Pennsylvania ESSA Consolidated State Plan PDF

Cover Page Contact Information and Signatures SEA Contact (Name and Position): Telephone: Brian W. Campbell Director Bureau of Curriculum, Assessment, and Instruction (717) 783-6613 Mailing Address: Email Address: 333 Market Street Harrisburg, PA [email protected] By signing this document, I...

Cover Page Contact Information and Signatures SEA Contact (Name and Position): Telephone: Brian W. Campbell Director Bureau of Curriculum, Assessment, and Instruction (717) 783-6613 Mailing Address: Email Address: 333 Market Street Harrisburg, PA [email protected] By signing this document, I assure that: To the best of my knowledge and belief , all inf ormation and data included in this plan are true and correct. The SEA will submit a comprehensive set of assurances at a date and time established by the Secretary, including the assurances in ESEA section 8304. Consistent with ESEA section8302(b)(3), the SEA will meet the requirements of ESEA sections 1117 and 8501 regarding the participation of private school children and teachers. Authorized SEA Representative (Printed Name) Pedro A. Rivera Secretary Pennsylvania Department of Education Telephone: Signature of Authorized SEA Representative Date: May 31, 2019 Governor (Printed Name) Tom Wolf Date SEA provided plan to the Governor under ESEA section 8540: September 18, 2017 Signature of Governor Date: Table of Contents Introduction ............................................................................................................................................................ 1 Section 1: Long-Term Goals ................................................................................................................................... 7 A. Academic Achievement. .................................................................................................................................. 7 B. Graduation Rate. ............................................................................................................................................ 9 Section 2: Consultation and Perform ance Management ....................................................................................... 15 C. 2.1 Consultation............................................................................................................................................ 15 A. Public Notice. ......................................................................................................................................... 15 B. Outreach and Input. ................................................................................................................................ 16 C. Governor’s consultation........................................................................................................................... 25 D. 2.2 System of Performance Management. ...................................................................................................... 25 A. Review and Approval of LEA Plans. ......................................................................................................... 26 B. Monitoring .............................................................................................................................................. 26 C. Continuous Improvement ........................................................................................................................ 26 D. Diff erentiated Technical Assistance.......................................................................................................... 27 Section 3: Academic Assessments ....................................................................................................................... 28 A. Advanced Mathematics Coursework. ............................................................................................................. 28 B. Languages other than English. ...................................................................................................................... 28 Section 4: Accountability, Support, and Improvement for School s ...................................................................... 31 E. 4.1 Accountability System.............................................................................................................................. 31 A. Indicators. .............................................................................................................................................. 31 F. 4.2 Identif ication of Schools. .......................................................................................................................... 48 A. Comprehensive Support and Improvement Schools. ................................................................................. 48 B. Targeted Support and Improvement Schools. ........................................................................................... 48 G. 4.3 State Support and Improvement for Low-perf orming Schools. .................................................................... 52 A. School Improvement Resources. ............................................................................................................. 52 B. Technical Assistance Regarding Evidence-Based Interventions. ................................................................ 53 C. More Rigorous Interventions. ................................................................................................................... 55 D. Periodic Resource Review. ...................................................................................................................... 56 Section 5: Supporting Excellent Educators .......................................................................................................... 57 H. 5.1 Educator Development, Retention, and Advancement. .............................................................................. 59 A. Certif ication and Licensure Systems......................................................................................................... 59 B. Educator Preparation Program Strategies................................................................................................. 61 C. Educator Growth and Development Systems. ........................................................................................... 63 I. 5.2 Support for Educators.............................................................................................................................. 65 A. Resources to Support State-level Strategies. ............................................................................................ 65 B. Skills to Address Specific Learning Needs. ............................................................................................... 67 J. 5.3 Educator Equity....................................................................................................................................... 68 2 Section 6: Supporting All Students ....................................................................................................................... 73 K. 6.1 Well-Rounded and Supportive Education for Students. .............................................................................. 73 L. 6.2 Program-Specif ic Requirements. .............................................................................................................. 73 A. Title I, Part A: Improving Basic Programs Operated by State and Local Educational Agencies ................... 103 B. Title I, Part C: Education of Migratory Children. ....................................................................................... 103 C. Title I, Part D: Prevention and Intervention Programs f or Children and Youth who are Neglected, Delinquent, or At-Risk ............................................................................................................................................. 116 D. Title III, Part A: Language Instruction for English Learners and Immigrant Students. ................................. 117 E. Title IV, Part B: 21st Century Community Learning Centers. .................................................................... 120 F. Title V, Part B, Subpart 2: Rural and Low-Income School Program........................................................... 125 G. McKinney-Vento Act. ............................................................................................................................ 125 Consolidated S tate Plan Assurances .................................................................................................................. 125 Additional Information Required for Submission................................................................................................ 133 Appendix: Measurements of interim progress .................................................................................................... 135 A. Academic Achievement ............................................................................................................................... 136 B. Graduation Rates ....................................................................................................................................... 138 C. Schedule of Phase Three Stakeholder Engagement Events and Activities...................................................... 140 D. N-Size Analysis – Student and School Exclusions......................................................................................... 142 E. General Education Provisions Act ................................................................................................................ 144 3 Tables and Figures Table 1.1: Academic Achievement Baseline and Long-Term Goals .............................................................................. 8 Table 1.2: Four-Year Adjusted Cohort Graduation Rate Baseline and Long-Term Goal ................................................. 9 Table 1.3: Five-Year Adjusted Cohort Graduation Rate Baseline and Long-Term Goal ................................................ 10 Table 1.4: Methodology for Determining Interim Growth Targets for English Learners ................................................. 12 Table 1.5: Methodology for Calculating Index Scores f or Growth of English Learners Bef ore or During Target Year ...... 13 Figure 1.6: Methodology for Calculating Index Scores for Growth of English Learners Af ter Target Year....................... 14 Table 1.7: Percent of EL Students Meeting Growth Targets ....................................................................................... 14 Figure 2.1. Summary of Public Comments by Respondent Type ............................................................................... 21 Table 4.1: Proposed Accountability Indicators f or Annual Meaningf ul Diff erentiation .................................................... 32 Table 4.2: Student Group Inclusion Analysis.................................................................................................................. 40 Table 4.3: Student Group Exclusion Analysis ................................................................................................................ 41 Table 4.4: School Student Group Inclusion Analysis ................................................................................................. 42 Table 4.5: School Student Group Exclusion Analysis ................................................................................................ 43 Figure 4.1: Sample Prof iciency-Growth Decision Table ............................................................................................. 45 Figure 4.2: Examples of Step 2 Indicators in Finalizing CS I Identif ication for Low Achievement, Low Growth Schools.... 46 Figure 4.3: The Improvement Cycle ......................................................................................................................... 51 Figure 4.5: Pennsylvania’s Approach to Technical Assistance Regarding Evidence-Based Interventions ...................... 54 Figure 5.1: Nine Building Blocks for a World-Class Education System ........................................................................ 59 Figure 5.2: Key Characteristics of Teacher Residency Programs................................................................................ 62 Figure 5.3: Supporting Excellent Educators in Pennsylvania ...................................................................................... 66 Figure 6.1: Number of Projected Computer Science and IT Jobs vs. Graduates .......................................................... 77 Figure 6.2: The State of STEM Education in Pennsylvania......................................................................................... 78 Figure 6.3: Examples of STEM Education, Innovation, and Equity in Pennsylvania...................................................... 80 Figure 6.4: Putting the “T” in S TEM: Int egrating Technology and Education ................................................................ 81 Table 6.5: Levels of Education Needed f or 2025 Pennsylvania Workf orce .................................................................. 82 Figure 6.6: College and Career Pathways in Action in Pennsylvania........................................................................... 83 Figure 6.7: Community Schools in Pennsylvania – Local Examples of Leadership....................................................... 87 Figure 6.8: 2015 Pennsylvania Grade 4 Reading Scores by Race/Ethnicity (NAEP) .................................................... 91 Figure 6.9: Grade 4 Reading Achievement Lev els of Students with Disabilities and English Learners ........................... 91 4 Figure 6.10: Grade 4 Reading Achievement by Socioeconomic Status in Pennsylvania (2015) .................................... 92 Figure 6.11: Levels of Support and Interventions....................................................................................................... 94 Figure 6.12: Pennsylvania High School Graduates’ College Pathways........................................................................ 95 Figure 6.13: Improving Postsecondary Access for All Students: Pennsylvania Initiatives .............................................. 97 Figure 6.14: Levels of Parent and Family Engagement ............................................................................................ 102 Figure 6.15: Pennsylvania Migrant Education Counties Map .................................................................................... 104 Figure 6.16: Phases of the PA-MEP Comprehensive Needs Assessment ................................................................. 104 Table 6.17: Service Delivery by Type ..................................................................................................................... 106 Figure 6.18: Student Outcomes Logic Model........................................................................................................... 107 Figure 6.19: State Outcomes Logic Model .............................................................................................................. 107 Table 6.20: Measurable Perf ormance Objectives f rom Pennsylvania’s Service Delivery Plan ..................................... 110 Figure 6.21: Government Perf ormance and Results Act Performance Measures ....................................................... 111 Table 6.22: Entrance Criteria for English Learners .................................................................................................. 118 Figure 6.23: Language Use Inventories .................................................................................................................. 119 Figure 6.24: Pennsylvania ECYE H Regions............................................................................................................ 126 5 Crosswalk between Pennsylvania Consolidated State Plan and USDE Revised State Template for Consolidated Plans Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs) State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Eighth Grade Math Exception 1111(b)(2)(C); 34 CFR 200.5(b) A.2.i-iii 3.A 28 Native Language Assessment 1111(b)(2)(F); 34 CFR 200.6(f )(2)(ii) and (f )(4) A.3.i-iv 3.B 28 Statewide Accountability System and School Support and Improvement Activities • Subgroups 1111(c)(2) A.4.i.a-d 4.1 37 • Minimum N-Size 1111(c)(3) A.4.ii.a-e 4.1.A 38 • Establishment of Long-Term Goals 1111(c)(4)(A) A.4.iii.a-c 1.A-C 7 • Indicators 1111(c)(4)(B) A.4.iv.a-e 4.1.A 31 • Annual Meaningf ul Dif f erentiation 1111(c)(4)(C) A.4.v.a-c 4.2 44 • Identif ication of Schools 1111(c)(4)(2)(iii) and (D); 1111(d)(2)(C)-(D) A.4.vi.a-g 4.2.A-B 48 • Annual Measurement of Achievement 1111(c)(4)(E)(iii) A.4.vii • Continued Support f or School and LEA Improvement 1111(d)(3) A.4.viii.a-f 47 4.3.A; 4.3.B; 4.3.C; 4.3.D 52 6 State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Disproportionate Rates of Access to Educators 1111(g)(1)(B) A.5 5.3.B-C 71 How the SEA will award subgrants to local education agencies (LEAs) under the new Student Support and Academic Enrichment Program in Title IV, Part A of the ESEA USDOE guidance issued March 13, 2017 6.27 102 School Conditions 1111(g)(1)(C) A.6 6.2 100 School Transitions 1111(g)(1)(D) A.7 6.1 82 Title 1, Part C: Education of Migratory Children State Plan Requirements by Program Supporting Needs of Migratory Children Statutory and Regulatory Requirements 1304(b)(1) Item(s) from Revised Template B.1.i-iv Item(s) in Pennsylvania’s Draft Plan (Alternate Template) 6.2.B.1.ii-iii; vi Page # Promote Coordination of Services 1304(b)(3) B.2 6.B.2 127 Use of Funds 1304(b)(4) B.3 6.B.3 129 117 Title I, Part D: Prevention and Intervention Program for Children and Youth Who Are Neglected, Delinquent, or At-Risk State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Transitions Between Correctional Facilities and Local Programs 1414(a)(1)(B) C.1 6.2.C.i 131 Program Objectives and Outcomes 1414(a)(2)(A) C.2 6.2.C.ii 132 7 Title II, Part A: Supporting Effective Instruction State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Use of Funds 2101(d)(2)(A) and (D) D.1 5.2.A 76 Use of Funds to Improve Equitable Access to Teachers in Title I, Part A Schools 2101(d)(2)(E) D.2 5.2.A 83 System of Certif ication and Licensing 2101(d)(2)(B) D.3 5.1.A 69 Improving Skills of Educators 2101(d)(2)(J) D.4 5.2.B 78 Data and Consultation 2101(d)(2)(K) D.5 5.1 84 Teacher Preparation 2101(d)(2)(M) D.6 5.1.B 71 Title III, Part A, Subpart 1: English Language Acquisition and Language Enhancement State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Entrance and Exit Procedures 3113(b)(2) E.1 6.2.D.i 133 SEA Support f or English Learner Progress 3113(b)(6) E.2.i-ii 134 Monitoring and Technical Assistance 3113(b)(8) E.3.i-ii 135 Title IV, Part A: Student support and Academic Enrichment Grants State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Use of Funds 4103(c)(2)(A) F.1 6.1.A-E 85 Awarding Subgrants 4103(c)(2)(B) F.2 6.1.F 116 8 Title IV, Part B: 21st Century Community Learning Centers State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Use of Funds 4203(a)(2) G.1 6.2.E 136 Awarding Subgrants 4203(a)(4) G.2 6.2.E.1 139 Title V, Part B, Subpart 2: Rural and Low-Income School program State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Outcomes and Objectives 5223(b)(1) H.1 6.2.F.i 141 Technical Assistance 5223(b)(3) H.2 6.2.F.i 141 Education for Homeless Children and Youth Program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B State Plan Requirements by Program Statutory and Regulatory Requirements Item(s) from Revised Template Item(s) in Pennsylvania’s Draft Plan (Alternate Template) Page # Student Identif ication 722(g)(1)(B) 1.1 6.2.G.i 141 Dispute Resolution 722(g)(1)(C) 1.2 6.2.G.iii 144 Support f or School Personnel 722(g)(1)(D) 1.3 6.2.G.ii 143 Access to Services 722(g)(1)(F)(i) 1.4 6.2.G.v.1 and 2 146 Strategies to Address Other Problems 722(g)(1)(H) 1.5.i-v 6.2.G.vi 147 Policies to Remove Barriers 722(g)(1)(I) 1.6 6.2.G.vi 149 Assistance f rom Counselors 722(g)(1)(K) 1.7 6.2.G.ii 152 Equitable access to, and participation in, the programs included in the consolidated State plan Section 427 of the General Education Provisions Act Appendix E 162 9 Programs Included in the Consolidated State Plan Instructions: Indicate below by checking the appropriate box(es) which programs the SEA included in its consolidated State plan. If an SEA elected not to include one or more of the programs below in its consolidated State plan, but is eligible and still wishes to receive funds under that program or programs, it must submit individual program plans that meet all statutory requirements with its consolidated State plan in a single submission. x Check this box if the SEA has included all of the f ollowing programs in its consolidated State plan. or If all programs are not included, check each program listed below f or which the SEA is submitting an individual program State plan: ☐ Title I, Part A: Improving Basic Programs Operated by State and Local Educational Agencies ☐ Title I, Part C: Education of Migratory Children ☐ Title I, Part D: Prevention and Intervention Programs f or Children and Youth Who Are Neglected, Delinquent, or At-Risk ☐ Title II, Part A: Supporting Ef fective Instruction ☐ Title III, Part A: Language Instruction f or English Learners and Immigrant Students ☐ Title IV, Part A: Student Support and Academic Enrichment Grants ☐ Title IV, Part B: 21st Century Community Learning Centers ☐ Title V, Part B, Subpart 2: Rural and Low-Income School Program ☐ Title VII, Subpart B of the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act): Education f or Homeless Children and Youths Program ☒ Check this box if the State has developed an alternative template, consistent with the March 13 letter f rom Secretary DeVos to chief state school of ficers. ☒ Check this box if the SEA has included a Cover Sheet with its Consolidated State Plan. ☒ Check this box if the SEA has included a table of contents or guide that indicates where the SEA addressed each requirement within the U.S. Department of Education’s Revised State Template f or the Consolidated Plan, issued March 2017. ☒ Check this box if the SEA has worked through the Council of Chief State School Of f icers in developing its own template. ☒ Check this box if the SEA has included the required inf ormation regarding equitable access to, and participation in, the programs included in its consolidated State plan as required by section 427 of the General Education Provisions Act. See Appendix D. 10 Introduction Moving from No Child Left Behind to the Every Student Succeeds Act On December 10, 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which reauthorized the Elementary and Secondary Education Act (ESEA) of 1965. Developed and passed with strong, bipartisan agreement, ESSA replaced No Child Lef t Behind (NCLB) as the nation’s main education law. ESSA presents an historic opportunity to impact the course of education in Pennsylvania. The new f ederal law advances ESEA’s promise of ensuring that all students – f rom pre-kindergarten to postsecondary, and especially low-income students, students of color, students with disabilities, English Learners, and other historically marginalized students – have access to a world-class education that prepares them f or college, career, and lif e. ESSA provides state education agencies with new f lexibility – especially in designing systems to measure school and local education agency (LEA) perf ormance – in determining how and when to deliver school improvement strategies. Pennsylvania welcomes this f lexibility. It provides our state with the opportunity to accelerate important ref orms that predate ESSA’s enactment, continue transitioning education policy away f rom a strict f ocus on compliance, and toward the establishment of rigorous expectations f or students, and collaboration and assistance f or all schools to help them meet this standard. ESSA requires that each state education agency develop and submit a State Plan that details how the state education agency (SEA) will implement the new requirements. As part of its commitment to ensuring that state policy is inclusive and representative of the needs and experiences of students, educators, and communities across the commonwealth, the Pennsylvania Department of Education (PDE) developed a stakeholder engagement process to draf t f ramework recommendations f or the development of Pennsylvania’s ESSA State Plan. The Department sought input f rom parents and f amilies, educators, community leaders, education advocates, researchers, experts, policymakers, and other individuals throughout this process. Pennsylvania’s Education Landscape Since its f ounding by William Penn in 1681, Pennsylvania has valued the importance of education f or securing individual happiness and collective prosperity. Pennsylvania’s state constitution, signed in 1790, was among the f irst in the nation to establish a system of public education by providing children with the opportunity to learn regardless of the circumstances of their f amilies. Today, the commonwealth’s K-12 education system serves more than 1.7 million students. Pennsylvania’s 500 school districts range in size f rom approximately 200 students to more than 140,000 students. In addition to traditional public schools, more than 160 brick-and-mortar charter schools and 14 cyber charter schools are responsible f or educating 135,000 students. Pennsylvania’s 29 Intermediate Units (IUs) provide special education, prof essional development, and technical assistance services to school districts, charter schools, and private schools. Career and technical education programs are provided at 136 high schools and 84 career and technical centers, of f ering over 1,720 approved programs of study to more than 66,000 students. Pennsylvania is also home to nearly 300 postsecondary and higher education institutions including 14 community colleges, 14 state-owned institutions, and f our state-related universities. In addition, there are eight private, state-aided institutions and 88 private colleges and universities. In the 2015-16 school year, these public and private institutions awarded more than 187,000 postsecondary credentials ranging f rom industryrecognized certif ications to doctoral and prof essional degrees. 1 Pennsylvania’s early learning landscape contributes to ready children, ready schools, ready f amilies, and ready communities. The early learning system in Pennsylvania is a mixed delivery system designed to support children in reaching f oundational skills prior to entry into the K-12 system, to engage f amilies early in their child’s education, to support an ef f ective workf orce with knowledge of child development and ef f ective instructional skills f or young children, to encourage school and community partnerships, and to support school age children in out-of -school time programming. Currently, 143,000 children are served in state-f unded programs that include evidence-based home visiting, communitybased f amily centers, high-quality childcare, Early Intervention, and pre-kindergarten programs. Pennsylvania’s educational system also encompasses a network of 604 state-supported public libraries and 29 District Library Centers, which provide resources, technology, and programs that support pre-K to 12 students, as well as adult learners, in all 67 counties. The mission of PDE is to ensure that every learner has access to a world-class education system. Further, PDE seeks to establish a culture that is committed to improving opportunities throughout the commonwealth by ensuring that technical support, resources, and optimal learning environments are available f or all students, whether children or adults. Each day, PDE works to create conditions to ensure that Pennsylvania learners will be prepared f or meaningf ul engagement in postsecondary education, in workf orce training, in career pathways, and as responsible, involved citizens. Pennsylvania’s Vision for Public Education Historic Investments in Public Education. Well bef ore ESSA was enacted, Pennsylvania was working to advance educational opportunity f or all students. Since Governor Tom Wolf took office in January 2015, Pennsylvania has enacted historic increases in state investments in public pre-K to postsecondary education. Increases in state Basic Education Funding to K-12 districts have been driven out through a newly adopted f unding f ormula that considers both student-based f actors – including the number of children in the district who live in poverty, are English Learners, or who are enrolled in charter schools – as well as district-based f actors, such as the wealth of the district, concentrated poverty, the district’s current tax ef f ort, and the ability of the district to raise revenue. Expansion of High-Quality Early Childhood Education. Providing students with a strong f oundation through highquality prekindergarten programs is a proven path to achievement and a hallmark of Pennsylvania’s commitment to education. Currently, 1,900 pre-K programs provide high-quality early childhood learning opportunities to approximately 78,000 children in Pennsylvania; however, high-quality care and education are still out of reach f or too many of Pennsylvania’s youngest learners and their f amilies: 60 percent of income-eligible three- and f our-year old children remain unserved. Pennsylvania will continue to work to increase f unding f or high-quality early childhood education until this need is met. Pennsylvania will also help local schools and districts take advantage of the increased f lexibility in spending ESSA f unds locally to expand early childhood education. Future Ready PA Index. In addition to this f ocus on improving resources and f air f unding, the Department has worked diligently to improve the public measures of school perf ormance in preparing students f or postsecondary success. PDE engaged thousands of stakeholders across Pennsylvania who have challenged state leaders to develop a more comprehensive set of school perf ormance measures. The result is the Future Ready PA Index, a public f acing school progress report that recognizes that students – and the schools that serve them – are more than just results on standardized tests. The Future Ready PA Index f ocuses on all elements of the state’s school accountability and improvement system. Over the past year, PDE f acilitated 30 sessions, reaching more than 1,000 stakeholders to identif y nearly two dozen research-based indicators of school perf ormance. The Department plans to begin using the Future Ready PA Index as its school progress report in the f all of 2018 based on data f rom the 2017-18 school year. It will provide measures of school perf ormance presented in a dashboard approach that: • • • Emphasizes student growth measures that are less sensitive to out of school f actors; Measures English language acquisition among English Learners, not simply perf ormance on a test of grade-level English language arts (ELA) standards; Eliminates the unequal weighting of content areas f rom previous school report cards; 2 • • • • • • • Measures chronic absenteeism; Includes indicators of student success af ter graduation; Adds measures f or student access to well-rounded and advanced course of ferings, such as Advanced Placement (AP), International Baccalaureate (IB), dual and concurrent enrollment, and career and technical education (CTE) programs of study; Encourages local education agencies (LEAs) to include locally-selected reading assessments (grade 3) and math assessments (grade 7) as additional evidence of student progress; Incentivizes schools to of fer career pathways that culminate with high-value, industry recognized credentials; and Recognizes schools f or reducing the percent of students scoring at the Below Basic level. The Future Ready PA Index aligns well with the transparency and school accountability requirements of ESSA, and will help f oster a shared language f or educators, parents, students, and community members regarding the multiple levers associated with improving student opportunities and outcomes. Recognition of Importance of Career Ready Pathways to Success. Pennsylvania believes that as postsecondary success looks dif ferent f or different students, different measures of readiness can look dif ferent too. To this end, the Department is working to include measures of career readiness in its systems of school and student accountability: • • The Future Ready PA Index includes new career ready indicators as measures of school perf ormance including: • Career Readiness Indicator; • Attainment of Industry Credentials; • Access to Advanced Coursework; and • Postsecondary Transition. Pennsylvania has identif ied Career Ready Benchmarks as one of its ESSA School Quality and Student Success indicators. Community Schools Initiative. As our schools f ocus on teaching and learning, educators know that we cannot decouple the success of schools from the needs of the community. As an evidence-based model, 1 the community school strategy utilizes the expertise of community partners to of f er student-centered services and supports onsite at the school, f ocused on powerf ul learning, integrated health and social supports, and authentic f amily and community engagement. The community school f ramework requires schools and partners to work together on data-driven planning, building relational trust, and sharing ownership f or results with a f ocus on equity f or all students. To support schools and communities in these ef f orts across the commonwealth, the Department will work with the PA Community Schools Coalition to identif y and support best practice activities in prof essional development, advocacy, stakeholder engagement, governance, and communications. The state’s role will also include the f acilitation of ef fective coordination among state agencies and deployment of state health, nutrition, and other services. STEM Initiatives. In 2016, PDE increased its f ocus on state level support f or STEM education. The result has been the development of a statewide STEM network, bringing together existing ef f orts in schools and communities across the commonwealth in partnership with early learning, libraries, and higher education, as well as business and industry. Over the past year, the Department has conducted 30 STEM stakeholder sessions across Pennsylvania and has earned recognition f or its ef f orts to improve cross sector and statewide collaboration in STEM education. Oakes, J., Maier, A., & Daniel, J. (2017). Community Schools: An Evidence-Based Strategy for Equitable School Improvement. Boulder, CO: National Education Policy Center. Retrieved June 2, 2017 from http://nepc.colorado.edu/publication/equitable-community-schools 1 3 To advance grassroots cross sector support, PDE f ormed the Pennsylvania STEM Advisory Committee in November 2016. With more than 130 participants f rom across the commonwealth, the Pennsylvania STEM Advisory Committee f ocuses on advancing equity and generating a comprehensive and coherent strategy f or STEM education in the commonwealth. Investing in Great Leaders. Pennsylvania continues to deliver robust and rigorous programming and supports to train and assist both building and system leaders, and is working to include a sharper f ocus on equity and strengthen leadership in underserved communities. These strategies include the Pennsylvania Inspired Leadership Program, the Secretary’s Superintendents’ Academies, collaboration in a multi-state partnership to develop a master principal certif ication, and a network of principal mentors. Promoting Postsecondary Education Access and Success. Recognizing that the majority of jobs in Pennsylvania will require some f orm of postsecondary education or training in the next decade, 2 the Department is also f ocused on promoting college access and completion initiatives. In November 2016, the Pennsylvania State Board of Education adopted Pennsylvania’s f irst statewide postsecondary attainment goal: 60 percent of Pennsylvanians with a postsecondary degree or credential by 2025. PDE is working with national and state partners to promote promising practices around improving access through postsecondary guidance and increased rates of completion of the Free Application f or Student Financial Aid (FAFSA), as well as the “15 to Finish” campaign to support on-time graduation f or students as they move to and through college. Pennsylvania’s Approach to ESSA This vision f or public education in Pennsylvania inf ormed PDE’s approach to identif ying opportunities under ESSA, engaging stakeholders, and ultimately developing its Consolidated State Plan. Throughout this work, PDE was also guided by the f ollowing goals: Students are engaged, healthy, safe, and prepared to succeed in school, work, and life. • A high-quality early childhood education provides a critical f oundation f or students’ long-term success. • All students deserve equitable access to well-rounded, rigorous, and personalized learning experiences that spark curiosity, build conf idence, and help them prepare f or meaningf ul postsecondary success. • Students need to f eel saf e, respected, and have their social-emotional needs met so they can learn and grow. • Recognizing that the overwhelming majority of jobs in the commonwealth will require some f orm of postsecondary education or training in the coming decade, Pennsylvania’s students need adequate supports to promote early access to college-level coursework and opportunities to earn valuable postsecondary credentials. Every school should have diverse, well-supported, and effective educators. • Great schools need great teachers and leaders, and research clearly demonstrates that ef f ective educators are the most important in-school f actor on student achievement. 3 • All schools deserve ef f ective teachers and school leaders, including those that are historically challenging to staf f , such as rural and urban schools, and schools with high concentrations of at-risk and marginalized students. This guiding principle also holds f or specif ic certification and content areas, such as special education and English as a Second Language (ESL). • Educator preparation, induction, and prof essional development programs should emphasize ongoing, continuous improvement as well as cultural competency and promoting equity to ensure that all students are able to learn in a saf e and supportive environment. Center for Education and the Workforce, Georgetown University McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain, 2000; Rowan, Correnti, & Miller, 2002; Wright, Horn, & Sanders, 1997. 2 3 4 • Educators who bring diverse backgrounds, perspectives, skills, and experiences to their work are better able to support and serve students and communities. Schools are an integral part of communities. • Students’ experiences – or needs – do not begin and end at the schoolhouse door. • Communities play an important role in ensuring students and f amilies are connected to the services, resources, and supports they need to succeed in the classroom and beyond. • State policy and resources should support evidence-based initiatives that bring together school and community resources to meet the needs of the whole child and address nonacademic barriers to academic achievement, such as the community schools model. Underpinning these goals are several underlying values, including: advancing equity and success f or all students throughout the pre-K through 12 and postsecondary continuum; maintaining local control and f lexibility; investing in evidence-based strategies; and promoting transparency and meaningf ul engagement. • Advancing Equity in the Pre-K to Postsecondary Continuum. First and f oremost, Pennsylvania’s ef f orts are inf ormed by a commitment to equity, including the understanding, that in providing opportunity and resources to all students, some schools need more resources than others. 4 This commitment is advanced by Pennsylvania’s new school f unding f ormula that accounts f or student-and district-level characteristics – such as mobility, poverty, and tax ef f ort – in distributing new basic education f unding. In its Consolidated State Plan, Pennsylvania has committed to ensuring that state and f ederal resources are directed to those schools with the greatest needs, including ensuring adequate attention to f unding and resource gaps through a comprehensive needs assessment, publicly-available data reporting, and periodic resource review. • Maintaining Local Control and Flexibility. Pennsylvania is a local control state, and PDE’s Consolidated State Plan recognizes that the f ederal law provides greater autonomy and f lexibility at both the state and local levels. As such, PDE prioritized strategies that promote f lexibility for LEAs and ensure that decisions about how to use f ederal f unds are driven f irst and f oremost by students’ needs, determined within a local context as appropriate. • Investing in Evidence-based Strategies. ESSA places signif icant emphasis on evidence-based interventions and strategies, and requires that states, LEAs, and relevant partners identif y activities, strategies, or interventions that demonstrate statistically signif icant ef fects on improving academic and other relevant outcomes. 5 PDE believes that decisions and initiatives that impact students, educators, and communities should be rooted in rigorous research and evidence, and aligned to Pennsylvania’s academic standards. • Promoting Transparency and Meaningful Engagement. In an ef f ort to promote transparency and “Government That Works,” 6 PDE has engaged regularly with stakeholders to solicit f eedback on how to improve pre-K to postsecondary education in the commonwealth. Since January 2015, PDE has engaged thousands of educators, parents, advocates, and leaders across the commonwealth to discuss the f uture of Pennsylvania’s education system. During these discussions, a common theme was repeated again and again: education is key to ensuring a vibrant f uture not only f or our students, but f or the commonwealth as a whole. In addition, PDE is committed to Blair Mann, “Equity and Equality Are Not Equal,” The Education Trust, March 12, 2014, https://edtrust.org/the-equity-line/equity-and-equalityare-not-equal/ 5 ESSA prescribes four levels of evidence for use in interventions: strong evidence, moderate evidence, promising evidence, or demonstrates a rationale. See Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments, U.S. Department of Education, September 16, 2016, https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf. 6 “Government That Works” is one of the “three simple goals” that are the hallmark of Governor Tom Wolf’s administration: Government That Works, Schools That Teach and Jobs That Pay. 4 5 f ully meeting ESSA’s requirements related to data reporting, including new provisions to elevate and crosstabulate student subgroups and provide inf ormation regarding resources at both the LEA- and school buildinglevels. The Department remains committed to meaningf ul engagement with stakeholders as Pennsylvania moves f orward with ESSA implementation, including areas of accountability, interventions, and supports. Pennsylvania’s ESSA Consolidated State Plan confirms these commitments and provides a roadmap for public education in the commonwealth to serve today’s students – and tomorrow’s. The plan also acknowledges that the commonwealth needs to make signif icant progress in addressing achievement and equity gaps. While Pennsylvania students have historically scored signif icantly above the national average in nationwide measures of student achievement, signif icant achievement gaps remain between low-income students and students of color and their white peers. Similar gaps are evident with respect to high school graduation rate. Across the commonwealth, nine in 10 white students graduated high school in f our years, compared with only seven in 10 Af rican American and Latino students. 7 In addition, more than 13,000 students were enrolled in 51 high schools that graduated f ewer than two-thirds of their students in 2014-15, with these high schools disproportionately serving students of color and those living in poverty. 8 Pennsylvania’s ESSA Consolidated State Plan is a critical part of PDE’s strategy to address these gaps, and to live up to the commonwealth’s f ounding principles of opportunity for all. 7 8 PA Department of Education, Cohort Graduation Rate, 2014-15 data. Calculated using 2014-15 Pennsylvania four-year cohort graduation data. 6 Section 1: Long-Term Goals Instructions: Each SEA must provide baseline data (i.e., starting point data), measurements of interim progress, and long-term goals f or academic achievement, graduation rates, and English language prof iciency. For each goal, the SEA must describe how it established its long-term goals, including its State-determined timeline f or attaining such goals, consistent with the requirements in section 1111(c)(2) of the ESEA. Each SEA must provide goals and measurements of interim progress f or the all-students group and separately f or each subgroup of students, consistent with the State's minimum number of students. In the tables below, identif y the baseline (data and year) and long-term goal (data and year). If the tables do not accommodate this inf ormation, an SEA may create a new table or text box(es) within this template. Each SEA must include measurements of interim progress f or academic achievement, graduation rates, and English language prof iciency in Appendix A. A. Academic Achievement. i. Description. Describe how the SEA established its ambitious long-term goals and measurements of interim progress f or improved academic achievement, including how the SEA established its Statedetermined timeline f or attaining such goals. In establishing long-term goals as required by ESSA, Pennsylvania reaf f irms its commitment to f ully closing achievement gaps over time through research-based policy initiatives and equitable resourcing. The Department believes that each student – regardless of race, economic circumstance, ability, or zip code – should be educated to the same high standards of achievement. As underscored by the Future Ready PA Index, this commitment extends beyond core subjects to include the learning conditions necessary f or every student to realize a rigorous, well-rounded education. The Department will use a variety of measures to accurately and meaningf ully demonstrate progress and outcomes toward this objective. With respect to long-term goals f or academic achievement in English language arts and mathematics, Pennsylvania aims to reduce, by half , the statewide percentage of non-prof icient students on state assessments by the end of the 2032-33 school year. This timeline will allow academic planning and programming to support a cohort of students across the f ull span of their public education experience, f rom kindergarten through grade 12. Pennsylvania believes this timeline f osters a sense of urgency around the lif e prospects of its young people, while providing suf ficient opportunity to reach ambitious goals. Pennsylvania’s long-term goals apply to all public schools and to each student group. Interim goals were established by dividing 2033 numeric goals by 16, representing the number of years f rom 2017-18 to 2032-33. Goal design was constructed through consultation with the state’s Technical Advisory Committee, a 21-member stakeholder workgroup, and other education leaders and advocates. Achievement goals are ambitious in the context of statewide assessment results since ESSA’s 2015 passage. Further, the goals are achievable based on Pennsylvania’s interventions and supports. Consistent with its approach to other elements in the Consolidated State Plan, Pennsylvania’s establishment of longterm goals was inf ormed by analyses of historical, aggregate level achievement and graduation rate data. These baseline data necessarily yield dif ferent long-term goals f or different student groups; however, student groups with lower baseline perf ormance will be expected to achieve at a f aster rate. While the Department considered setting a unif orm, aspirational goal f or all student groups and schools, such an approach risks minimizing the cumulative impact of 7 decades of systemic inequity in the nation’s public education system. In addition, this approach would likely impose additional mandates even in cases where schools make signif icant and sustained year over year improvement. Through rigorous, common assessments and consistent perf ormance levels, Pennsylvania’s accountability system sets high standards and expectations f or each child. The Consolidated State Plan provides Pennsylvania with an important opportunity to align this system of accountability with a broader set of strategies and resources to close – and ultimately, eliminate – historic achievement gaps among student groups. ii. Provide the baseline and long-term goals in the table below. Table 1.1: Academic Achievement Baseline and Long-Term Goals 9 The table below shows combined goals for all Pennsylvania assessments: PSSA, Keystone Exams, and PASA. Student Group English Language Arts: Baseline Data 2015 Percent Proficient/Advanced English Language Arts: Long-Term Goal 2033 Percent Proficient/Advanced Mathematics: Baseline Data 2015 Percent Proficient/Advanced Mathematics: Long-Term Goal 2033 Percent Proficient/Advanced All Students 61.6 80.8 43.2 71.6 White 69.4 84.7 50.5 75.3 African-American/Black 35.9 68.0 17.1 58.6 Hispanic 40.0 70.0 22.7 61.4 Asian (not Hispanic) 77.9 89.0 68.4 84.2 55.3 77.7 35.0 67.5 55.0 77.5 35.2 67.6 70.0 85.0 50.2 75.1 25.3 62.7 17.2 58.6 English Learners 11.7 55.9 9.3 54.7 Economically Disadvantaged 43.9 72.0 25.7 62.9 American Indian or Alaskan Native Multi-Racial (not Hispanic) Hawaiian Native/ Pacific Islander Students with Disabilities 9 For each student group, the long-term goal is derived from: (100 percent - baseline percentage)/2 + baseline. 8 B. Graduation Rate. Description. Describe how the SEA established its ambitious long-term goals and measurements of interim progress f or improved f our-year adjusted cohort graduation rates, including how the SEA established its State-determined timeline f or attaining such goals. i. Consistent with the achievement goals outlined above, Pennsylvania aims to reduce, by half , the statewide percentage of non-graduating students as measured by both the f our- and f ive-year adjusted cohort graduation rates (ACGR) by the end of the 2032-33 school year. This timeline will allow supports to f ollow a cohort of students across the f ull span of their public education experience. Pennsylvania believes this timeline promotes an appropriate sense of urgency, while providing suf ficient opportunity to reach ambitious goals. Pennsylvania’s graduation rate goals are ambitious in the context of analyses of national, state, student group, LEA, and school level data. For the 2016-17 cohort, which reached the f our-year graduation mark in 2019-20, Pennsylvania’s f ouryear ACGR (87.4 percent) f ell at the approximate mid-point nationally, 10 while the long-term goals would increase Pennsylvania’s f our-year ACGR to a nation-leading 92.4 percent. The goals are also achievable considering the approximately 4.2 percent increase in the state’s f our-year ACGR between 2010-11 and 2015-16. 11 Provide the baseline and long-term goals f or the four-year adjusted cohort graduation rate in the table below. ii. Table 1.2: Four-Year Adjusted Cohort Graduation Rate Baseline and Long-Term Goal 12 Baseline (Data and Year) 2014-15 Long-Term Goal (Data and Year) 2032-33 All Students 84.8 92.4 White 89.3 94.7 African-American/Black 71.8 85.9 Hispanic 69.5 84.8 Asian (not Hispanic) 90.7 95.3 American Indian or Alaskan Native 76.2 88.1 Multi-Racial (not Hispanic) 76.4 88.2 Hawaiian Native/Pacific Islander 90.7 95.3 Students with Disabilities 71.5 85.8 English Learners 62.6 81.3 Economically Disadvantaged Students 75.9 88.0 Student Group NCES Digest of Education Statistics (the five-year rate for this cohort is not available through NCES). PA Department of Education, Pennsylvania Cohort Graduation Rate. 12 For each student group, the long-term goal is derived from: (100 percent - baseline percentage)/2 + baseline. 10 11 9 iii. If applicable, provide the baseline and long-term goals f or each extended-year cohort graduation rate(s) and describe how the SEA established its ambitious long-term goals and measurements f or such an extended-year rate or rates that are more rigorous as compared to the long-term goals and measurements of interim progress than the f our-year adjusted cohort rate, including how the SEA established its State-determined timeline f or attaining such goals. Pennsylvania’s goal-setting process, timeline f or achieving long-term goals, and interim goal design are consistent f or both the f our- and f ive-year ACGRs. Building on a baseline of 87.1 percent, Pennsylvania will improve its f ive-year ACGR to 93.5 percent – a more rigorous goal than the 2033 f our-year rate of 92.4 percent, and a more than 12 percent increase over the most recent, nationally-reported f our-year ACGR (83 percent). 13 Pennsylvania will report both f our- and f ive-year graduation rates and combine the two rates f or purposes of annual meaningf ul dif f erentiation determinations. This approach underscores the state’s belief that accountability decisions should consider the f ull ef f orts of a high school – including ef f orts to serve older, under-credited, and traditionally underserved students. Further, this approach accounts f or the need to provide at least one additional year of instruction as appropriate f or English Learners or students with IEPs. Pennsylvania believes – and stakeholder f eedback reinf orces – that an extended year cohort graduation rate is an established and rigorous approach to measuring outcomes f or students who need extra time to achieve readiness f or postsecondary success. Table 1.3: Five-Year Adjusted Cohort Graduation Rate Baseline and Long-Term Goal 14 Baseline (Data and Year) 2014-15 Long-Term Goal (Data and Year) 2032-33 All Students 87.1 93.5 White 90.7 95.3 African-American/Black 76.5 88.2 Hispanic 74.2 87.1 Asian (not Hispanic) 92.1 96.1 American Indian or Alaskan Native 83.7 91.9 Multi-Racial (not Hispanic) 80.9 90.4 Hawaiian Native/Pacific Islander 84.2 96.4 15 Students with Disabilities 75.7 87.9 English Learners 69.4 84.7 Economically Disadvantaged Students 79.7 89.9 Student Group NCES, Public High School ACGR For each student group, the long-term goal is derived from: (100 percent - baseline percentage)/2 + baseline. 15 Long-term goal and interim targets for the Hawaiian Native/Pacific Islander student group have been adjusted to account for population size and associated volatility. The 2014-15 five-year cohort was 80 students, 17 fewer than the 2014-15 four-year cohort. This 21 percent population shift contributed to a lower five-year baseline and corresponding goal than the four-year baseline and goal. To ensure a sufficiently rigorous target for Hawaiian Native/Pacific Islander students, Pennsylvania added 1.1 percentage points—the value associated with the increase in the four- to five-year ACGR at the All-Student group—to the four-year goal for the student group; this results in a revised five-year goal of 96.4 percent. Pennsylvania calculates the extended year ACGR in a manner consistent with Section 8101(23) of the ESEA. 13 14 10 English Language Prof iciency. iv. Description. Describe the State’s unif orm procedure, applied consistently to all English Learners in the State, to establish research-based student-level targets on which the goals and measurements of interim progress are based. The description must include: 1. 2. 3. How the State considers a student’s English language prof iciency level at the time of identif ication and, if applicable, any other student characteristics that the State takes into account (i.e., time in language instruction programs, grade level, age, Native language prof iciency level, or limited or interrupted f ormal education, if any). The applicable timelines over which English Learners sharing particular characteristics would be expected to attain ELP within a State-determined maximum number of years and a rationale f or that State-determined maximum number of years and a rationale f or that State-determined maximum. How the student-level targets expect all English Learners to make annual progress toward attaining English language prof iciency within the applicable timelines. Pennsylvania is a member of the WIDA Consortium, which includes 40 states, territories, and f ederal agencies and more than 200 international schools. Based at the University of Wisconsin-Madison, the consortium produces the English Language Development Standards (ELDS) and an annual English language prof iciency assessment, the ACCESS f or ELLs 2.0, which serves as Pennsylvania’s English language prof iciency assessment. In addition to maintaining the standards and assessment f ramework, the Wisconsin Center f or Education Research (WCER), the research arm of the WIDA Consortium, conducts studies on behalf of member states and provides inf ormation and guidance on a wide range of topics related to English language instruction, assessment, accountability, program design, and data analysis. Pennsylvania consulted extensively with WCER, along with other technical and stakeholder groups, during the development of the English language components of its Consolidated State Plan. Pennsylvania’s engagement with WIDA extends beyond K-12 to include the Of f ice of Child Development and Early Learning (OCDEL), which recently adopted WIDA Early Years to develop resources f or providers working with Dual Language Learners (DLL). 16 As Pennsylvania recognizes t