Priorities

We Believe:

Access to a quality and stable education should not be determined by the neighborhood where a child is raised. Ensuring each and every student has access to great teachers and a great education happens when our state provides and supports: fair and targeted funding based on student need, robust talent pipelines with meaningful compensation, and appropriate data systems and school improvement strategies.

 

What This Looks Like:

  • All students have equitable access to effective teachers, and talent pipelines and programs focus on attracting and retaining highly effective educators

  • All chronically underperforming schools get additional district- and state- level support

  • Every student has access, including early opportunities, to multiple career and college pathways of their choosing and enters those postsecondary pathways ready

  • Districts implement policy that results in ensuring students have equitable access to effective teachers

  • Educators and parents have access to school-level academic and financial information to identify best practices and areas for additional district- or state-level support

  • Every student who needs additional academic support gets it

  • Every student who needs additional non-academic support gets it

  • Specific state-provided assistance for students living in poverty and schools with high concentrations of poverty

 

Funding and Policy Changes Necessary to Achieve This:

Note: bolded policy changes below are coalition priorities

Funding and Fairness - generating funding based on student need

  1. Funding allocation model
    • Allocate state funding on a per-pupil, student-centered model
    • Remove the staff mix factor from allocation formulas
  2. Educational enhancements
    • Increase funding for all 4 existing enhancement/categorical areas (LAP, TBIP, HCP, SPED) and ensure funding allocated for these purposes is used for the intended students
    • Ensure that all foster students, homeless youth, and students in poverty and receive additional funding
      • Expand LAP eligibility to include all students living in poverty OR create a poverty enhancement for all students living in poverty
      • Create a poverty enhancement for schools with high concentrations of students living in poverty
      • Create an enhancement for foster and homeless youth
    • Future increases in enhancements should automatically scale by a proportional factor as base funding increases
  3. Process and Feedback
    • Track state funding at a school-level and link to a district strategic plan
    • Require community input in the development of school budgets
    • Require an annual report examining spending patterns and academic outcomes within categorical programs disaggregated by district
    • Provide additional guidance and supports to districts that are found to be struggling to serve students in categorical programs

 

Student Supports - prioritizing additional resources to support students in their academic, non-academic, and social-emotional growth

  1. Access to staff with the skills to support the whole child, including paraeducators, counselors, and nurses
    • Provide professional development to all staff in culturally responsive pedagogy, trauma-informed instruction, social emotional learning, and other student support best practices
    • Ensure students have regular access to support staff, such as nurses and counselors, through district staffing or partnerships with community-based organizations
    • Provide support and professional development in academic/instructional best practices for paraeducators, teachers, and school staff
  2. Increase access to engaging coursework and programming
    • Increase funding and access to CTE, Dual Credit, International Baccalaureate, Advanced Placement, dropout prevention programs and other career readiness programing
  3. State facilitation and guidance of district and school level integration of student services
    • Partnering with community based organizations to provide academic and non-academic supports
    • Partnering with other public agencies that provide supports and services, such as health, food assistance and housing
  4. Increase funding and access to high quality Expanded Learning Opportunities

 

Compensation - rewarding talented educators

  1. Provide monetary and non-monetary supports to attract and retain teachers in hard-to-staff schools
    • Require salary enhancements for teachers in hard-to-staff subjects, schools, and geographic areas;
    • Provide additional professional supports (including professional development opportunities tailored to instructional needs) for principals, teachers, and paraeducators
    • Expand the BEST mentoring program for new teachers to cover all beginning teachers, expand the length of the BEST program from one to two years, and develop and fund a principal mentoring program
    • Encourage districts to provide hard-to-staff schools scheduling andcurricular flexibility, and ability to expand school days and school years to better meet student needs
  2. Eliminate the state salary allocation model, but require each district to createtheir own and direct OSPI to create a model
    • Limit uniform salary enhancements districts can provide based solely on advanced degrees or credit accrual, unless relevant to an educator’s position
    • Increase minimum beginning teacher salary to $48,000 a year
    • Require salary enhancements for teachers with endorsements in specialized instructional areas, such as SPED and TBIP teachers teaching in their endorsement area

 

Accountability and Transparency - reporting academic and financial data and identifying performance

  1. Funding and spending transparency by school and district a. Data is on district website and easily understandable
  2. School improvement strategies that are progressively implemented based on school need and length of time the school has been chronically underperforming
    • Tiered intervention and resources with more schools addressed within 3 years of being identified as chronically underperforming, in addition to the current RAD process
    • Supports should be gradually reduced (rather than abruptly cut) as schools demonstrate strong academic gains in growth and proficiency
  3. In addition to comprehensive support schools, identify schools for improvement strategies based on whole and categorical outcomes, including state/federal Achievement Index performance and other indicators of the opportunity and achievement gap
  4. Invest in cultivating strong leadership and talent pipelines that specialize in school improvement strategies
  5. School-level report card on school website

 

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