGrade State Assessment:Starting with the 2015–16 year (based on Spring 2015 3rdgrade state ELA assessment results), for any school where more than 40 percent of tested students score 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 for students in grades K–4 at the school(s) from the state ELA Menu of Best Practices. School districts may use an alternative practice or strategy not on the menu for two school years.After two years, to continue with an alternative, districts will need to demonstrate to OSPI it resulted in improved student outcomes at levels consistent with practices on the menu. See RCW 28A.655.235.
Schools with more than 40 percent of 3rdgraders scoring Level 1 or Level 2 on the 3rdgrade ELA state assessment administered in spring 2015, received communication from the Office of Superintendent of Public Instruction (OSPI) the first week of December. The full list of schools is available in the Washington Assessment Management System (WAMS) for district access.
3.Required Parent/Guardian Meetings:Parent/guardian meetings and intensive improvement strategies are required for all students who are reading below grade-level and/or are likely to receive a score of basic (Level 2) or below basic (Level 1) Level 1 on the 3rd grade ELA assessment. OSPI recommends using multiple measures, including diagnostic and formative assessments to determine whether or not a child is likely to score at Level 1. These meetings should occur throughout the year (such as during planned conferences) with thespringmeetings being focused on the school’s plan for supporting the student and the student’s progress. At the end of the school year, the school district must receive parent/guardian consent regarding appropriate grade placement and the intensive improvement strategy to be implemented. If the school district does not receive a response from a parent by the deadline, or a reasonable time thereafter, the principal or his designee shall make a decision on the student’s grade placement for the following year and the intensive improvement strategies that will be implemented during the following school year. If the school principal and parent cannot agree on the appropriate grade placement and improvement strategies from the list of available options, the parent’s request will be honored. See RCW 28A.655.230.
4.Report Cards Requirements: K–4 report cards are to include: 1) How the student is progressing on acquiring reading skills; and 2) Whether the student is at grade level in reading. If a student is not reading at or above grade level, the teacher must explain to the parent/guardian (as part of ongoing communications and/or through the meetings referenced in number 3): a) Which interventions and strategies will be used;and b) Which strategies for improving the student’s reading skills can be used at home. See RCW 28A.320.208.
5.Required Reporting for All Students in Grades K–4:Schools/districts are required to report to OSPI at the end of the school year: 1) The number of K–4 students reading below grade level; and 2) The interventions provided to improve the reading skills of the students. See RCW 28A.320.208. Schools/districts will submit 2015–16 data through the Education Data System (EDS) portal by September 1, 2016. Please refer to the K–4 literacy SSEO websitefor more information.

Key Messages: Establishing a New Baseline with Smarter Balanced Assessments

With the implementation of Washington’s 2011State Learning Standards for ELA(the Common Core State Standards) and the administration of the new Smarter Balanced assessments, Washington is in a period of transition. The spring 2015 assessments provide a new baseline to work from as we strive to ensure that all students are entering 4th grade with the support they need to be successful. The implementation of these new requirements around K–4 literacy provides an important early opportunity to address the learning needs of students and schools through intensive improvement strategies for improving reading and literacy skills.

It is important to note that the 3rd grade ELA Smarter Balanced is just one measure of student progress and achievement. Districts will use the results of this and other assessments to design appropriate strategies that meet the needs of schools and individual students. The revised ELA Menu of Best Practices and Strategies presents evidence-based strategies and should help inform district and school decision making.

Additional Information and Tools

Additional resources (including the state ELA menu of best practices), tools, and more detailed information regarding the provisions of the legislation are available on the OSPI K–4 literacy SSEO website.

Consolidated Program Review Process Considerations

For districts participating in the 2015–16 Consolidated Program Review, OSPI staff will include questions about implementation of these requirements at the district entrance interview and at the school building meeting. OSPI staff will be responsible for documenting the conversations. Questions will not be part of the formal checklist for the 2015–16 school year.

If you have any questions regarding this bulletin, please contactAira Jackson, Literacy/English Language Arts Directorat 360-725-6228 or d Paula Moore, Title I/LAP/CPR Directorat 360-725-6100 or .

The agency TTY number is 360-664-3631.

K–12 EDUCATION

Gil Mendoza, Ed.D.

Deputy Superintendent

TEACHING AND LEARNING

Kathe Taylor Ph. D.

Assistant Superintendent

SPECIAL PROGRAMS AND FEDERAL ACCOUNTABILITY

Gayle Pauley

Assistant Superintendent

ASSESSMENT AND STUDENT INFORMATION

Robin G. Munson, Ph.D.

Assistant Superintendent

EARLY LEARNING

Bob Butts

Assistant Superintendent

RD:as

OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at 360-725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.