2014–15 - Office of Superintendent of Public …



LAP Growth Data2014–15Authorizing legislation: RCW: 28A.165.100 ()Robin G. Munson, Ph.D.Assistant Superintendent of Assessment & Student InformationGayle PauleyAssistant Superintendent of Special Programs & Federal Accountability Prepared by:Deb Came, Ph.D., Director of Student Information deb.came@k12.wa.us | 360-725-6356Jordyn Green, Data Analyst jordyn.green@k12.wa.us | 360-725-6317TABLE OF CONTENTSExecutive Summary1Introduction4Academic Growth5Practices, Activities, and Programs9Data Reporting10Future Directions11AppendicesAppendix A: Learning Assistance Program Summary13Appendix B: Learning Assistance Program Enrollment18Appendix C: Identification of LAP Eligibility & Progress Monitoring24Appendix D: Amount of Academic Growth26Appendix E: Acceleration of Growth32Appendix F: Met Learning Goal37Appendix G: LAP Allowable Services42Appendix H: Graduation Assistance52Appendix I: Reducing Disruptive Behaviors54List of TablesTable 1: LAP Enrollment by Student Group4Table 2: LAP Enrollment by Program18Table 3: LAP Enrollment by Grade Level19Table 4: LAP Enrollment by Program & Grade Level20Table 5: LAP Enrollment by Program & Student Group22Table 6: Assessments Used for Identification of LAP Eligibility24Table 7: Assessments Used for Progress Monitoring 25Table 8: Amount of Academic Growth26Table 9: Average Amount of Academic Growth by Program & Grade Level28Table 10: Average Amount of Academic Growth by Program & Student Group30Table 11: Average Length of Enrollment in Months by Program32Table 12: Average Length of Enrollment in Months by Student Group32Table 13: Acceleration of Growth by Program33Table 14: Acceleration of Growth by Grade Level34Table 15: Acceleration of Growth by Student Group35Table 16: Students who Met Learning Goal by Program 37Table 17: Students who Met Learning Goal by Grade Level38Table 18: Students who Met Learning Goal by Student Group39Table 19: Academic Growth by Program & Grade Level for Students who Met Learning Goal40Table 20: Academic Growth by Program & Student Group for Students who Met Learning Goal41Table 21: Frequency of Tutoring Services43Table 22: Average Academic Growth & Acceleration of Growth for Tutoring Services44Table 23: Frequency of Extended Learning Time Services46Table 24: Academic Growth & Acceleration of Growth for Extended Learning Time Services47Table 25: Frequency of Tutoring & Extended Learning Time Service Combinations49Table 26: Frequency of Professional Development Formats50Table 27: Frequency of Family/Community Engagement Formats51Table 28: Graduation Assistance Enrollment by Grade Level & Student Group52Table 29: Frequency of Graduation Assistance Formats53Table 30: Frequency of Students Receiving Behavioral Supports by Program54Table 31: Frequency of Students Receiving Behavioral Supports by Grade Level55Table 32: Frequency of Students Receiving Behavioral Supports by Student Group55List of FiguresFigure 1: 2014–15 Implementation of the K–4 Focus12Figure 2: LAP Enrollment by Program18Figure 3: LAP Enrollment by Grade Level19Figure 4: LAP Enrollment by Program & Grade Level20Figure 5: LAP Enrollment by Student Group21Figure 6: LAP Enrollment by Program & Student Group23Figure 7: Amount of Academic Growth 27Figure 8: Average Amount of Academic Growth by Program & Grade Level29Figure 9: Average Amount of Academic Growth by Program & Student Group31Figure 10: Acceleration of Growth by Program33Figure 11: Acceleration of Growth by Grade Level34Figure 12: Acceleration of Growth by Student Group36Figure 13: Students who Met Learning Goal by Program37Figure 14: Students who Met Learning Goal by Grade Level38Figure 15: Students who Met Learning Goal by Student Group39Figure 16: Tutoring: Frequency of Students Meeting Learning Goals 45Figure 17: Extended Learning Time Services: Frequency of Students Meeting Learning Goals48Executive SummaryThe Learning Assistance Program (LAP) is a supplemental services program that assists underachieving students and aims to reduce disruptive behaviors in the classroom. LAP programs serve eligible students who need academic support for English language arts and mathematics, or who need to develop the readiness skills to successfully learn these core content areas. LAP also serves students who need behavioral support in order to reduce disruptive behaviors in the classroom. Five percent of LAP funds may be used for “Readiness to Learn” services, which include the development of partnerships with external organizations to provide academic and non-academic supports for students and their families. Lastly, LAP provides graduation assistance services to students who are not on track to meet state or local graduation requirements. These supports are intended to reduce barriers to learning, increase student engagement, and improve readiness to learn.30194255810252014–15 LAP Data280 participating districts1,537 participating schools141,502 participating studentsTotal program funding: $215,308,644*Average per pupil funding: $1,521.59Number of students with a year of academic growth: 52,796Number of students who met their learning goal: 64,244Average months of academic growth: 8.11Average acceleration of growth: 1.34 months for every month in program*Preliminary numbers as of November 2015.002014–15 LAP Data280 participating districts1,537 participating schools141,502 participating studentsTotal program funding: $215,308,644*Average per pupil funding: $1,521.59Number of students with a year of academic growth: 52,796Number of students who met their learning goal: 64,244Average months of academic growth: 8.11Average acceleration of growth: 1.34 months for every month in program*Preliminary numbers as of November 2015.The 2013 Washington State Legislature also expanded districts’ annual data reporting for LAP. This includes the amount of academic growth gained by participating students, the number of students who gain at least one year of academic growth, and entrance and exit performance data for participating students. Districts must also report the services used to support LAP students to demonstrate which are most effective. Under the guidelines provided in RCW 28A.165.100, the Office of Superintendent of Public Instruction (OSPI) produces an annual report to the Legislature summarizing the findings from the prior school year. This report is a synthesis of the district data and reports annual gains for specific LAP practices. These data are disaggregated by student group and grade level. For the 2014–15 school year, OSPI collected data to address these questions: How much academic growth is gained by students participating in LAP?How many students gained at least one year of academic growth?What services are associated with the highest rate of growth?During the 2014–15 school year, 141,502 students received LAP services—13.2 percent of the statewide student population. Over 34 percent (52,796) of LAP enrollments resulted in one year of academic growth or more. On average, students achieved 8.11 months of academic growth; however, it is important to note that 55.7 percent of students were enrolled in LAP for 8 months or fewer. Additionally, the results indicated that, on average, students in LAP experienced an average of 1.34 months of growth for every month of program enrollment.In addition to reporting entrance and exit performance data and academic growth, districts were asked to indicate whether students met their learning goals. The percentage of students who met their learning goal during the 2014–15 school year, by LAP content area are:Readiness (47.0 %)Reading (40.2%)Math (33.7%)Language arts (32.4%)Districts were required to report on the following data elements for each student enrolled in LAP:Assessment used for identification of LAP eligibilityAmount of academic growth*Assessment used for progress monitoring*Beginning score*Date of beginning score*End Score*Date of end score*Extended learning time serviceTutoring serviceMet learning goal and eligible to exit programStudent received behavioral support with LAP fundsAn asterisk (*) indicates if the element was previously collected during the 2013–14 school year.Districts reported assessments used to monitor student progress (and used for the conversion to amount of academic growth). Additionally, districts reported the student’s pre-test and post-test scale scores. The statistical properties of scale scores can be used for future longitudinal tracking of students’ progress. The collection of a single growth measure for LAP presents unique challenges. First, growth can occur across multiple skill sets within one content area. Second, school districts measure student progress using different assessments with varying scales and precision. Third, the length of time in LAP is determined by the individual needs of each student. In many cases, a student is enrolled in LAP for less than one year, complicating the demonstration of growth due to his or her length of time in the program.To establish some comparability of growth across school districts, OSPI defined “one year of academic growth” as 10 months. OSPI did not provide further guidance, allowing districts the opportunity to evaluate their LAP eligibility requirements and determine how a year’s worth of growth is achieved within their district. Districts converted data from a variety of growth measures into one standard (months). As a result, there is variability in the methods districts used to convert to months of growth. Please use caution when drawing conclusions from these data. IntroductionThe 2013 Washington State Legislature enacted legislation (RCW 28A.165.100) requiring additional data reporting for LAP. Under the guidelines provided in RCW 28A.165.100, the Office of Superintendent of Public Instruction (OSPI) produces an annual report to the Legislature summarizing the findings from the prior school year. This report is a synthesis of the district data, and reports annual gains for specific LAP practices. These data are disaggregated by student group.For the 2014–15 school year, districts reported annual entrance and exit performance data for each participating student as well as the services provided to the student. Based on the new collection requirements and information gleaned from supplemental data collected during the 2013–14 school year, the LAP data collection was expanded to collect assessment and intervention data. As such, this 2015 Report includes more robust programmatic and student growth details than provided in the 2014 Report to the Legislature.To learn more about the purpose, funding, eligibility, and allowable services of the Learning Assistance Program, please refer to Appendix A: Learning Assistance Program Summary.Table 1: LAP Enrollment by Student GroupStudent GroupStudents in LAPStatewide Enrollment% of State in LAPAll Students141,502A 1,075,10713.2Male74,667554,16813.5Female66,835520,93912.8American Indian/Alaska Native3,49516,22121.6Asian5,93577,4217.7Black/African American7,83348,24816.2Hispanic/Latino52,482233,61622.5White60,633612,6259.9Native Hawaiian/Pacific Islander1,90510,68017.82 or more9,21876,27412.1Special Education21,637B 143,30415.1Limited English23,418111,32521.0Low Income100,140482,02420.8Homeless5,93237,15116.0Foster Care1,6138,61218.7Migrant7,17719,90936.1504 Plan3,42428,93711.8A. October 2014 student enrollment count.B. May 2015 student enrollment count.Program EnrollmentDuring the 2014–15 school year, 141,502 students received LAP services, which is 13.2 percent of the statewide student population.For additional information about program enrollment, please refer to Appendix B: Learning Assistance Program Enrollment.Academic GrowthBased on the need to report growth in a standardized way, OSPI elected to collect “amount of academic growth” in months of a school year. In other words, OSPI defined “one year of academic growth” as 10 months. School districts in Washington may use any number of multiple measures to monitor progress of LAP students. OSPI required districts to develop a standard process to convert their assessment metric to months of academic growth. Essentially, to meet the reporting requirements, districts needed to “normalize” their measures of student progress. Normalization enables more meaningful comparison of variables with unique scales that would not be comparable otherwise. The notion of “months of growth” has been used to summarize the student growth achieved during enrollment in LAP.There are significant challenges associated with collecting and reporting a single growth measurement for students enrolled in LAP. “Growth” can occur in multiple ways, even within one content area. For example, reading involves of a number of skill sets, including phonemic awareness, phonics, vocabulary, and comprehension. A student may exhibit growth in only one skill—or all of them, and these skills shift in importance as students progress through school. Aside from deciding to collect growth in terms of months in a school year, OSPI refrained from further defining academic growth to provide districts with the opportunity to evaluate their LAP eligibility requirements and determine how a year’s worth of growth is achieved within their district. Because districts monitor student progress using a variety of assessments, establishing a standard definition of growth to apply across all the assessments may have resulted in misapplication of the intent of the assessments.For additional information on student progress monitoring, please refer to Appendix C: Identification of LAP Eligibility & Progress Monitoring.Amount of Academic Growth When reporting and interpreting the data about months of academic growth, it is important to recognize limitations. First, the length of time a student is enrolled in LAP is determined by the unique needs of the child. This means not every student is enrolled in the program for an entire school year. Some students need to achieve less than 10 months of academic growth to “catch up,” and some need more. Therefore, comparing the amount of academic growth gained by each student does not represent the amount of growth a student needed when he or she entered the program. This limits our ability to derive insight into the success of the program using “amount of academic growth’.With those caveats, the results reveal that 34.1 percent of LAP enrollments (52,796) achieved one year of academic growth or more. On average, students achieved 8.11 months of academic growth; however, it is important to note that 55.7 percent of students were enrolled in LAP for 8 months or fewer. Average amount of academic growth (in months), by LAP content area:Readiness* (9.38 months)Reading (8.49 months)Language arts (7.28 months)Math (7.14 months)*LAP Readiness provides pre-literacy (i.e., an understanding of the basic rules of grammar, print concepts, letter recognition, & rhyming); pre-numeracy (i.e., number recognition, 2-dimensional shape recognition); classroom preparedness interventions.Elementary students demonstrated the highest average growth. The amount of growth gradually declined through middle school, and was at its lowest during high school. There is a positive associate between length of enrollment and student growth; however, Average amount of academic growth (in months), by grade band:Elementary school (7.55 to 8.97 months)Middle school (6.87 to 8.14 months)High school (5.28 to 7.11 months)Average amount of academic growth (in months), by race:White (8.86 months)Two or more races (8.28 months)Hispanic/Latino (7.64 months) Asian (7.38 months)American Indian/Alaska Native (7.19 months) Black/African American students (7.03 months)Native Hawaiian/Pacific Islander (6.09 months)Certain student groups (e.g., migrant students, bilingual students, students eligible for free and reduced-price lunch, homeless students, and students enrolled in special education) demonstrated slightly below average growth.For additional information about amount of academic growth, please refer to Appendix D: Amount of Academic Growth.Length of EnrollmentOn average, students were enrolled in LAP for 7.4 months with the shortest average enrollments occurring in the early grades and the average length gradually increasing through middle school into high school. The increase in length in enrollment could be attributed to the nature of interventions given at different grade bands. For example, in middle school and high school, interventions often occur during class periods (e.g., double dosing). This means that a student will likely be receiving an intervention across the span of a quarter, semester, or school year without being transitioned out of services. Contrarily, elementary interventions often focus on tutoring through push-in (e.g., paraeducator working with identified LAP students in the classroom) and pull-out models (e.g., interventionist works with small groups of LAP-identified students intermittently throughout the day). Thus, interventions are not constrained to a class schedule, which means that students can transition in and out of services based on the immediate need of the student rather than the system schedule.For additional information on average length of enrollment, please see Appendix E: Acceleration of Growth.Acceleration of Academic Growth In an effort to address the nuances surrounding the length of enrollment in LAP and associated amount of growth, OSPI calculated a ratio of students’ growth (in months) relative to the length of the student’s enrollment in the program to determine whether the student demonstrated proportional growth. For example, if a student demonstrated 5 months of growth and was enrolled in the program for 5 months, then that student experienced proportional growth (i.e., 5/5=1; a score of 1 indicates proportional growth). Similarly, if a student demonstrated 4 months of growth during 3 months of LAP participation, the student had higher rate of growth with a ratio of 1.33 (4 months of growth/3 months of program enrollment). One could say this is 1.33 months of growth for every month of LAP enrollment. This variable allows us to determine the rate of acceleration of growth experienced by students enrolled in LAP. The results demonstrated that, on average, students in LAP experienced accelerated growth. More specifically, LAP students experienced an average of 1.34 months of academic growth for every month of program enrollment. Rate of accelerated growth for every month enrolled, by LAP content area:Reading (1.43 months) Readiness (1.2 months)Math (1.16 months)Language arts (1.03 months)Rate of accelerated growth for every month enrolled, by grade band:Elementary school (1.19 to 1.56 months)Middle school (0.97 to 1.01 months)High school (0.8 to 1.02 months)Rate of accelerated growth for every month enrolled, by race:White students (1.53 months)2 or more races (1.44 months)Asian (1.22 months)Hispanic/Latino (1.18 months)American Indian/Alaska Native (1.18 months)Black/African American (1.11 months)Native Hawaiian/Pacific Islanders (1.00 months)Rate of accelerated growth for every month enrolled, by student group:Foster care (1.36 months)Homeless (1.35 months)504 Plan (1.33 months)Low Income (1.26 months)Bilingual (1.25 months)Special Education (1.18 months)Migrant (1.17 months)Percent of students in LAP who experienced proportional or accelerated growth, by LAP content area:Readiness (60.6 percent)Reading (57.4 percent) Language arts (47.4 percent)Math (45.2 percent)For additional information about acceleration of growth, please refer to Appendix E: Acceleration of Growth.Met Learning GoalIn addition to reporting entrance and exit performance data and academic growth, districts were asked to indicate whether students met their learning goal. For a student to meet their learning goal, the district determined he or she no longer needed supplemental education services to meet standard in the general education classroom and that the student was eligible to exit LAP. This indicator provides further insight into the effectiveness of LAP while providing an additional dimension to understand academic growth.The percentage of students who met their learning goal during the 2014–15 school year, by LAP content area:Readiness (47.0 %)Reading (40.2%)Math (33.7%)Language arts (32.4%)The percentage of students who met their learning goal during the 2014–15 school year, by race:White students (52.5%)2 or more races (47.4 %)Hispanic/Latino (41.1%)Asian (40.6%)Native Hawaiian/Pacific Islanders (39.4%)American Indian/Alaska Native (35.2%)Black/African American (31.1%)The percentage of students who met their learning goal during the 2014–15 school year, by student group:504 Plan (50.0%)Foster care (44.4%)Low Income (43.4%)Bilingual (40.6%)Migrant (38.7%)Special Education (37.6%) Homeless (36.5%)For additional information about students who met their learning goal, please refer to Appendix F: Met Learning Goal.Practices, Activities, and ProgramsPart II of ESSB 5946 promotes the use of assessment data to examine the effectiveness of LAP services to determine the most effective and efficient forms of supplemental instruction to assist underachieving students and reduce disruptive behaviors in the classroom. For the 2014–15 school year, data regarding LAP allowable services was collected at the student and school levels. Districts were required to identify students’ tutoring and extended learning time interventions. Schools were required to report on educational professional participation in professional development as well as family/community initiatives funded by LAP. The results showed that 76.1 percent (128,799 records) of LAP students received a tutoring intervention and 17.9 percent (30,245 records) of LAP students received an extended learning time intervention. Further, tutoring interventions delivered by an intervention specialist had higher average reported growth than tutoring interventions delivered by trained teacher, paraeducators, and volunteers.Data ReportingBeginning in the 2014–15 school year, districts were required to report annual entrance and exit performance data for each participating student as well as the services provided to the student. Based on the new collection requirements and information gleaned from supplemental data collected during the 2013–14 school year, the LAP data collection was expanded to collect assessment and intervention data. Districts were required to report on the following data elements for each student enrolled in LAP:Assessment used for identification of LAP eligibilityAmount of academic growth*Assessment used for progress monitoring*Beginning score*Date of beginning score*End Score*Date of end score*Extended learning time serviceTutoring serviceMet learning goal and eligible to exit programStudent received behavioral support with LAP fundsAn asterisk (*) indicates if the element was previously collected during the 2013-14 school year.Additionally, school buildings were required to provide additional data on graduation assistance, professional development, and family and community involvement activities supported by LAP funds.The inclusion of the additional data has provided insight into the identification of eligible students, improved our understanding of district progress monitoring practices, and provided context around the services provided to students at the building level. For additional information on reporting requirements, please refer to Appendix A: Learning Assistance Program Summary.Data CollectionOSPI collected data for this report from two sources:Comprehensive Education Data and Research System (CEDARS): school and district enrollment information (e.g., entrance and exit dates, withdrawal reason, credits earned and attempted, and the number of days present), demographic information (e.g., gender, race/ethnicity, and primary language spoken), and special program enrollment (e.g., special education, and free and reduced-price lunch eligibility).Educational Data System (EDS): assessments, entrance and exit performance data, academic growth, and implemented services.Reporting RatesDistrict reporting rates allow us to determine the amount of missing data, which can affect the quality of the data, the results of the statistical analyses, and the interpretability of the results. During the 2014–15 school year, each of the 280 districts that received LAP funding reported data—this is a 13 percent increase from the 2013–14 school year. Conversely, during the 2013–14 school year, 10.9 percent of the enrollment records were identified as “N/A” (17,157 records). However, during the 2014–15 school year, 15.5 percent (23,967) of records were identified as N/A. More specifically, 12.8 percent (19,828 records) were identified as “No pre-/post-test data,” 0.1 percent (172 records) were identified as “Movement to Special Education,” 0.5 percent (752 records) were identified as “Movement to Title I,” and 2.1 percent (3,215 records) were identified as “Student exited prior to assessing.” The increase in N/A records can be attributed to the increased reporting rate or the increase in the number of students receiving LAP services. OSPI will continue to provide guidance on the collection requirements and support districts in data gathering in an effort to improve reporting of entrance and performance data and academic growth.Improvement of Data QualityDuring the 2014–15 school year, steps were taken to improve both the quality of the data reported in CEDARS and the data collected within EDS. To improve CEDARS data, the EDS application was built to display data that was reported within CEDARS. This allowed LAP staff to identify students who were incorrectly enrolled (e.g., incorrect program, incorrect length of time, or the student never received LAP services). To improve the supplemental data collected in EDS, guidance was developed to support districts in reporting the appropriate data, functionality was created within the application that allowed for district monitoring of data entry, and the application functionality was enhanced to ease the data entry process. Beginning in the 2016–17 school year, OSPI expects to collect all required student-level LAP data via CEDARS.Future DirectionsThe LAP program is partially through implementation of the legislative changes passed in June of 2013. As demonstrated by this report, the data collection process was enhanced significantly between the 2013–14 and 2014–15 school years. Additionally, OSPI anticipates districts to further modify LAP programs in the 2015–16 school year to focus LAP on K–4 literacy and incorporate the three menus of best practice into their service arrays. The 2015–16 school year is the first year districts must meet the provisions of RCW 28A.165.005 (2), which is to “focus first on addressing the needs of students in grades kindergarten through four who are deficient in reading or reading readiness skills to improve reading literacy.” Data in Figure 1 (below) and Table 4 in Appendix B demonstrates that during the 2014–15 school year, statewide 90,474 or 56 percent of students served in the LAP program were engaged activities satisfying the K–4 focus on literacy. OSPI anticipates this number will continue to grow for the 2015–16 school year and will be reflected in the 2016 Student Data Report. The 2015–16 school year is also the first year districts are required to either use the ELA menu of best practices or a district strategy for up to two years. Figure 1: 2014–15 Implementation of K–4 Focus In July 2015, OSPI published the Menus of Best Practice for Math and Reducing Disruptive Behaviors. Districts providing math or behavior services in 2016–17 will be required to use the applicable menu of best practices or a district strategy for up to two years. OSPI anticipates many districts will incorporate or preliminary implement menu practices during the 2015–16 school year.Throughout the 2015–16 school year, OSPI will continue provide technical assistance and outreach to districts and schools on the menus and data collection. Moving forward into 2016–17, OSPI will continue to provide technical assistance and outreach to districts on fidelity of implementation and data gathering. In 2017–18, OSPI intends to shift focus from implementation to ongoing technical assistance, longitudinal analysis, and program monitoring of the effectiveness of LAP strategies used by districts to accelerate student growth. APPENDICESAppendix A: Learning Assistance Program SummaryBackgroundThe Learning Assistance Program (LAP) was created by the Legislature in 1987 to assist underachieving students in reading, writing, and mathematics. Over the past 25 years, LAP has grown to reach 13.2 percent of the statewide, K–12 population (141,502 students).PurposeLAP is a supplemental services program that assists underachieving students and aims to reduce disruptive behaviors in the classroom. LAP programs serve eligible students who need academic support for English language arts and mathematics, or who need to develop the readiness skills to successfully learn these core content areas. LAP also serves students who need behavioral support in order to reduce disruptive behavior in the classroom. Five percent of LAP funds may be used for “Readiness to Learn” services, which include the development of partnerships with external organizations to provide academic and non-academic supports for students and their families. These supports are intended to reduce barriers to learning, increase student engagement, and improve readiness to learn. Lastly, LAP provides graduation assistance services to students not on track to meet state of local graduation requirements.FundingLAP funds are distributed at the district-level and are allocated based on the districtwide percentage of students in grades K–12 who were eligible for free or reduced-price meals (FRPL) in the prior school year.EligibilityLAP funds may be used to provide supplemental intervention and support services to “participating” students. A student is eligible to participate in LAP if they are in kindergarten through 12th grade, and are below standard in reading, writing, or mathematics. Districts determine which students are eligible by using multiple measures of performance, including state assessments, other assessments that are used as indicators of student progress (e.g., MAP, STAR, EasyCBM), by teacher observation or parent referral, or by credits earned/GPA.For additional information on identification of LAP eligibility, please refer to Appendix C.Services During the 2014–15 school year, LAP funds could be used for a variety of practices, including:Extended learning time occurring:Before or after the regular school day;On Saturdays; andBeyond the regular school year.?Services under RCW 28A.320.190, which include:The extended learning opportunities program, which was created for eligible 11th- and 12th- grade students who are not on track to meet local or state graduation requirements, and for 8th-grade students who need additional assistance to have a successful entry into high school.Under the extended learning opportunities program, instructional services for eligible students can occur during the regular school day, evenings, weekends, or at a time and location deemed appropriate by the school district (i.e., the educational service district). Instructional services can include the following:Individual or small group instruction;Instruction in English language arts and/or mathematics to pass all or part of the Washington assessment of student learning;Attendance at a public alternative school or a skill center for specific courses;Inclusion in remediation programs;Language development instruction for English language learners;Online curriculum and instructional support, including programs for credit retrieval or preparatory classes for Washington assessments; andReading improvement specialists to serve 8th, 11th, and 12th grade educators through professional development (in accordance with RCW 28A.415.350). The reading improvement specialist may also provide direct services to eligible students, which includes students enrolled in a 5th year of high school who are still struggling with basic reading skills.Professional development for certificated and classified staff that focuses on:The needs of a diverse student population;Specific literacy and mathematics content as well as instructional strategies; andThe use of student work to guide effective instruction and appropriate assistance.Consultant teachers to assist in implementing effective instructional practices.Tutoring support for participating students.Outreach activities and supports for parents of participating students. This could potentially include employing the parent or the employment of a family engagement coordinator.Finally, up to 5 percent of a district's LAP funding allocation may be used for the development of partnerships with community-based organizations, educational service districts, or other local agencies. The purpose of these partnerships is to deliver academic and nonacademic supports to participating students who are at risk of not being successful in school. The goals of these partnerships are to reduce barriers to learning, increase student engagement, and enhance students' readiness to learn. For additional information on LAP allowable practices, please refer to Appendix E: Identification of LAP Eligibility & Progress Monitoring.Required DataThe LAP student-level data collection was comprised of the following elements:Assessment used for identification of eligible students LAP requires multiple measures of performance to determine student eligibility (RCW 28A.165.015). The assessment identified was the measure that most heavily influenced identification of student eligibility for LAP services.Amount of Academic Growth*Amount of growth guidance:10 months of growth is equivalent to one academic year. Months of growth should reflect growth during the LAP enrollment period only (i.e., if a student is enrolled in LAP for less than 10 months, reported growth should not reflect the student's growth for the full academic year—only the time served in LAP).Growth should be based on the progress monitoring assessments.Options for this field were expanded to 20 months (i.e., 0 months to 20 months or more). If ‘N/A’ was selected, additional assessment information was not required. Rather, users will select from the following list:Student moved to Title 1Student moved to Special EducationNo pre-test No post-test No pre or post test dataStudent exited the school prior to assessingAssessment used for the amount of growth conversion*This is the assessment that was used to monitor student progress (and used for the conversion of academic growth). A pre-test and post-test score should have been available. Beginning Score*Raw scores or scale scores were required.Date of Beginning Score*This was the date that the initial progress monitoring assessment was given. This may or may not be the date that the student entered LAP.End Score*Raw scores or scale scores were required.Date of End Score*This was the date that the final/most recent progress monitoring assessment was given. This may or may not be the date that the student exited LAP.Extended Learning Time Extended learning time includes academic services for students outside of the regular school day or year. For students who received multiple extended learning time interventions, districts were instructed to select the primary intervention.The drop down menu for this field included the following:Before/After school instructionHomework ClubBook ProgramsComputer-Based or Online instructionSaturday ProgramsNo Extended Learning Programs OfferedOtherTutoringTutoring includes any interaction with a trained adult or peer using an intervention program or practice to address students’ academic needs. Tutoring may be implemented through a push-out or push-in model. Tutoring may serve students one-on-one or in small groups. For students who received multiple tutoring interventions, districts were instructed to select the primary intervention.The drop down menu for this field will included the following:One-on-One Adult Tutoring (Intervention Specialist)One-on-One Adult Tutoring (Trained Teacher)One-on-One Adult Tutoring (Paraeducator)One-on-One Adult Tutoring (Volunteer)Group Tutoring with an Adult (Intervention Specialist)Group Tutoring with an Adult (Trained Teacher)Group Tutoring with an Adult (Paraeducator)Group Tutoring with an Adult (Volunteer)Peer Tutoring (Same age)Peer Tutoring (Cross age)No tutoring programs offeredOtherMet Learning Goal and Exited ProgramBased on assessment(s) and/or progress monitoring, it was determined that the student no longer needed supplemental education services to meet standard in the general education classroom.Received Behavioral Support With LAP FundsLAP funds can be used for supplemental behavior intervention and supports for LAP identified students. This will be a separate LAP code beginning in the 2015–16 school year.An asterisk (*) indicates if the element was previously collected during the 2013–14 school year.Appendix B: Learning Assistance Program EnrollmentWhen interpreting the LAP tables, please note that there are 3 separate totals: unduplicated student enrollment, program enrollment, and total LAP enrollments. Unduplicated student enrollment accounts for each student enrolled in LAP once regardless of multiple program enrollments and multiple enrollments in the same program. This count is used when examining total LAP enrollment (141,502 students). Program enrollment accounts for student enrollment in multiple programs, meaning that a student can be counted twice if enrolled in both reading and math. This count is applied when examining enrollment by program (162,489 program enrollments). Total LAP enrollments accounts for multiple enrollment segments across LAP programs, meaning a student will be counted for multiple enrollments within the same program. (This count is used when examining assessment and academic growth data (168,893 enrollment segments).Table 2: LAP Enrollment by ProgramProgramTotal Students in LAP A% of Total LAP EnrollmentEnrollment Records BReading104,02164.0107,884Math46,12928.448,493Language Arts6,2303.86,368Readiness6,1093.86,148A. This is an unduplicated count of students by program; a student will be count twice if enrolled in both reading and math. B. This column accounts for students with multiple enrollments in the same program. For example, one student could be enrolled in LAP reading 2 different times in the school year.024130000Figure 2: LAP Enrollment by ProgramTable 3: LAP Enrollment by Grade LevelGrade LevelStudent Enrollment% of LAP EnrollmentState Enrollment A% of State EnrollmentFull Day K13,2519.451,88825.5Half Day K8,3435.929,31828.51st22,02815.684,11226.22nd 18,79713.384,00722.43rd18,4411381,29122.74th 15,6071179,73719.65th 7,5465.379,7039.56th 7,2855.178,8909.27th 9,0146.478,42411.58th 8,0305.780,41210.09th 6,9014.983,2778.310th 3,4352.482,1364.211th 1,5301.181,0401.912th 1,2940.986,8211.5Total141,502100.01,074,05713.2A. October 2014 student enrollment count.Figure 3: LAP Enrollment by Grade LevelTable 4: LAP Enrollment by Program & Grade LevelGrade LevelReadingMathLanguage ArtsReadinessFull Day K9,7208545823,155Half Day K5,7875052162,2551st19,9433,1085694322nd 17,0183,1723462333rd16,3224,065350--4th 13,2404,183306--5th 5,2573,725168--6th 4,0104,940355--7th 4,5066,240642--8th 3,8975,670496--9th 2,0175,680821--10th 1,3312,165661--11th 522992398--12th 451830320Total104,02146,1296,2306,109*Columns left blank had an n < 30Figure 4: LAP Enrollment by Program & Grade LevelFigure 5: LAP Enrollment by Student GroupThe reference line in the graph above represents the statewide average representation of the student population in LAP (13.2 percent). This allows you to determine whether a student group is overrepresented in LAP. For example, migrant students are over represented by 14.8 percent (i.e., 36.1 – 13.2). Table 5: LAP Enrollment by Program & Student GroupReadingMathLanguage ArtsReadinessStudent Group# of Students% of Student Group Served in LAP Reading A # of Students% of Student Group Served in LAP Math# of Students% of Student Group Served LAP Language Arts# of Students% of Student Group (K-2) Served in LAP ReadinessAll Students104,0219.7 B46,1294.36,2300.66,1092.5Male55,56210.023,5554.33,5270.63,1632.5Female48,4599.322,5744.32,7030.52,9462.4American Indian/Alaska Native2,80117.31,74110.7820.5702.2Asian4,5545.91,8992.51110.12641.6Black/African American5,93512.32,9116.01650.32522.4Hispanic/Latino39,32416.818,5878.02,9081.21,2972.2White43,1777.017,6282.92,6360.43,5682.6Native Hawaiian/Pacific Islander1,36512.87867.4490.5662.72 or more6,8659.02,5763.42790.45922.8Special Education16,51711.57,3025.19280.67022.2Limited English20,18218.15,1834.74830.45461.1Low Income75,39215.633,8687.04,6711.03,0132.2Homeless4,56912.31,9095.12340.61997.5Foster Care1,17713.75136.0700.87313.5Migrant5,51527.72,83714.24452.2782.3504 Plan2,1627.51,5135.22080.7772.2A. October 2014 student enrollment count.B. Read as “9.7 percent of Washington State students were served in LAP Reading.”Figure 6: LAP Enrollment by Program & Student Group023939500Appendix C: Identification of LAP Eligibility & Progress MonitoringLAP requires multiple measures of performance to determine student eligibility (RCW 28A.165.015). Districts are permitted to use any combination of valid and reliable assessment measures to determine student eligibility and were directed to review the Universal Screening Tools Chart from the National Center for Response to Intervention as a reference for selecting assessments. Districts were asked to report the assessment that most heavily influenced identification of student eligibility for LAP services.Table 6: Assessments Used for Identification of LAP EligibilityAssessment Used for Identification of LAP EligibilityStudent Frequency% of Assessment UsedAIMSweb3,791 A2.35Amplify Insight (CCSS)20.0DIBELS31,96619.79Discovery Education Predictive Assessment20.0DRA (Developmental Reading Assessment)7,3524.55DRP (Degrees of Reading Power)360.02EasyCBM7,3004.52EOC (End of Course Exam)5210.32Fountas & Pinnell13,8428.57Gates Macginitie4530.28GMADE (Group Math Assessment and Diagnostic Evaluation)6510.4GRADE (Group Reading Assessment and Diagnostic Evaluation)540.03HSPE2680.17i-Ready5,7243.54IRLA (Independent Reading Level Assessment)3210.2ITBS (Iowa Test of Basic Skills)50.0KARK (Kindergarten Assessment Resource Kit)1500.09MAP Math10,0676.23MAP Reading18,92711.72Math Benchmark Assessment7430.46MSP8,4005.2PALS20.0Read 180 (assessment tools)2420.15Really Great Reading – Diagnostic Decoding Surveys2290.14Smarter Balanced ELA Interim Assessments9620.6Smarter Balanced ELA Summative Assessments4850.3Smarter Balanced Math Interim Assessments1,1640.72Smarter Balanced Math Summative Assessments5160.32SMI (Scholastic Math Inventory)6880.43SPI (Scholastic Phonics Inventory)60.0SRI (Scholastic Reading Inventory)1,8971.17STAR Math3,1421.94STAR Reading8,9995.57WaKIDS4060.25Other B25,78415.96Teacher Made Test2,5591.58Teacher Recommendation3,8352.37A. Read as “3,791 students were identified for LAP eligibility using the AIMSweb assessment.”B. “Other” was often selected if the person entering student-level data did not know or have access to the assessments used and/or assessment data from professionals at the building level.Districts were also asked to report the assessment that was used to monitor student progress (and used for the conversion to amount of academic growth). Additionally, districts were asked to report the student’s pre-test and post-test scale scores. Scale scores take the raw scores earned on different test forms and place those raw scores on a converted scale to adjust for different difficulties of forms of the assessment. The statistical properties of scale scores can be used for longitudinal tracking of students’ progress. Scale scores can also be used to make direct comparisons among schools and districts using the same assessment. An RIT (Rasch Unit) Score is a type of scale score that is calibrated according to the difficulty of each item. Monitoring AssessmentStudent Frequency% of Students Monitored Using AssessmentAvg. Begin ScoreAvg. End ScoreAIMSweb3,810 A2.3647.5978.46Amplify Insight (CCSS)40.0----DIBELS30,08518.6357.54111.07Discovery Education Predictive Assessment90.01----DRA 8,2225.0917.627.08DRP 510.03----EasyCBM6,2883.8932.3548.3EOC 4500.28342.19361.07Fountas & Pinnell16,52910.247.9711.67Gates Macginitie4640.2970.4150.09GMADE 6560.41367.69364.43GRADE 680.04----HSPE2180.14296.16314.06i-Ready5,7223.54430.93461.3IRLA 3220.212.116.13ITBS 60.0----KARK 1230.0816.8955.95MAP Math12,1377.52204.98213.15MAP Reading22,63414.02180.45191.51Math Benchmark Assessment5440.3460.665.13MSP2770.1745.9749.65PALS10.0----READ 180 (assessment tools)3400.21680.85812.91Really Great Reading 2280.143570.34Smarter Balanced ELA Interim Assessments9040.562554.472516.38Smarter Balanced ELA Summative Assessments5800.3635.43111.61Smarter Balanced Math Interim Assessments1,2530.782313.762334.17Smarter Balanced Math Summative Assessments8720.5463.62543.7SMI 6930.43562.1653.6SPI 50.0----SRI 1,9571.21511.08629.88STAR Math3,6512.26502.16554.91STAR Reading9,5905.94219.03306.77WaKIDS1140.07350.62472.81Teacher Made Test3,7812.34----Teacher Recommendation2,1611.34----Other B26,73216.55----A. Read as “3,810 students were progress monitored using the AIMSweb assessment.”B. “Other” was often selected if the person entering student-level data did not know or have access to the assessments used and/or assessment data from professionals at the building level.Table 7: Assessments Used for Progress MonitoringAppendix D: Amount of Academic GrowthOf all students enrolled in LAP, 34.1 percent achieved 10 months of academic growth or more. When interpreting this figure, remember that students are enrolled in LAP for different lengths of time based on various conditions including the need for the program, the student’s continued enrollment in school, and the availability of LAP funds. In addition, it is important to note that a student may not need to achieve 10 months of academic growth to “catch up” and meet standard. Table 8: Amount of Academic GrowthAmount of Academic GrowthFrequency% of Students in LAPFrequency who Met Learning GoalNegative Growth7,9265.1--0 months10,5276.8--1 month3,4052.25962 months8,6305.62,4313 months5,4843.51,2674 months7,2004.62,4905 months8,5645.52,6776 months7,7515.02,8927 months5,6533.62,1018 months7,0124.52,7549 months6,1734.03,14110 months13,0658.49,35511 months5,2063.44,28712 months5,5243.64,49913 months3,6562.43,03414 months3,2032.12,71115 months2,8201.82,28316 months2,3591.52,05417 months1,8041.21,51218 months1,9101.21,70419 months1,1560.71,02920 months2,1361.41,822More than 20 months9,9576.48,500Movement to Title I1720.1--Movement to SpEd7520.5--No Pre-/Post-Test**19,82812.8--Exited Prior to Assessing3,2152.1--Total155,088100.064,244*Columns left blank had an n < 30** No pre-/post-test was often selected if the pre-test and post-test were different assessments. This was also selected if the person entering the data did not have access to the assessment data collected at the building level.Figure 7: Amount of Academic Growth10 months of growth is equal to one full academic year. Not all assessments are sensitive enough to identify growth in months, so districts may have selected 10 months of growth if the assessment indicated the student achieved approximately one year of growth.Table 9: Average Amount of Academic Growth by Program & Grade LevelAll ProgramsReadingMathLanguage ArtsReadinessGrade MeanMedianNMeanMedianNMeanMedianNMeanMedianNMeanMedianNFull-Day K8.979.011,5038.719.08,5239.089.0683------9.9510.02,273Half-Day K8.49.06,3738.258.04,8628.128.0477------9.2110.01,0261st 8.378.021,0918.628.017,9737.036.02,2716.427.05126.925.03352nd 8.538.017,7348.718.014,8557.77.02,3976.77.02907.917.01923rd 8.648.017,4819.049.014,1236.956.03,0667.148.0289------4th 8.598.014,8469.139.011,3236.845.03,3036.689.0220------5th 7.556.07,2428.227.04,0446.725.03,0785.866.0120------6th 8.147.08,1038.016.03,6238.157.04,2119.569.0269------7th 6.945.09,0266.294.03,4327.165.05,0659.019.0529------8th 6.875.07,7746.254.03,0217.085.04,3519.119.0402------9th 7.115.06,2057.173.01,2227.035.04,3567.586.0627------10th 5.284.02,4695.652.07294.83.01,2075.865.0533------11th 5.464.06795.644.01835.464.03375.225.0158------12th 6.035.05956.344.01516.445.02455.275.0198------Total8.118.0131,1218.498.088,0647.146.035,0477.287.04,1799.3810.03,826*Columns left blank had an n < 30** Average growth only includes students who were identified as achieving a numerical classification of growth (i.e., 1 month). Students that were classified as N/A are not included in calculations.*** This table reflects all LAP students and their average academic growth; it has not been adjusted to account for shorter LAP enrollment periods or goals.Figure 8: Average Amount of Academic Growth by Program & Grade Level762002089150Table 10: Average Amount of Academic Growth by Program & Student GroupAll ProgramsReadingMathLanguage ArtsReadinessStudent GroupMeanMedianNMeanMedianNMeanMedianNMeanMedianNMeanMedianNMale8.067.062,1548.448.046,8067.025.017,8017.186.02,3889.3610.01,972Female8.188.068,9678.538.041,2587.276.017,2467.417.01,7919.410.01,859American Indian/Alaska Native7.196.03,1087.737.01,9826.255.01,0257.087.0535.275.048Asian7.386.05,3888.128.03,7035.444.01,4716.155.0848.9610.0130Black/African American7.036.06,5587.537.04,3425.954.02,0415.75.01029.49.073Hispanic/Latino7.647.051,5408.088.034,0676.585.014,7797.357.01,8778.949.0817White8.869.054,5599.089.037,1308.37.013,1907.447.01,8149.5810.02,425Native Hawaiian/Pacific Islander6.095.01,7516.86.01,0694.634.06175.465.037------2 or more8.288.08,2178.588.05,7717.335.01,9246.876.02129.5210.0310Special Education7.256.020,0567.476.013,4337.246.029,5187.317.03,5229.4910.03,394Limited English7.988.022,8198.538.070,0287.226.030,8507.187.03,8809.6210.03,544Low Income7.787.094,8778.178.063,7706.795.026,0407.317.03,1258.969.01,942Homeless7.596.04,8327.987.03,3276.775.01,2436.636.01526.656.0110Foster Care8.188.01,4978.358.01,0117.836.03886.525.5509.029.048Migrant8.07.06,8568.378.04,4477.266.02,0807.878.02806.226.049504 Plan8.338.03,2568.638.01,8527.816.01,1847.747.015510.5511.065* Average growth only includes students who were identified as achieving a numerical classification of growth (i.e., 1 month). Students that were classified as N/A are not included in calculations.** This table reflects all LAP students and their average academic growth; it has not been adjusted to account for shorter LAP enrollment periods or goals.Figure 9: Average Amount of Academic Growth by Program & Student Group029464000Appendix E: Acceleration of GrowthTable 11: Average Length of Enrollment in Months by ProgramProgramMeanMedianReading7.28.0Math7.58.0Language Arts8.39.0Readiness8.39.0All Programs7.48.0Table 12: Average Length of Enrollment in Months by Student GroupAvg. Length of EnrollmentAll Students7.4Male7.4Female7.4American Indian/Alaska Native7.6Asian7.2Black/African American7.1Hispanic/Latino7.5White7.3Native Hawaiian/Pacific Islander6.72 or more7.0Special Education7.5Limited English7.3Low Income7.4Homeless6.7Foster Care7.3Migrant7.7504 Plan7.8Table 13: Acceleration of Growth by ProgramProgramMean% of Students with 1.0 Growth Acceleration or HigherReading1.4357.4Math1.1645.2Language Arts1.0347.4Readiness1.2060.6All Programs1.3453.9A value of 1 indicates that the student demonstrated growth proportional to their length of enrollment.Figure 10: Acceleration of Growth by ProgramTable 13: Acceleration of Growth by Grade LevelGrade LevelMean% of LAP Students with Growth Acceleration 1.0 or HigherAvg. Length of EnrollmentFull-Day K1.4264.17.2Half-Day K1.4863.37.11st 1.5659.06.82nd 1.4556.27.33rd 1.5157.27.14th 1.3956.17.55th 1.1945.27.76th 1.250.37.67th 1.0142.17.68th 0.9741.18.09th 0.9844.57.710th 0.8233.77.711th 0.835.78.812th 1.0255.18.7Total1.3453.97.4Figure 11: Acceleration of Growth by Grade LevelTable 15: Acceleration of Growth by Student GroupAll ProgramsReadingMathLanguage ArtsReadinessMeanNMeanNMeanNMedianNMedianNAll Students1.34130,6221.4387,6861.1634,9681.034,1371.203,831Male1.3268,7141.4246,6111.1317,7671.032,3641.211,972Female1.3561,9081.4541,0751.1817,2011.041,7731.181,859American Indian/Alaska Native1.183,0951.251,9751.071,0220.89500.8548Asian1.225,3651.373,6830.901,4680.86841.08130Black/African American1.116,4721.204,2670.922,0310.821011.3673Hispanic/Latino1.1851,4141.2633,9701.0314,7570.971,8701.12817White1.5354,3541.6236,9811.3913,1571.121,7911.222,425Native Hawaiian/Pacific Islander1.001,7411.181,0620.686150.8536----2 or more1.448,1811.555,7481.201,9180.992051.24310Special Education1.1819,9821.2413,3821.1729,4451.106401.14437Limited English1.2522,7581.2917,9821.144,1911.262980.74287Low Income1.2694,5311.3563,5031.0925,9901.033,0961.181,942Homeless1.354,7921.443,3001.151,2361.001461.26110Foster Care1.361,4881.431,0021.253880.98501.2148Migrant1.176,8381.224,4321.102,0771.082800.8649504 Plan1.333,2471.441,8461.191,1811.111551.3065* Average acceleration of growth only includes students who were identified as achieving a numerical classification of growth (i.e., 1 month). Students that were classified as N/A are not included in calculations.Figure 12: Acceleration of Growth by Student Group023622000Appendix F: Met Learning GoalTable 16: Students who Met Learning Goal by ProgramProgramLAP StudentsLAP Students who Met Learning Goal% of LAP Students who Met Learning GoalReading107,88443,32640.2Math48,49316,31833.7Language Arts6,3682,06032.3Readiness6,1482,88947.0Figure 13: Students who Met Learning Goal by ProgramTable 17: Students who Met Learning Goal by Grade LevelFigure 14: Students who Met Learning Goal by Grade LevelGrade LevelLAP StudentsLAP Students who Met Learning Goal% of LAP Students who Met Learning GoalFull-Day K13,2516,86151.8Half-Day K8,3433,96847.61st 22,02810,26146.62nd 18,7978,38444.63rd 18,4418,33645.24th 15,6077,00444.95th 7,5462,85937.96th 7,2853,87453.27th 9,0144,32748.08th 8,0303,64645.49th 6,9013,20146.410th 3,4351,11232.411th 1,53033822.112th 1,29442833.1Table 18: Students who Met Learning Goal by Student GroupLAP StudentsLAP Students that Met Learning Goal% of Students that Met Learning GoalMale74,66733,57845.0%Female66,83531,02146.4%American Indian/Alaska Native3,4951,22935.2%Asian5,9352,40940.6%Black/African American7,8332,43231.0%Hispanic/Latino52,48221,55741.1%White60,63331,85052.5%Native Hawaiian/Pacific Islander1,90575139.4%2 or more9,2184,37147.4%Special Education21,6378,14137.6%Limited English23,4189,50640.6%Low Income100,14043,49343.4%Homeless5,9322,16236.4%Foster Care1,61371644.4%Migrant7,1772,77538.7%504 Plan3,4241,71150.0%Figure 15: Students who Met Learning Goal by Student Group Table 19: Academic Growth by Program & Grade Level for Students who Met Learning GoalAll ProgramsReadingMathLanguage ArtsReadinessGrade LevelMeanMedianNMeanMedianNMeanMedianNMeanMedianNMeanMedianNFull-Day K11.5911.06,86111.9112.04,62511.3810.03059.19.01010.8711.01,921Half-Day K10.2710.03,96810.2510.02,9169.0610.0301------10.8410.07451st 11.6911.010,26111.9911.08,8569.6510.01,0858.2210.017512.9213.01452nd 11.6811.08,38411.9411.07,02510.4210.01,1729.0510.011111.5511.0763rd 11.7511.08,33612.2211.06,8949.5910.01,3078.9210.0135------4th 11.9911.07,00412.4412.05,48310.510.01,4238.4110.098------5th 11.3611.02,85912.1511.01,57610.4210.01,2259.410.058------6th 12.7612.03,87412.8612.01,70612.6412.02,01713.2112.0151------7th 11.2110.04,32710.3810.01,68111.6210.02,35912.6912.0287------8th 11.6110.03,64610.9610.01,48111.9611.01,98013.0912.0185------9th 11.1910.03,20113.2513.059210.6310.02,31311.4110.0296------10th 9.118.01,11211.2210.02839.018.04867.516.0343------11th 9.068.03388.579.01079.568.01608.78.070------12th 7.445.04288.286.01017.656.01856.555.0141------Total11.5311.064,59911.8911.043,32610.8910.016,3188.2210.02,06010.9811.02,889* Columns left blank had an n < 30** Average growth only includes students who were identified as achieving a numerical classification of growth (i.e., 1 month). Students that were classified as N/A are not included in calculations.Table 20: Academic Growth by Program & Group for Students who Met Learning GoalAll ProgramsReadingMathLanguage ArtsReadinessStudent GroupMeanMedianNMeanMedianNMeanMedianNMeanMedianNMeanMedianNMale11.5611.033,57811.9411.022,73610.8510.08,18510.0310.01,17511.9411.022,736Female11.511.031,02111.8311.020,59010.9210.08,13310.0110.089111.8311.020,590American Indian/Alaska Native11.6912.01,22911.9612.078911.411.0392------------Asian10.1110.02,40911.1510.01,5877.784.06648.247.55410.1211.0104Black/African American10.1210.02,43210.6610.01,5919.269.07146.936.0729.9811.055Hispanic/Latino11.6811.021,55712.0811.014,70010.7810.05,64310.3910.068111.7712.0533White11.7411.031,85011.9911.021,16211.510.07,70210.199.01,08110.8611.01,905Native Hawaiian/Pacific Islander9.029.075110.0910.04536.915.0244------------2 or more11.2511.04,37111.5111.03,04410.7310.09599.79.012110.7811.0247Special Education11.6811.08,14111.8711.05,41311.5210.02,13310.6610.031210.4310.0283Limited English12.0611.09,50612.4612.07,58310.5810.01,65110.7610.01129.3810.0160Low Income11.4511.043,49311.811.029,42610.710.011,32710.3510.01,44711.3811.01,293Homeless11.2210.02,16211.411.01,52711.0310.050610.1310.0679.4710.062Foster Care11.7111.071611.9511.048411.5310.0172------10.712.037Migrant12.7812.02,77513.112.01,85512.1911.082211.8210.079------504 Plan11.8211.01,71112.1411.094211.610.061210.369.010111.6112.056* Columns left blank had an n < 30** Average growth only includes students who were identified as achieving a numerical classification of growth (i.e., 1 month). Students that were classified as N/A are not included in calculations.Appendix G: LAP Allowable ServicesPart II of ESSB 5946 requires the use of assessment data to examine the effectiveness of LAP services to determine the most effective and efficient forms of supplemental instruction to assist underachieving students and reduce disruptive behaviors in the classroom. OSPI is required to report annual and longitudinal gains for the services implemented by school districts using LAP funding to demonstrate which are the most effective.RCW 28A.165.035 and RCW 28A.320.190 define LAP-allowable services. Currently, a “practice” is defined as an instructional service (e.g., tutoring). An “activity” is defined as type of LAP-allowable practice (e.g., adult tutoring is considered an “activity” under the broader heading of tutoring). A “program” is defined as an instructional program delivering the activity (e.g., Reading Recovery is a branded program used by some districts to deliver tutoring services under an adult tutoring model). Under ESSB 5946, OSPI was directed to convene panels of experts to develop menus of best practices and strategies for English language arts (ELA), mathematics, and to reduce disruptive behaviors in the classroom. The ELA menu, Strengthening Student Educational Outcomes: Technical Report on Best Practices and Strategies for English Language Arts, was published July 1, 2014 and updated July 1, 2015. The ELA menu lists evidence-based practices and strategies that have been shown to support reading/literacy improvement for struggling learners. This Menu was available for districts to use during the 2014–15 school year. Districts will be required to align LAP programs for English language arts with this menu during the 2015–16 school year. Menus of best practices and strategies for mathematics and reducing disruptive behaviors were published July 1, 2015, and districts must implement programs aligned with these menus beginning in 2016–17. Districts are not required to use practices from the three menus if they can show that an alternate program positively impacts student achievement. For the 2014–15 school year, data regarding LAP allowable services was collected at the student and school levels. Districts were required to identify students’ tutoring and extended learning time interventions. Schools were required to report on educational professional participation in professional development as well as family/community initiatives funded by LAP. The district data informs program development and implementation. Additionally, the OSPI monitors districts to evaluate the effectiveness of a district's allocation and expenditure of resources and school district fidelity in implementing best practices. OSPI also provides technical assistance to school districts to improve the effectiveness of LAP.For additional information on LAP allowable services, please see Appendix A: Learning Assistance Program Summary.TutoringTutoring includes any interaction with a trained adult or peer using an intervention program or practice that addresses students’ unique academic needs during the regular school day. Tutoring may be implemented through a push-in or pull-out model.??A push-in model occurs in the general education classroom and intervention services are provided directly to LAP identified students by LAP staff. A pull-out model uses an alternative environment for LAP staff to provide intervention services to LAP identified students individually or in small groups. Tutoring may serve students one-on-one, in small groups, or in a classroom setting. Districts were directed to select the students’ primary tutoring intervention. Intervention Specialist: This may be the “LAP teacher” who only works with LAP students during the day who are pulled out from the general education classroom. Trained Teacher: A core general education teacher who may work with LAP students on a limited basis.Paraeducator: paraeducators provide one-on-one tutoring, facilitate small group instruction, support parent involvement activities, and act as translators for students, families, and school staff.Tutoring Service# of Students Receiving Service% of LAP Students Receiving Service # of Students who Met Learning Goal% of Students Receiving Service who Met Learning GoalOne-on-one tutoring (Intervention Specialist)5,1173.03,06860.0One-on-one tutoring (Trained Teacher)2,7421.61,22244.6One-on-one tutoring (Paraeducator)2,3461.41,19651.0One-on-one tutoring (Volunteer)1580.17748.7Group tutoring (Intervention Specialist)38,25122.617,29245.2Group tutoring (Trained Teacher)44,49526.318,03240.5Group tutoring (Paraeducator)35,45221.017,21548.6Group tutoring (Volunteer)1410.17452.5Peer tutoring (Same age)350.01954.3Peer tutoring (Cross age)620.03454.8Other**18,88611.24,81025.5* A student may be counted multiple times to account for multiple program enrollments.** “Other” was typically a double dose of instruction at the high school level. This has been added to the options for the 2015-16 collection.Table 21: Frequency of Tutoring ServicesTable 22: Academic Growth & Acceleration of Growth for Tutoring ServicesAll ProgramsReadingMathLanguage ArtsReadinessTutoring ServiceMean GrowthMean AccelerationMean GrowthMean AccelerationMean GrowthMean AccelerationMean GrowthMean AccelerationMean GrowthMean AccelerationOne-on-one tutoring (Intervention Specialist)10.901.8410.631.9811.371.60--------One-on-one tutoring (Trained Teacher)7.801.257.951.307.751.01----7.491.06One-on-one tutoring (Paraeducator)8.721.399.141.447.191.357.240.949.031.12One-on-one tutoring (Volunteer)8.120.987.960.95------------Group tutoring (Intervention Specialist)9.061.609.101.649.001.418.051.238.121.65Group tutoring (Trained Teacher)8.131.218.191.307.741.127.260.9210.601.24Group tutoring (Paraeducator)8.761.518.791.468.571.778.641.299.491.24Group tutoring (Volunteer)8.931.349.701.528.081.10--------Peer tutoring (Same age)11.331.41----------------Peer tutoring (Cross age)8.171.30----------------Other**4.740.695.650.813.680.5510.551.625.510.68* Columns left blank had an n < 30** “Other” was typically a double dose of instruction at the high school level. This has been added to the options for the 2015-16 collection.042862500Figure 16: Tutoring: Frequency of Students Meeting Learning Goals Extended Learning TimeExtended day learning occurs outside the required basic education allotted time period and can include before-school hours, after-school hours, and during the summer. In reporting to OSPI, districts selected the students’ primary extended learning time intervention.Before/After School Instruction: Structured learning environment; instruction is provided by a trained professional.Homework Club: Loosely structured environment where students work independently or in small groups on academic assignments; an educator may provide supervision and/or offer assistance as needed.Book Programs: Structured program where students are assigned books to read outside of school hours. Guiding questions or other assignments may accompany the text. Computer-Based or Online Programs: Online or computer programs assigned to LAP students to complete at home or on campus outside of regular school hours. For example, students may be assigned a login to an online academic program to complete at home. Saturday Programs: Structured learning on Saturdays; instruction is provided by a trained professional.Table 23: Frequency of Extended Learning Times ServicesExtended Learning Time Service# of Students Receiving Service% of LAP Students Receiving Service # of Students who Met Learning Goal% of Students Receiving Service who Met Learning GoalBefore/After School Instruction18,88711.27,95842.1Computer-Based/Online Instruction7,4794.42,83337.9Saturday Programs4140.224458.9Book Programs2,2821.41,03545.4Homework Club1,1830.758549.5Other28,96517.110,58336.5* A student may be counted multiple times to account for multiple program enrollments.Table 24: Academic Growth & Acceleration of Growth for Extended Learning Time ServicesAll ProgramsReadingMathLanguage ArtsReadinessExtended Learning Time ServiceMean GrowthMean AccelerationMean GrowthMean AccelerationMean GrowthMean AccelerationMean GrowthMean AccelerationMean GrowthMean AccelerationBefore/After School Instruction8.461.378.741.487.911.297.800.975.910.82Computer-Based/Online Instruction8.981.228.961.209.181.279.831.536.330.93Saturday Programs8.421.098.761.079.231.19--0.69----Book Programs8.481.328.481.32----------1.32Homework Club7.941.177.651.277.921.059.301.316.411.94Other7.841.198.221.267.491.116.551.195.530.70Figure 17: Extended Learning Times Services: Frequency of Students Meeting Learning GoalsTable 25: Frequency of Tutoring & Extended Learning Time CombinationsServiceBefore/After School InstructionComputer-Based/Online InstructionSaturday ProgramsBook ProgramsHomework ClubOtherOne-on-One tutoring (Intervention Specialist)3,4389807766544One-on-One tutoring (Trained Teacher)44126306172334One-on-One tutoring (Paraeducator)115152416816174One-on-One tutoring (Volunteer)22201014Group tutoring (Intervention Specialist)3,0401,97471773410,629Group tutoring (Trained Teacher)8,4582,6783545943975,741Group tutoring (Paraeducator)2,2311,097346203261,895Group tutoring (Volunteer)35000121Peer tutoring (Same age)400003Peer tutoring (Cross age)241004Other**68781028936,261* A student may be counted multiple times to account for multiple program enrollments.** “Other” was typically a double dose of instruction at the high school level. This has been added to the options for the 2015-16 collection.Professional DevelopmentProfessional development funds may be used for education professionals working directly with LAP students on topics relevant to struggling learners. Educational professionals include administrators, teachers, and other professional staff, such as paraeducators and school counselors.During the 2014–15 school year, 7,926 educational professionals received professional development with LAP funds.Induction Programs: A form of professional development targeted at new staff to orient them to their role/responsibilities in providing assistance to struggling learners through LAP services.Coaching/Mentoring: Coaches/mentors partner with teachers to help them develop effective instructional strategies to improve learning for LAP students.Professional Learning Communities: A PLC is a group of teachers, administrators, coaches, or school staff (or a combination of people in these roles) that meets on a regular, planned basis with the goal of collaboratively improving practices in the classroom and school in order to improve student learning outcomes. PLC time funded by LAP must be focused on the needs and services of LAP students.General Professional Development: General Professional Development for LAP staff is still only for educators working with LAP students on issues related to LAP students. This could include PD on newly purchased intervention materials for LAP students or helping interventionists develop problem solving and discourse strategies with struggling learners. Targeted Professional Development: Targeted professional development is targeted to a specific grade level and/or content area. For example, professional development focused on teaching fractions to struggling 3rd graders. Conference Attendance: This is professional development provided by an outside organization on a variety of topics related to struggling learners. The conference topic(s) must be relevant to the needs and services of LAP students for this to be a LAP-allowable activity.Data-Driven Professional Development: This is professional development targeted at the applied use of student data to identify student academic needs and the delivery of LAP services.Table 26: Frequency of Professional Development FormatFormat# of Schools Offering SupportInduction Programs132Mentoring183Coaching452Professional Learning Community499General Professional Development592Targeted Professional Development719Conference Attendance343Data-Driven Professional Development463Family/Community InvolvementFamily engagement includes opportunities for families to be engaged in students’ learning both at school and at home. Opportunities may include shared reading activities at home and attending school events or conferences. Community partnerships are formal arrangements with an organization or entity to provide services or resources to impact student achievement. Effective community engagement initiatives must be comprehensive, integrated and developed to address the unique needs of the student population. Districts may employ a family/community liaison to facilitate these relationships.Table 27: Frequency of Family/Community Engagement FormatFormat# of Schools Offering SupportOutside of School462At School771Transition Services301Mentoring Program82Appendix H: Graduation AssistanceGraduation assistance is allowable for students in grades 11 and 12 who are not on track to meet local or state graduation requirements as well as eighth grade students who need additional assistance to have a successful entry into high school. Services for these students may include individual or small group instruction, instruction in English language arts and/or mathematics in order to pass all or part of the state assessment, attendance in a public high school or public alternative school classes or at a skill center, inclusion in remediation programs such as summer school, language development instruction for English language learners, online curriculum and instructional support including programs for credit retrieval and state assessment preparatory classes, and reading improvement specialists. Eligible students in grades 11 and 12 may receive services in any content area required for graduation.Table 28: Graduation Assistance Enrollment by Grade Level and Student GroupFrequency in LAPFrequency in State% of State in LAPAll Students8,438A 248,2733.48th5080,4120.111th3,21581,0404.012th 4,81286,8215.5Male4,640127,8193.6Female3,798120,4543.2American Indian/Alaska Native2523,7006.8Asian31918,7381.7Black/African American34911,5133.0Hispanic/Latino3,20147,9186.7White3,755149,1452.5Native Hawaiian/Pacific Islander1002,3474.32 or more46214,9103.1Special Education92431,8022.9Limited English51812,6014.1Low Income5,799120,6764.8Homeless4858,7215.6Foster Care5430517.7Migrant6083,26518.6504 Plan33010,4863.1A. October 2014 student enrollment count.Districts were asked to categorize students enrolled in graduation assistance into the following categories based on the format of the student’s instruction:Credit retrieval is a course or program that a student completes after failing to pass a course after one or more attempts.Content instruction to pass a state assessment includes instruction targeted to the objectives of the assessment the student must pass to meet graduation requirements.Content instruction to complete the Collection of Evidence (COE) alternative assessment includes instruction targeted to the objectives of the COE assessment that a student must pass to meet graduation requirements.Content instruction to pass a required course includes additional support for a struggling student to meet the requirements of a required course.A Reading Improvement Specialist may work with students struggling to pass required courses due to deficits in literacy skills.ELL language development support may be provided to students struggling to pass required courses due to the student’s status as an English Language Learner.Enrolled in a 5th year: districts shall make available to students in grade 12 who have failed to meet one or more local or state graduation requirements the option of continuing enrollment in the school district. A student may have been categorized in multiple categories depending on the purpose and format of their instruction. For example, a student may be enrolled in an alternative school during their 5th year receiving content instruction to pass a required course as well as an assessment. This student would be coded in 4 separate categories.Table 29: Frequency of Graduation Assistance FormatsGraduation Assistance# of Students Receiving Support# of Schools Offering SupportFormatCredit Retrieval (Online)3,713105Credit Retrieval (In Person)1,78350To Pass an Assessment91141Collection of Evidence1,67771Enrollment in Alt. School/Skill Center (Partial Day)20218Enrollment in Alt. School/Skill Center (Full Day)24319Enrolled in a 5th Year16728PurposeContent Instruction1,12739Reading Improvement Specialist2309ELL Support24818Appendix I: Reducing Disruptive BehaviorsIn 2013 the Legislature expanded the service category for the LAP program to provide services to students in need of behavioral support in order to reduce disruptive behaviors in the classroom. This was a new LAP category of service for the 2014–15 school year and the first year of implementation for OSPI and the districts. These numbers reflect OSPI’s initial behavior services eligibility criteria, which was that to receive behavior services, a student also needed receive services in reading, English language arts, or math. Now in the second year of implementation, OSPI has modified the criteria. For the 2015-16 school year, a student may receive behavior services as long as the student meets the district’s LAP eligibility criteria. The Reducing Disruptive Behaviors Panel convened last year identified best practices in reducing disruptive behaviors, published in the 2015 menu of best practices. The menu outlines practices and strategies schools can use to help eligible students serviced by the LAP program to receive behavioral supports and, by extension, improve their academic success. Districts have until 2016-17 before they are required to implement one of the strategies or use a district based practice for up to two-years. The panel emphasized that “Instruction and interventions are complex. Not all behavior intervention strategies work all of the time with all students.” They noted the strategies and best practices “need to be designed to meet the diverse needs of students.” The menu is rooted in the foundations of social emotional learning, multi-tiered systems of support, and school wide positive behavior intervention supports. Strategies included in the menu include the following types of tutoring services: behavior monitoring, de-escalation, peer mediation, mentoring, social skills instruction, behavioral health, bibliotherapy, service learning, university-based partnerships, and community based internships/job shadow, project learning and experiential learning. The menu also includes extended learning time for students, professional development, behavior consultant teachers, family involvement, community outreach, and special assistance structured for 8th, 11th, and 12th graders.Table 30: Frequency of Students Receiving Behavioral Supports by ProgramProgramFrequency of Students Receiving Behavioral Support% of Total LAP EnrollmentReading2,0702.0Math1,1902.6Language Arts1031.7Readiness----All Programs3,3732.1*Columns left blank had an n < 30Grade LevelFrequency of Students Receiving Behavioral Support% of Total LAP EnrollmentFull Day K3612.7Half Day K2322.81st4542.12nd 4382.33rd3702.04th 3021.95th 1872.56th 2974.17th 2933.38th 1862.39th 1432.110th 481.411th ----12th 352.7*Columns left blank had an n < 30Table 31: Frequency of Students Receiving Behavioral Supports by Grade LevelTable 32: Frequency of Students Receiving Behavioral Supports by Student GroupStudent GroupFrequency of Students Receiving Behavioral Support% of Total LAP EnrollmentMale1,9582.6Female1,4152.1American Indian/Alaska Native1053.0Asian691.2Black/African American1832.3Hispanic/Latino1,0742.0White1,6142.7Native Hawaiian/Pacific Islander432.32 or more2853.1Special Education1,0604.9Limited English3571.5Low Income2,3812.4Homeless2624.4Foster Care402.5Migrant1982.8504 Plan812.4OSPI 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.Download this material in PDF at . This material is available in alternative format upon request. Contact the Resource Center at 888-595-3276, TTY 360-664-3631. Please refer to this document number for quicker service: xx-xxxx.88901136650020129500Randy I. Dorn ? State SuperintendentOffice of Superintendent of Public InstructionOld Capitol Building ? P.O. Box 47200Olympia, WA 98504-7200 ................
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