Washington School Improvement Framework

In March 2018, the SBE and OSPI released the new School Improvement Framework. The Washington School Improvement Framework replaces the old Achievement Index. The development of the Washington School Improvement Framework was part of the state's ESSA plan approved by the U.S. Department of Education in January 2018. Read more. SBE advocates for a system of accountability with clear, appropriate indicators and measurements to monitor progress of the K-12 educational system.

State School Recognition System

In spring 2019, a new state school recognition system was jointly developed by SBE, OSPI, and EOGOAC. Recognized schools demonstrated performance along a continuum of improvement, closing opportunity gaps in the Washington School Improvement Framework (WSIF) measures. Measures for Phase 1 included both academic indicators (proficiency, growth, graduation rate, English language progress) as well as school quality and student success measures (dual credit participation, regular attendance, and ninth grade on track rates). Read more about the state school recognition system.

The SBE, OSPI, and EOGOAC recently initiated Phase 2 of the anticipated three-year process to revise the state school recognition system. After considering feedback from school district staff, school personnel, and other stakeholders on the spring 2019 school recognition methodology and ceremony, the organizations are exploring possible updates to the school recognition system for the purpose of making the school recognition system more equitable. Read more about the workgroup meetings and school recognition updates for the Board at the regularly scheduled Board meetings.

Education System Health

In 2013, the Legislature passed Senate Bill 5491, which pertains to the establishment of goals for our educational system. The law uses the term “statewide indicators of educational health” to describe the metrics upon which system goals will be set. The law requires the SBE to identify realistic but challenging system-wide performance goals and measurements with assistance from the Office of Superintendent of Public Instruction, the Workforce Training and Education Coordinating Board, the Educational Opportunity Gap Oversight and Accountability Committee, and the Student Achievement Council.

The law further states that if the educational system is not on target to meet the performance goals on any individual indicator, the report must recommend evidence-based reforms intended to improve student achievement in that area. The law required the Board to establish initial system goals in 2013, and issue a report every other year (even-numbered years) on the status of those goals. Read more about our latest Education System Health report. 

Performance Improvement Goals

Adopt and revise performance improvement goals in reading and mathematics, by subject and grade level, and for high school graduation.

• In 2018, the Board adopted new rules describing the revision of the school and district improvement goals.
• The revised goals are to be established for the measures included in the Washington School Improvement Framework.
• The goals for English language arts, math, and high school graduation must align with the long-term goals established for the Every Student Succeeds Act.

Setting Threshold Scores for Statewide Assessments

Identify the scores students must achieve in order to meet the standard on the statewide student assessment.

• In 2018, the Board adopted the 10th grade score thresholds for the statewide high school ELA and math assessments after adopting the threshold scores for lower grades in previous years.
• Also in 2018, the Board adopted the score thresholds for the Washington Comprehensive Assessment of Science administered statewide in the 5th, 8th, and the 11th grades.
• The Board also identifies scores for graduation on high school tests required for graduation.

Annual Report on the Assessment System

The State Board of Education must annually submit, with OSPI, a joint report to the Legislature on the assessment system. Also, in collaboration with the OSPI, annually review and report on the assessment reporting system to ensure fairness, accuracy, timeliness, and equity of opportunity.

Annual Report on the Provision of Basic Education

With the PESB, biennially report on the progress the boards have made and the obstacles they have encountered in the work of achieving the goals of basic education defined in RCW 28A. 150.210 and outlined below.

• Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;
• Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;
• Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and
• Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.