Posts Tagged Live blogging



Innovative Practices Showcase: Western Washington University — Stephanie Salzman, George “Pinky” Nelson

Spotlight on some of the great things WWU does to prepare teachers. Mr. Nelson encouraged the PESB to raise the passing score on the WEST-E. Ms. Salzman said WWU is excited about the ProCert assessment and plan to use it to help teacher candidates. Mr. Nelson added that they are grateful to OSPI for providing the data for the students in the classrooms of pre-service teachers. Ms. Salzman and Mr. Nelson also spoke to the importance of moving away from teacher preparation programs as “puppy mills,” and really increase quality [Ms. Salzman’s words, not mine].

>>Some questions from PESB members about the high number of elementary education teachers WWU graduates. Ms. Salzman said they analyze data and talk to the state about anticipated need in all areas.<<


Results and Recommendations from the Professional Certificate Portfolio of Evidence Assessment Evaluation Committee — Esther Baker

ETS was the only company to respond to the RFP. The ETS proposal will cost $5.5 million for five years.

>>Representative from Gonzaga University voiced concerns about the assessment, namely it being a high stakes test for teachers, questions about teachers on special assignment and in other duties, and teachers already having a lot on their plates.

>>Some PESB members are concerned about the assessment, and the cost. Jennifer Wallace reminded the board that they have been working on this for some time, and have brought down the cost significantly. And with the new legislative mandate (HB 2261), the board needs to propose an assessment, so if not this, then what? Shannon Lawson said teachers she has worked with have responded positively to the ProCert pilot, and keeping the cost under $500 seems reasonable (some districts offer stipends). Grant Pelesky was the only member to vote against the item.

ETS consultants said they hear the board’s concerns, and plan to work with educators as they develop the assessment.<<

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PESB/Washington State Letter of Intent for Participation in Cross-State Pilot of California’s Teacher Performance Assessment — Jennifer Wallace, Raymond Pecheone

-Partnership between ACTE, CCSSO, Stanford University

-In California, have 6,000 candidates annually, so scale is not much of an issue

-Portfolio scoring takes 2 hours or less

-Designed as a bridge to induction

-Washington’s timeline is a bit faster than the project’s, but not a big deal


Public Comment

Lucinda Young, WEA — Budget cut $1.5 billion from education, need to make up losses to pension and compensation, resources may not be available for things PESB wants to do; 16 days of the school year will be paid for with federal stimulus funds; higher education is also cut; teachers who might normally volunteer to help grade assessments might be too stretched at their schools; WEA members feel HB 2261 says institutions of higher education and the licensure system are unable to provide quality teachers; some WEA members are angry about ProCert, but younger teachers who recently went through ProCert have good things to say; WEA members trust PESB; please continue to reach out to educators, WEA will be glad to help; despite cuts, it’s important we keep quality licensure system

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Legislative Session Outcome — Jennifer Wallace

-HB 2261

*By January 2010, PESB must

*Have new knowledge, skill and performance standards calibrated at each level of certification

*Adopt a new definition of “master teacher”

*Proposal for a uniform, statewide, valid and reliable classroom-based means of evaluating teacher effectiveness at pre-service level

*Update on implementation of uniform and external assessment for teacher professional certification

*Have a recommendation on the length of time a residency certification is valid

*Beginning no earlier than September 2011, professional certification shall be based on a minimum of two years of successful teaching experience and may not require candidates enroll in a professional certification program

*Beginning July 2011, residency teacher preparation programs must demonstrate how program produces effective teachers

>>Questions from members about the impact of this on colleges of education. Ms. Wallace shared that some colleges have indicated they will not continue to offer ProCert programs. PESB members from institutions of higher education indicated some would and others would not continue to offer ProCert programs.<<

*Three workgroups will have a PESB member on them

-HB 2003: changes in PESB responsibilities and composition

*Shrinking to 12 members and the Superintendent of Public Instruction

*Removes current PESB responsibility of hearing certification appeals

-SB 5973 and HB 2261: cultural competencies

-HB 1675

-HB 1156

-Final budget


Recommendations for the Conceptual Model of the Evidence-Based Pedagogy Assessment — Larry Lashway, Esther Baker, Cap Peck, Colleen Fairchild

-Recommendations for pre-service level EBPA:

*Would be external (conducted by non-supervisor)

*Should include video clips

*Should have scoring system that provides fast, timely feedback to candidates and programs

*Assessment should include university faculty and supervisors in the scoring process

*The standards and criteria for the Teaching Cycle should be aligned with standards and criteria for the Professional Certificate assessment

*The formal “external” assessment of core teaching skills should be supplemented by a program-implemented assessment (the “Longitudinal Record”) during student teaching

-Unresolved issues

*Content specificity




*Legal concerns (namely around video clips)

>>Back and forth exchange on scale and timely feedback. Some concern from Board members on cost to candidates, worried it will act as a deterrent. Some members also concerned about the time needed to grade exams (2-3 hours to grade, for 2,000+ candidates).<<

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Consideration of Future Work Based on State Budget and Federal Fiscal Stimulus Package and Retreat Planning

>>Board members reflected on positives from the past year. Things mentioned include better run board meetings, collaborating with stakeholders, and enacting good policy. Big shout outs to LEV’s organizing students to testify in support of CORE 24 [whoop whoop].<<

Things to Remember about the Federal Stimulus Package — Jeff Vincent

-Four assurances of State Fiscal Stabilization Fund are very important

-There are different pots of money

>>Discussion about various foundations and private dollar possibilities. Members expressed disappointment over Washington’s rank in various reports. Then much discussion about the Gates Foundation. Followed by discussion of the Core Standards work.<<

Small group discussions about the SBE strategic plan

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Accountability Index, continued — Dr. Pete Bylsma

English Language Learners Recommendations

-Exclude results of ELLs in their first 3 years of public school enrollment, or until achieving Level 3 on WLPT

-Use performance on WLPT to provide feedback about wheter ELLs are on track to meeting standard

-Report detailed WLPT results on OSPI Report Card

Alternative Schools Recommendations

-Compare index as usual and use normal rules to determine AYP

-If alternative school does not make AYP in 2 consecutive years or “in improvement,” look at more complete set of data

Proposed Recognition System

-Use same accountability matrix, receive recognition when meeting specific benchmarks

-Applies to both schools and districts

-Two forms of recognition

1. Outstanding overall performance

*Recognition in 8 areas for very high levels of performance

*Must meet rigorous minimum conditions to ensure only truly outstanding performance is recognized

2. Noteworthy performance

*Recognition in each of the 20 cells when the 2-year average is at least 5.5 and when the index averages at least 5.0

*Less stringent minimum conditions

>>There was some concern over language used to describe/refer to alternative schools. Members were reminded of the diversity among alternative schools and the students they serve. Superintendent of Public Instruction Randy Dorn appreciated the work of the SPA group and the creation of the Accountability Index, but felt that recognition should also be at the discretion of the superintendent’s office. Dr. Mayer said the group felt the systems (superintendent’s awards and Accountability Index recognition) could easily coexist.<<


Update on OSPI Math Plans and Proposed Changes to Math Rule for High School Students — Dr. Alan Burke, Dr. Kathe Taylor

OSPI Math Plans

-Superintendent’s recommendations for K-5, 6-8 and 9-12 instructional materials have all been issued

-Work continues on collecting and making available supplemental material supports for districts

-Core academic standards (CCSSO, NGA, College Board, ACT, and Achieve) movement may have an effect on current math standards [Washington is working with this group]

-Grade 3-8 Mathematics Measurements of Student Progress

*Begin online testing in 2010

*SBE sets cut scores in July/August 2010

-High School Mathematics High School Proficiency Exam

*Shorter, single-session tests in 2010

*Begin end-of-course tests in 2011

-Two “base” tests: Algebra I/Integrated I and Geometry/Integrated II

-Base tests augmented with course specific topics

-SBE sets cut scores in July/August 2011

*Re-take “common core” exam to graduate high school (for students taking math EOCs before high school)

>>Lot of discussion around national standards. OSPI seems to like the idea (and potential cost savings). Concerns and pushback from some board members. Questions raised about the fate of the publishing and testing companies.<<

Changes to Math Rule

-Students who takes high school courses before high school may choose to not have the course recorded on their transcript

-What to do with students who take Algebra or Geometry before 9th grade and don’t record course?

-Rule Revision Recommendation 1: students move on to receive at least 2 credits in a progressive sequence

-Rule Revision Recommendation 2: after students earn credit in Algebra II, they can choose math courses that meet their education and career goals (staff recommendation)

>>General board consensus is around Rule Revision Recommendation 2.<<


Public Comment

Julie Wright, Where’s the Math? — Concerns with certain math curricula; would like more parent participation in curriculum decisions

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Recommendations from System Performance Accountability Work on Accountability Index and Recognition System — Dr. Kris Mayer, Edie Harding, Dr. Pete Bylsma



*Now have 6 tiers in the Accountability Index: exemplary, very good, good, acceptable, struggling and priority

>>Some discussion over the tier labels. Chair Mary Jean Ryan thinks the “acceptable” tier isn’t acceptable and would like another name for the tier. Sheila Fox suggested “fair.” Members seemed to agree with that. Jeff Vincent suggested the SBE conduct some focus groups to find labels that make sense to stakeholders. Dr. Mayer shared that the SPA group has done some focus group work but didn’t ask if the labels matched the point range.<<

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Update on Legislative Session Issues — Edie Harding, Brad Burnham

*HB 2261


-Budget deficit is $9.3 million

-Use $3 billion in federal stimulus funds over the next three years to offset costs

*$362 million to supplement 2009 budget

*$376.6 million for K-12 in 2010-11

*$410 million for special education, remediation, school improvement and technology

-44% reduction in employer contributions for pension ($448.6 million)

-75% reduction in I-728 ($600 million)

*SB 5414 (assessments)

*HB 2132 (graduation requirements)

*HB 1292 (4-day school week pilot)

*SB 5410 (online learning)

*HB 1758 (community colleges granting high school diplomas)

*SB 5973 (achievement gap)

*HB 2003 (Professional Educator Standards Board)


Update on Federal Fiscal Stimulus Package and OSPI Plans — Dr. Alan Burke, OSPI

*State Fiscal Stabilization Fund—$760 million

-08-09 backfill: supplants salary dollars

-09-10 part of budget: continues to supplant

-Two goals: save jobs and do good

*Title I—$130 million

-09-10 and 10-11 additional monies, must be used per existing rules

-Can hire teachers, or shift highly qualified staff from Basic Education to Title I

-Can hire paraprofessionals to support programs like RTI

-Can support professional development, curriculum and instruction

-Can introduce or support existing early learning programs

-School Improvement Section 1003(g)

*08-09: $20 million

*09-10: $42 million

*Tiered intervention

*About 65 new districts in improvement based on 08-09 WASL scores

*IDEA—$221 million

-09-10: 50% Maintenance of Effort exception for districts that meet U.S. Dept. of Education “determinations” test

-Pass: 50% supplant for local funds for special education

-Fail: 0% supplant, all monies must be spent on special education services

-OSPI working with U.S. Dept. of Education on flexibility

*Race to the Top

-$4.35 billion for state-level competitive grants

-$650 million for district and/or private or non-profit innovation grants

-Round 1: October deadline, December disbursement (10%)

-Round 2: Deadline spring 2010 (90%)

-Grants will be large and not distributed by population

-Must be comprehensive and attack the four SFSF assurances

*Teacher effectiveness and ensuring all schools have highly qualified teachers

*Higher standards and rigorous assessments that improve teaching and learning

*Intensive support, effective interventions and improved achievement in the schools that need it most

*Better information to educators and the public to address individual needs of students and improve teacher performance

-Single programs will not be funded — comprehensive reform system encouraged

-Early learning and higher education can be part of the grant, but funding is limited to K-12

-50% of funding will go to districts

-Washington’s strengths

*Strong standards and good NAEP scores

*Solid support from private funders

*Passage of HB 2261

*New accountability system

*Transition to online assessment system

*Launch of new data system

*Summit Program

-Washington’s weaknesses

*School improvement assistance optional for non-Title I schools

*Existing teacher tenure rules

*No major effort to staff struggling schools with the strongest teachers

*Evaluation systems do not link teacher and principal effectiveness with student achievement

-Potential projects: STEM, Navigation 101, School Improvement, online formative assessment, achievement gap, dropout prevention

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1pm – 2pm
Revised Timeline for Revisions to Program Approval Standards I-IV – Jennifer Wallace & Joseph Koski, PESB; Larry Lashway, OSPI

Mr. Koski presented a few data slides highlighting some trends in the types of teachers coming out of Washington CoE. He did say much more information is available now, all someone need do is ask. [He may regret that statement, as I will begin asking. It has been difficult to track teachers from a CoE to a school.]

Ms. Wallace presented the timeline for the Evidence-Based Performance Assessment (EBPA) development and implementation. By the end of April, the EBPA committee will recommend a conceptual model which the PESB and Washington Association for Colleges of Teacher Education will endorse (or not). If endorsed, the PESB will move forward on developing the assessment from May to November 2009. The PESB will present to the Legislature in January 2010 on its progress. From May 2010 to September 2011, the assessment will be created, vetted and piloted. Full implementation will begin in September 2011.

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10:20am – 11:20am
Early Implementation of Principal Professional Certificate Programs: Possible New Options for Program Design – Debbie Carter, assistant superintendent human resources, Edmonds School District

School district and ESD representatives are advocating for ESDs to offer principal ProCert programs. Two assistant principals offered anecdotal evidence of the benefits of an ESD-run principal ProCert program – and expressed excitement over entering a program that promotes reflection and includes a growth model.

>>PESB members asked what size cohort would be needed to make the program possible, and the answer was 10-15.

>>PESB staff will draft WAC language that would allow ESDs to offer principal ProCert programs. This does not obligate the PESB to approve the WAC changes.

11:20am – 11:45am
Legislative Update – Jennifer Wallace, executive director, PESB

SHB 2003/SSB 5802, Changing Professional Educator Standards Board provisions: Would reduce the number of members on the PESB; shift some responsibility from OSPI to PESB

Math & Science Initiative: Included in ESHB 2261

HB 1675, Changing the work experience provisions of the alternative route partnership grant program: Moving forward

ESHB 2261/ ESSB 6048, Concerning the state’s education system: Overview of items related to PESB – PESB representative on finance/compensation working groups; PESB to provide Legislature update on current efforts (e.g. pedagogy assessment); PESB to create master-level certification; PESB to incorporate more “cultural competency” language into standards (ESSB 6048 only)

11:45am – 12pm
Public Comment

Jim Meadows, WEA, re: ProCert – WEA survey of members to inform about ProCert external assessment, and find out members’ feeling of external support, among other things; teachers have quality concerns about ProCert; teachers have positive feelings toward National Board certification process; WEA wants to be active partner in development of external assessment

Dan Bishop, SPU, re: administrator ProCert  – Commends PESB exploration allowing ESDs to offer administrator ProCert; SPU partners with districts and ESDs for ProCert programs

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9am – 10am
Possible Options for Teacher Professional Certificate Program Design – Barbara Clausen, WSU & Dianna Coile, SPU

Colleges of education (CoE) see themselves as the bridge between Professional Certificate (ProCert) candidates and OSPI. Also don’t think ProCert candidates can navigate the process on their own, or necessarily pass the assessment. CoE think there is value add to their offering support to ProCert candidates on creating collections of evidence. [This presentation seemed to become more about the CoE justifying their ProCert programs.]

>>PESB members wanted to know how many ProCert candidates left the profession because they couldn’t earn ProCert. There was no clear answer; however the impression given was that few are unable to earn ProCert. It was shared that WEA is conducting a survey of its members on ProCert, although for what intent was unclear.

>>Other questions focused on the potential redundancy of ProCert programs for teachers coming out of the current Residency Certificate (ResCert) programs (which now includes a demonstrated performance standard). The answer: potentially, we need to figure that out – and some would say ProCert already has certain redundancies with ResCert.

>>PESB members also asked about cost, and seemed skeptical of the need for teachers to spend $150-323 per credit for 10+ credits. [Raised murmurs in the audience.] Members were also looking for demonstration of improving educator effectiveness by ProCert programs.

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