December 11–13, 2019

Hilton Seattle Airport Hotel and Conference Center

17620 International Blvd SeaTac, WA 98188 3535th ANNUAL WERA/OSPI CONFERENCE

Taking Action to Reduce Opportunity Gaps: Putting Research Into Practice

Offered by WERA and Co-Sponsored by OSPI

Office of Superintendent of Public Instruction Every student prepared for post-secondary pathways, careers, and civic engagement.

www.wera-web.org www.k12-wa.us Plenary Session Speakers Sponsoring Organizations

Dr. Beverly Daniel Tatum is a nationally recognized authority PLATINUM Curriculum Associates on racial issues in America and a licensed clinical psychologist. ($5,000+) She has toured extensively, leading workshops and presenting Houghton Mifflin Harcourt papers and lectures on racial identity development, and authored the best selling book, Why Are All the Black Kids Sitting Together GOLD Illuminate Education in the Cafeteria?: And Other Conversations About Race. Dr. Tatum ($2,500) Voyager Sopris Learning is the former acting president of Mount Holyoke College where she also served as a professor of psychology and education, and SILVER Cambridge Assessment she is President Emerita of Spelman College in Atlanta, Georgia. ($1,500) International Education She earned a Bachelor of Arts degree at Wesleyan University City University and Master of Arts and Doctor of Philosophy degrees in clinical CyborgMobile psychology from the University of Michigan, as well as the Master of Arts degree in religious studies from Hartford Seminary. Aperture Education Imagine Learning Dr. Juli Coleman serves as Deputy Chief of Improvement of the CORE Districts. CORE is a non-profit collaborative that supports Northwest Evaluation districts and schools in California to improve outcomes with Association the goal of eliminating equity and achievement gaps. Juli has Renaissance Learning worked in public education for 27 years, which has spanned WERA Past Presidents across K–12, regular, and special education. This includes working School Data Solutions as a Resource Specialist at an elementary school, a Teacher on Special Assignment at a middle school, and a coordinator at the Seattle Pacific University high school level. She has also worked throughout Washington Seattle University supporting Educational Services Districts develop their capability University of Washington in improvement science. Juli has her Master of Special Education Leadership Program from Point Loma University and a Doctorate in Educational Leadership from Walden University. Washington State University

Chris Reykdal is the Washington State Superintendent of Public BRONZE Center for Educational Instruction. He has served as a high school history teacher, local ($500) Effectiveness school board member, state legislator, and budget and policy Educurious executive for our state’s community and technical college system. Hidden Spring Book Chris graduated summa cum laude from Washington State Company University with a Bachelor’s degree in social studies, a geology minor, and a teaching certificate. He earned a master’s degree in public administration from the University of North Carolina– Thank you, Planning Committee! Chapel Hill. In his role as the State Superintendent, Chris also We thank the following people for their serves on the State Board of Education, Workforce Training and involvement in planning this Conference: Education Board, and the State Board of Natural Resources. Hilary Loeb, Puget Sound ESD, Co-Chair Dr. Michaela Miller, NBCT, is the Deputy Superintendent at OSPI Karma Hugo, OSPI, Co-Chair where she oversees many divisions and programs within the Bill Ash, Central Valley School District agency. Prior to becoming the Deputy Superintendent, she was Pete Bylsma, Mukilteo School District the Director of Outreach and Engagement for the National Board. Susan Canaga, OSPI From 2007–13, she was the Director of Washington’s Teacher and Principal Evaluation Project, National Board Certification Program Matthew Frizzell, OSPI and Beginning Educator Support Team (BEST) for OSPI. From Tennille Jeffries-Simmons, OSPI 1995–2007, she taught high school, facilitated National Board Brandon Lagerquist, Edmonds School District candidates and mentored new teachers in the North Thurston Sandy Maldonado, Childcare Aware of Washington Public Schools. She achieved National Board certification in Glenn Malone, Puyallup School District 2002 and renewed in 2011. She holds a Bachelor’s degree from Meagan Rhoades, White River School District Western Washington University and earned her Master’s degree Brian Rick, Bellingham School District from Gonzaga University and her Doctorate and Superintendent credential from University of Washington. She also holds a LaWonda Smith, Muckleshoot Tribal School Washington state principal certification from Seattle Pacific Paul Stern, Vancouver School District University. Will Williams, Kent School District Melanie Quaempts, Michelle Turner, Claudia Silva, Evan Dunnam, WERA Executive Team 2 Conference Schedule-at-a-Glance Menus

Wednesday breakfast: Croissants, muffins, bagels, breakfasts Wednesday, December 11, 2019 breads and pastries with jams, jellies, cream cheese & peanut PRE-CONFERENCE (no General Session) butter, seasonal fresh fruits and berries, orange juice, cranberry juice, coffee and tea

8:00 – 9:00 Registration—Continental breakfast Wednesday lunch: Northwest grilled salmon, field greens, 9:00 – 12:00 AM Workshops 10:30–10:45 Break fresh berries, goat cheese, candied walnuts & white balsamic vinaigrette, parmesan risotto, slow roasted tomatoes 12:00 – 1:00 Lunch Vegetarian option: Grilled portobello mushroom, spicy black 1:00 – 4:00 PM Workshops 2:30–2:45 Break beans, parmesan risotto

Thursday, December 12, 2019 Wednesday break: Assorted dessert bars, iced tea, lemonade CONFERENCE

Thursday breakfast: Croissants, muffins, bagels, breakfasts 7:30 – 8:30 Registration—Continental breakfast breads and pastries with jams, jellies, cream cheese & peanut 8:30 – 10:15 General Session butter, hard boiled eggs, seasonal fresh fruits and berries, orange juice, cranberry juice, coffee and tea 10:15 – 10:30 Break 10:30 – 11:45 Breakout Session 1 Thursday lunch: Grilled chicken, iceberg wedge salad, roasted potatoes with garlic & herbs, grilled asparagus with sweet orange 11:45 – 12:45 Lunch sherry sauce 1:00 – 2:15 Breakout Session 2 Vegetarian option: Grilled vegetable ravioli, butternut squash, 2:15 – 2:30 Break baby spinach & Roma tomato, citrus sauce

2:30 – 3:45 Breakout Session 3 Thursday break: Potato chips, popcorn & assorted nuts, iced tea, 4:00 – 5:30 Networking Reception—Emerald F lemonade Thursday reception: Cheese display, vegetable display, fresh Friday, December 13, 2019 fruits & berries, mini caprese skewers, Swedish meatballs, lemonade, iced tea CONFERENCE

7:30 – 8:30 Registration—Coffee/refreshments Friday breakfast: Croissants, muffins, bagels, breakfasts breads General Session (WERA Business and pastries with jams, jellies, cream cheese & peanut butter, 8:30 – 10:30 Meeting/Awards, OSPI Update, Keynote) oatmeal, seasonal fresh fruits and berries, orange juice, cranberry juice, coffee and tea

10:30 – 10:45 Break Friday lunch: Grilled Thai beef salad: Lemon grass and herb 10:45 – 12:00 Breakout Session 4 crusted hanger steak, glass noodles, Asian slaw (Persian cucumber, sweet peppers, shaved carrots, cilantro, bean 12:00 – 1:00 Lunc­h—Sponsor Door Prizes sprouts, bokchoy, napa cabbage, fresh mint) with sweet soy and 1:15 – 2:30 Breakout Session 5 lemongrass dressing, mini desserts 2:30 Conference concludes Vegetarian option: Salad with grilled vegetables

Professional Learning If you have special dietary needs, please inform the WERA staff at the registration desk at least two hours prior to the meal event. Clock Hours: Sign in at Registration Table, then sign the form You will receive a special meal ticket to present to your server at the at the Registration Desk at the end of the conference and event. Unless prior arrangements are made, the serving staff will take a copy with you. not be able to accommodate special requests. Wednesday: 6 clock hours possible Thursday: 6 clock hours possible Friday: 5 clock hours possible STAR Hours: Available upon arrival at check-in. 3 Pre-Conference Program | Wednesday, December 11

8:00-9:00 Registration, Continental breakfast Clock & STARS Hours—Sign in at Registration Table

Morning Workshops 9:00 – 12:00

CRYSTAL A/B ORCAS A/B Workshop 1 Revisiting High Performing, High-Poverty Workshop 4 Understanding Dyslexia and Implementing Schools: New Strategies for a New Era Early Screening of Dyslexia Statute Kathleen Budge, Associate Professor, William Parrett, Professor, Aira Jackson, Director, English Language Arts and Literacy, OSPI Boise State University During this session, participants will learn about dyslexia, participate Drawing from their 2019 study of 12 high-performing, high-poverty in simulations to better understand student experiences, learn about schools, Bill and Kathleen will share new insights for how high poverty the current WA legislation, and how to support their school districts schools become high performing. Revisiting their Framework for Action, with implementation of universal screening and multitiered systems of participants will learn what has changed and what has stayed the same support. in the ten years since they published Turning High-Poverty Schools into High-Performing Schools. Participants will gain fresh perspectives EMERALD A on the importance of committing to equity, as well as strategies for Workshop 5 AVID, Culturally Relevant Teaching: developing collective efficacy, integrating SEL into schoolwide processes Reducing Opportunity Gaps through and classroom practices and supporting children who have experienced Student Empowerment (PART 1) trauma. New tools for planning immediate action steps will be provided. Will Williams, Staff Developer and Consultant, AVID Participants receive a copy of the authors’ book when registering for this workshop. The cultural, ethnic, and linguistic diversity of our students brings value and assets to our classrooms and communities. Come explore strategies CRYSTAL C and practices that help empower students and reduce opportunity gaps Workshop 2 New Washington Graduation Pathways: through examination, validation, and celebration of their own and others’ What is Next? cultures. Engage with colleagues in community-building activities and critical conversations. Practice strategies and protocols for facilitating Katherine Mahoney, Assistant Director of Policy for System and School potentially challenging conversations with students and colleagues Improvement, OSPI about culturally relevant topics. This 2-part AVID presentation provides a Now that there are eight different pathways for students to demonstrate 6-hour sample of activities from the 3-day AVID Summer Institute CRT– readiness for the next step after high school, what do districts need to Empowering Students strand. All school and district staff are welcome to know and do? We’ll discuss the intent of the HB 1599 legislation, what join one or both pre-conference AVID sessions. Come ready to collaborate it looks like in practice, and what role and responsibilities districts have around equity and culturally relevant practices to support all students to support and document student graduation requirements. We’ll also in feeling connected, included, validated, and empowered as agents of discuss ways districts can rethink delivering assessment in the new change. Whether you’re from an AVID district, considering implementing context of multiple pathways to graduation. AVID, or wondering how AVID supports college and career readiness for all students, these sessions will provide a collaborative, hands-on MERCER A/B experience for all stakeholders who are focused on taking action to reduce Workshop 3 Program Evaluation 101 opportunity gaps by putting research into practice. Pete Bylsma, Director, Assessment/Program Evaluation, Mukilteo School District This session provides an overview of program evaluation concepts and tasks. We will discuss different types of evaluations and the steps involved in planning and executing an evaluation, including data collection options, data analysis methods and reporting results. Various educational evaluations will be presented as case studies. Practical tips and evaluation standards will also be shared.

4 EMERALD B EMERALD C Workshop 6 Just Schools: Building Equitable Workshop 7 Converting Standards Based Grading to Collaborations with Families and Letter Grades: A Better Way for Middle Communities and High Schools Ann Ishimaru, Associate Professor, Educational Policy, Organizations Darby Meade, Principal, Vancouver Public Schools & Leadership, University of Washington; Keisha Scarlett, Chief of Equity, Over the course of this workshop, we will focus on the why and how Partnerships & Engagement, Seattle Public Schools; Justin Irish, of standards-based grading (SBG), including the research on the Assistant Superintendent Elementary Schools, Edmonds School District; effectiveness of converting standard scores to a letter grade. We will use Kelly Aramaki Executive Director of Schools, Bellevue School District the lens of Vancouver iTech Preparatory, a STEM based school of choice in Are you a school or systems-level leader working to transform schools to Vancouver Public Schools. iTech has had success in implementing SBG at address longstanding inequities? We know there are no silver bullets, the high school and middle school levels for the past five years. The iTech but as schools and districts across the country struggle to address racial model does not average standard scores but rather uses a conjunctive inequities, a potent source of expertise and leadership remains relatively method to determine an overall letter grade. This allows for teachers to untapped: the families and communities directly impacted by educational identify gaps in student learning and successfully provide interventions injustices. Drawing on over a decade of research from a new book of the simultaneously capitalizing on student strengths and moving learning same title, the session will engage participants in exploring equitable forward in other standard areas. Participants will have an opportunity to collaborations with nondominant families and communities to improve discuss and process why standards-based grading is needed with today’s holistic student learning. In particular, school-and systems-level leaders students, experiment with different ways of calculating grades in SBG, and can foster the conditions for families and communities to become fellow discuss the progress of the iTech system. educational leaders in eliminating racial disparities and reaching for justice and well-being. Venture with us beyond the old best practices of the school-centric paradigm to engage in “next” practices of codesign for fostering more just schools and educational systems.

Afternoon Workshops 1:00 – 4:00

CRYSTAL A/B CRYSTAL C Workshop 8 SEL is So Much More Than Another Thing to Workshop 9 The Improvement Journey: Teach: Lesson Learned from Educators A Learning-By-Doing Workshop Who Disrupt Poverty Juli Coleman, Deputy Chief of Improvement, California CORE Districts, and Kathleen Budge, Associate Professor, William Parrett, Professor, Boise State WERA keynote speaker University This workshop introduces the tools and methods of improvement Social and Emotional Learning (SEL) is so much more than another science through a simulation based on the work of a district in improving thing to teach, and studies have shown it requires more than a focus on chronic problems with attendance. The workshop will blend mini- students alone. High performing, high poverty schools are exemplars of lessons with hands-on teamwork. Participants will experience the social emotional learning, as are teachers who develop conditions in their phases of an improvement journey and what teams work through as classrooms that disrupt poverty’s adverse influence on learning. Drawing they are investigating the problem, developing focused aim statements, from their best-selling ASCD book Disrupting Poverty: Five Powerful generating change ideas, then testing and learning about those ideas Classroom Practices. Kathleen and Bill will share practices and strategies through Plan, Do, Study, Act cycles. This interactive session will allow for establishing the necessary conditions for SEL. Participants will be participants to both experience what improving an outcome using inspired and equipped with tips, ideas, and tools for integrating SEL into improvement science is like and discuss how it is similar and/or different their daily practice. Participants receive a copy of the authors’ book when than other types of continuous improvement efforts. registering for this workshop.

5 MERCER A/B EMERALD C Workshop 10 Taking Action with WaKIDS Workshop 13 Student Teaching: Creating Intentional Karma Hugo, Director of Early Learning, OSPI Partnerships with Preparation Programs and School Districts Data available through WaKIDS, the Washington Kindergarten Inventory Nasue Nishida, Executive Director, Center for Strengthening the Teaching of Developing Skills, is indicating a strong positive correlation to Profession; Kim Holland, Director of Recruitment and Retention, performance on 3rd grade Smarter Balanced Assessments. This emerging Spokane Public Schools; Marissa Bier, Director of Seattle Teacher Residency, trend underscores the importance of ensuring students are on track University of Washington; Tracy Meloy, Chief Leadership & Strategy Office, prior to kindergarten and through 3rd grade. The assessment used with Northshore School District; Terese Emry, Program Supervisor Best/TPEP, WaKIDS, Teaching Strategies GOLD®, provides information for teachers OSPI and administrators that can be used right away to take actions that close opportunity gaps and ensure that children are on track for success. Student teaching is by far one of the most critical points of a teacher candidate’s preservice experience and is dependent on two systems—the ORCAS A/B teacher preparation programs and school districts—coming together. Workshop 11 High Expectations for Access, Bringing these systems together focused on student teaching placements Outcomes and Collaboration and experiences seems simple in theory, but is much more complex in Tania May, Director of Special Education, Jennifer Acuna Orcas, practice. This endeavor requires on-going communication, partnership Special Services Director, OSPI and flexibility. In this session, participants will hear about recent research about student teaching and the hiring of student teachers. Hear from This session focuses on growth mindset and high expectations for all four systems leaders that have bridged the divide between teacher students through review and analysis of statewide special education data, preparation programs and school districts, including Spokane’s student including Least Restrictive Environment, Assessment/Accountability, teacher consortium, Northshore’s on-site preparation courses and Seattle Graduation, and Post-School outcomes. The discussion will include an Teacher Residency’s cooperating teacher training. In addition, the Office overview of research and program evaluation around inclusive practices, of Superintendent of Public Instruction will share resources and training with a focus on Universal Design for Learning (UDL). Participants will have available to higher education faculty, mentor teachers and school opportunity to explore building-level demographic and placement data for administrators. exploration and strategic planning. EMERALD A Workshop 12 AVID, Culturally Relevant Teaching: Reducing Opportunity Gaps through Student Empowerment (PART 2) Will Williams, AVID Staff Developer and Consultant Continuation of Part 1 (see description of the morning session, content does not repeat).

6 Conference Program | Thursday, December 12

7:30–8:30 Registration continues, Continental breakfast Clock & STARS Hours—Sign in at Registration Table

Morning Schedule

8:30–10:15 General Session, Emerald Ballroom Welcome Hilary Loeb, Puget Sound ESD and Conference Co-chair Karma Hugo, OSPI and Conference Co-chair Acknowledgement of Native Lands Sandy Maldonado, Child Care Aware of Washington

Chris Reykdal, State Superintendent KEYNOTE

Dr. Juli Coleman Deputy Chief of Improvement, CORE Districts (California) Tools and Stories: Improvement Science in Practice Introduced by Dr. Tennille Jeffries-Simmons Assistant Superintendent, System and School Improvement, OSPI “All improvement is change but not all change is improvement.”

Educators have a sincere desire to improvement outcomes for students and improvement science offers a way for educators to continuously learn their way into what changes do lead to improved outcomes. In this presentation, Dr. Juli Coleman will share the principles of improvement science and show examples of how they are applied to real problem of practice in schools and share some lessons learned.

10:15 – 10:30 a.m., Break

SESSION TYPES 75 Minute Session: Presenter/Co-Presenters share their topic in various learning modalities. 30 Minute Session: Read the program carefully as some 30 minute sessions are back to back in the same room. The first presenter is the one listed first in the program for the shared room. Roundtable 75 or 30 Minute Sessions: Up to 4 different presenters/co-presenters share their topic with a group of 8–10 at in a Roundtable conversation format. Presentations are happening simultaneously so be sure select the table that is discussing your desired topic.

7 Thursday Concurrent Session #1 | 10:30 – 11:45

CRYSTAL A MERCER B 1.1 Keynote Follow-Up Session 1.5 Culturally Responsive Data Collection for Family Dr. Juli Coleman, Deputy Chief of Improvement, CORE Districts and Community Engagement Brandon Lagerquist, Director of Assessment/Research/Evaluation, Sally This session will give participants the opportunity to raise questions and Guzman, Family & Community Engagement Coordinator, Danielle Sanders, discuss ideas about Dr. Coleman’s keynote presentation. Principal, Beverly Elementary, Edmonds School District CRYSTAL B Edmonds School District has developed a cyclical process of culturally 1.2 SBA Scale Score Growth Analysis & a Tool to responsive data collection utilizing surveys and focus groups. Generate Simple SGPs Participating schools have seen response rates as high as 80% on a bi- Brian Gabele, Director of Assessment & Program Evaluation, Clover Park annual family survey. This session will describe the process, the data, and School District the outcomes so that you leave with the knowledge and tools to use at your district or school. Student Growth Percentiles (SGPs) are generated by OSPI but are not immediately available to districts when SBA scores arrive in early June. SAN JUAN Instead, districts don’t receive their SGPs until mid-October of the 1.6 The Power of One: The T-Bird Experience following school year. Many agree that SGPs arrive too late to help inform Amanda Crisostomo, Data Coach, Katie Taylor, Secondary Coach of Coaches, important decisions that are made before the summer begins. This Kelly Nicols, Assistant Principal, Tacoma Public Schools presentation shines light on SBA scale score growth trends from one year to the next and introduces a new tool that districts can use to generate The “Shadow a Student” challenge has been gaining momentum as a way a “Simple SGP” for their students. Initial testing of the tool finds that for administrators and teachers to see school through student eyes, and Simple SGPs are strongly correlated (0.94) with SGPs generated by OSPI. use what is learned to create change at a school site. However, allowing Assessment directors and analysts are encouraged to attend. for every staff member to have this experience is often daunting and not financially feasible. Come to this session to learn how a group of CRYSTAL C administrators and coaches created a similar experience for an entire staff. 1.3 Making the Most of Student Teaching: ORCAS A The Importance of Mentors and Scope for Change Dan Goldhaber, Director, Center for Education Data and Research; Roddy 1.7 A Continuous Improvement Approach to Curriculum Theobald, Senior Researcher, American Institutes for Research; John Krieg, Adoption and Implementation Director of Institutional Effectiveness, Western Washington Univ. Jessica Beaver, Senior Research Scientist, Kathleen Vasquez, Program Manager, Literacy and Social Studies, Seattle Public Schools We review recent research on student teaching in Washington that uses data from 15 teacher education programs participating in the Teacher In 2016, Seattle Public Schools adopted a new K–5 ELA curriculum Education Learning Collaborative. This research highlights the importance and used a distributed leadership approach to implement it in all 73 of mentor teachers in candidate development, the inequitable distribution elementary schools. The curriculum department then partnered with the of student teaching placements across the state, and the scope for change research department to provide real-time, formative feedback about what in student teaching placements given that only 3% of Washington teachers was working, what the pain points were, and where to make strategic host a student teacher each year. We argue that schools and districts shifts. The result: a mindful approach to curriculum implementation that looking to close opportunity gaps and racial inequities should look to has become the district model for curriculum adoptions and a key strategy student teaching placements as a way to address teacher shortages and for eliminating opportunity gaps for students of color furthest from improve teacher effectiveness. educational justice. MERCER A 1.4 State Summative Science Test: Year 2 Dawn Cope, Science Assessment Lead, Jacob Parikh, Korey Peterson, Science Assessment Specialists, OSPI Students in grades 5, 8, and 11 took the Washington Comprehensive Assessment of Science (WCAS) for the second time in spring 2019. At this session, OSPI staff will share information and gather session attendee questions and feedback on anything related to the WCAS. This effort will inform OSPI’s continued development of resources and supports to inform learning and assessment outcomes for all students.

8 ORCAS B ELLIOTT B 1.8 Learning, Planning, and Teaching Together: 1.11 Starting with Strengths: Supporting Our ELL Students Facilitating Job-Embedded Professional Through an Asset-Based Lens Development Traci Haddad, ELL Program Coordinator, Rhonda Walton, Kathryn Reid, Becca Lewis, Kendra Lomas, and Alison Fox, Teacher Educators, University of ELD Specialists, Evergreen Public Schools Washington Often ELL students are seen through a deficit lens. Instructional decisions What structures and routines support educators to experiment with are then based on what ELLs are not yet able to do instead of recognizing their instructional practice together in classrooms? This session explores what they are capable of and what strengths they bring as a multilingual designs for job-embedded learning (such as Learning Labs) and innovative student. This can result in inappropriate remediation and referrals for teacher educator routines that can support collective teacher learning special education services. We need to better understand the strengths (such as facilitating collaborative planning and “teacher time out”). We will of our ELLs in order to provide opportunities for them to participate in share web-based resources for learning about, planning for, and enacting collaborative, engaging, and cognitively challenging learning. This session these routines in your own setting. explains the processes and tools educators can use to provide appropriate Tier 1 instruction as well as some targeted interventions. We also share our EMERALD C district’s process for referring an ELL student for special education services. 1.9 Using Racial Equity for Transformation PENINSULA A Tanisha Brandon-Felder, Director of Equity and Family Engagement, Shoreline School District; Rebecca Miner, Superintendent, Shoreline School 1.12 Moving Hearts & Minds: Shifting Adult Beliefs & District Behaviors to Close Student Opportunity Gaps Open Jeannette Siemers and Blake Baird, Assistant Principals, Monroe School Shoreline School District is a community in the midst of examining District how our system perpetuates the inequities we are trying to dismantle. Awareness is the first step. With awareness comes various strategic steps What is your core belief about how we respond to challenging students that collectively work towards creating more equitable outcomes for in our best moments? In this session we will engage in collaborative students. We are not there yet, but come see where we are in the process conversations around Restorative Practices as an imperative to closing and start looking at what you can implement in your own district. opportunity gaps for traditionally marginalized youth. Hear from internationally-licensed Restorative Practitioners and greater-Seattle area ELLIOTT A high school administrators about how this explicit framework and the 1.10 Getting Our Students Back On-Track for Graduation: theories supporting it empower those working with youth to respond to A Case Study Examining the Effects of an Early challenging students in ways that bring diverse communities together, Warning Intervention System Implementation in foster intimate relationships, and close the opportunity gaps that exist Grades 7–12 within our public school systems. Michelle Fox, Principal/Early Warning System Implementation Support, PENINSULA B Christine Moloney, Chief Academic Office, Puyallup School District 1.13 Early Learning Fellows: A Statewide Network Research has shown that the implementation of an Early Warning Dedicated to Excellence and Equity in Early Learning Intervention System (EWIS) can help close achievement gaps and help Rachel Eifler, P–3 Professional Development Coordinator, ESD 101; students realize on-time graduation from high school. By using a set of Sam Stevens, Relationship-Based Professional Development Manager, highly predictive indicators to identify students who may be off-track for ESD 112 graduation, coupled with a system of corresponding interventions for attendance, discipline, and course performance, EWIS school teams can Only 46% of incoming kindergarteners across the state are entering the help get students back on track for graduation. In this session, you will K–12 system “school ready”. Three years ago, Early Learning Coordinators learn how the Puyallup School District implemented an EWIS in grades from each ESD across the state implemented the Early Learning Fellows 7–12 and examine their systems for identifying, tracking, monitoring, and into the already established Statewide Fellows program. This network is supporting students who are off-track for graduation. dedicated to creating collaborative relationships between early learning systems and school districts to bridge the gap and create equitable opportunities for children and families within the P–3 continuum. Come and learn how the Early Learning Fellows’ Network has come together to engage in shared professional learning and create action plans to improve outcomes for our earliest learners.

9 ALPINE HORIZON (Roundtable) 1.14 Disrupting Racist Language Practices with 1.16.2 Reducing Reliance on Text: Removing Learning Translanguaging Barriers, Boosting Cultural Relevance Rachel Hoff and Naomi Kallmes, Language Learning Specialists, Highline Barbara Peterson, Executive Director, ALTERA Social Equity in Education Public Schools America’s educational system presumes a command of written English as a Traditional language policy and practices in the classroom privilege precondition of engagement in our learning system, which disadvantages English and discriminate against multilingual students of color. With low-literate or non-English speaking learners. This session describes the 100+ languages in Highline, translanguaging pedagogy is one strategy techniques of teaching rural low-literacy migrant parents to impart home- to meet our goal that all students graduate bilingual and biliterate. based literacy skills to their children using wordless picture books as well Translanguaging describes the language practices of bilingual people and as how Seattle “newcomer” school refugee adolescents were engaged in its pedagogy supports students’ home languages. Learn how we have critical thinking with their peers using wordless pictures books, graphic used action research to investigate the use of translanguaging practices novels and comics. These low-text resources become culturally relevant in Highline’s multilingual classrooms to affirm students’ identity, prevent when classes of diverse students bring their own experiences and world language loss, and develop academic language. views in order to give life and multicultural meaning to discussions of these minimal text resources. GLACIER HORIZON 1.15 Statewide Assessment Implementation Basics: (Roundtable) Understanding the Systems and Resources Needed 1.16.3 Reducing Opportunity Gaps in STEAM Learning for Successful Spring 2020 Test Administrations Jessica Schenck, STEAM Director, Othello School District; Tamara Holmlund, Kimberly DeRousie, State Test Coordinator, Lucas Snider, Assessment Data Professor, Science Education, Kristin Shawn Huggins, Associate Professor, Manager, Susan Seegers, Assessment Specialist, Shelby Johnson, Data Educational Leadership, Washington State University Analyst, Christopher Hanczrik, Director, Assessment Operations, OSPI In the Othello School District, we are working to reduce opportunity Meant for new District Assessment Coordinators, learn about the basic gaps in STEAM education by framing a district-wide vision. Using a five- operational systems used and the resources available to successfully component rubric scaled from developing to exemplary, school teams administer the statewide assessments. OSPI’s Assessment team will self-assess where they are in providing meaningful STEAM learning detail the systems (CEDARS, TIDE, ARMS, etc.) used and resources (Quick opportunities for all students. This fosters conversations about growth and Start User Guide, GTSA, PIRG, etc.) available for our statewide testing. The areas for improvement. Attendees will be introduced to the rubric and how presenters will provide the big picture overview, including timelines and school teams use it to assess and plan upcoming work. We will also discuss calendar, how systems integrate, and what specific areas to focus on and how the rubric informed STEAM learning opportunities for students when. during the past three years.

HORIZON (Roundtable) EMERALD A 1.16.1 Talking to Learn: How Are Students Talking in Class? 1.17 Empowering Leadership Teams to Transform Schools Duane Baker, President, Stacy Mehlberg, Director of Research and Michael Newman, Leadership Trainer and Coach, Auburn School District; Evaluation, Ronak Patel, Senior Researcher, The BERC Group Louanne Decker, Executive Director, School Program & Principal Leadership, Auburn School District; Brendan Jeffreys, Assistant Director, Student This presentation provides research on how students across Washington Learning, Auburn School District talk in their classroom and how teachers facilitate student talk. The study of hundreds of classrooms looked at how students interacted in class, Participants will learn about a model that involves leadership teams how they talked, what they talked about, and who they talked to. This within schools across the district to undertake the challenges of led to projections about how much academic talk students participate working as effective teams. The model was collaboratively developed to in during the entire school day. The study yielded startling results and increase communication and understanding of how to work together to recommendations for future classroom support to increase purposeful strengthen a culture of continuous improvement that will increase student student talk. We discuss how best to support teachers and principals in performance. In this collaboration, we use the work of leadership expert professional development that focuses on purposeful student talk. John C. Maxwell and Personality Insights. By developing their leadership capacity, the load for school improvement is shared by effective teams.

11:45–12:45, Lunch in Emerald Ballroom Creative Genius Contest

10 Thursday Concurrent Session #2 | 1:00 – 2:15

CRYSTAL A 2.1 State Science Education and Assessment 2.4.b Crafting a Transformation Agenda: Using Culturally Dawn Cope, Science Lead, OSPI; Allison Greenburg, Woodside Elementary Responsive Leadership to Close Opportunity Gaps School, Everett School District Ishmael Miller, Diversity Ambassador, University of Washington Instruction and assessment aligned to the state science standards Educational organizations consistently produce disproportionate rates continue to be developed within Washington. In this session, OSPI staff of discipline and lower achievement scores for youth of color. These will provide an overview of the process and outcomes for the development inequities reflect leadership practices that problematize the social of the Washington Comprehensive Assessment of Science (WCAS). behavior of communities of color and seek to assimilate them into white Staff from the Everett School District will describe how learnings from middle-class American values. Leaders must craft a transformative WCAS development are informing the creation of elementary classroom agenda to create equity for all students. Culturally Responsive Leadership assessments of the state science standards. This will include how local is framework of behaviors that seeks to create systemic equity. This assessment and state assessment results are used together as multiple presentation will discuss how the behaviors of Culturally Responsive measures of student learning. Leadership can lead to a change in the critical beliefs and skills that educators need to close opportunity gaps. CRYSTAL B MERCER B 2.2 Finding the Data—Then Analysis Begins Brian Loffer, Director of Assessment & Highly Capable Programs, Bethel 2.5 Crafting Professional Learning Coherence for Teachers School District; Jennifer Wright, School Data Solutions Across Content Areas Alison Resnick, Research Associate, Becca Lewis, Teacher Educator, Student success is the goal. Before we can begin to act, we need to identify University of Washington struggling students. Our investigations should include systemic issues of groups of students as well as individual students. Once identified, then Professional development for elementary teachers is often content-specific the analysis can begin. This session highlights several case studies of or content-neutral. This can lead to instructional visions that are siloed by delving into group and individual student identification that resulted in content. However, elementary school teachers generally facilitate learning identifying gaps in achievement and other indicators. Possible analysis across content areas. How can instructional leaders support teachers to methods will be discussed. Data sources will include Skyward, Homeroom make connections across professional learning experiences in order to and OSPI, although the concepts are applicable to any student information develop a coherent vision of instruction across content areas? We will or data warehouse system. share strategies developed in a network of five schools where leaders designed and implemented coherent systems of learning supports for CRYSTAL C elementary teachers. 2.3 Practical Application of 1599: Equitable Access to SAN JUAN Pathways for Student Success Becky Clifford, Executive Director of Special Services, Zac Crane, Director 2.6 Authentic Youth Engagement through an Equity Lens: of Special Services, Cathy Wood, Director of College, Career & On-Time Giving Youth a Seat at the Table Graduation, Everett School District Andrea Wessel, Sexual Health Education Program Specialist, OSPI; Greg Williamson, Director, Office of Youth Engagement, Department of Let’s proactively ensure students of colors, students living in poverty, Children, Youth, and Families English language learners, and students with disabilities have equitable access to all pathways. Join us as we learn from each other about Youth engagement is a common buzzword used in a number of strategies for developing systemic infrastructure and individual student professional fields to demonstrate their connectedness with youth. supports for equitable access and success. Utilizing Roger Hart’s Ladder of Youth Participation framework, we will dive into what it means to work with youth through equitable partnership. MERCER A (two 30-minute presentations) Washington youth are facing a growing number of health concerns that 2.4.a Inequities in Access to Physical Activity: include suicidal ideation, depression, and rising STD rates. We will review What Role Can Schools Play and Why Does It Matter? current research that shows when schools are utilizing the Whole Child Julie McCleery, Research Associate, University of Washington Model, youth are the catalyst for change. When we address the needs of youth, they must be at the center of the conversation. This 30-minute presentation covers a recently completed landscape analysis of access to youth sport, physical activity, and outdoor recreation in King County. Inequities based on income, gender, disability, race/ ethnicity, and primary language have an impact on who is accessing health-enhancing physical activities. Since physical activity and fitness positively impact cognition, behavior, and educational attainment, these inequities might be of interest to educators. The role of schools in addressing these issues will be discussed. 11 ORCAS A ELLIOTT A 2.7 Parents Need Cohorts Too! 2.10 Language Matters Nancy Hertzog, Professor, Kristen Lamb, Research Associate, Robinson Tracey Kelly, Mark Klune, Wendy Ward, and Heather Nelson, Professional Center for Young Scholars, University of Washington Learning Leaders, Riverview School District Acceleration is a well-researched strategy to meet the needs of How we talk to students and each other matters. The specific language we academically advanced students. However, little research explores how use impacts how students view us—as warm demanders who care about parents support their children when they seek challenging and engaging them as individuals or as aloof adults who care only about our content. The learning experiences. We will share results from a qualitative study that implications for student learning are profound. Come learn how simple included 36 interviews and illuminated parents’ experiences, specifically shifts in the words we use have the power to shape the way our students their concerns and expectations as they navigated and supported their see us, themselves, and their potential as learners. This session will also children who often struggled when faced with challenge for the first time. explore the use of strength-based feedback to support all students in One salient theme emerged: parents need to talk about their experiences developing the self-efficacy needed to take ownership of their learning. with other parents and families whose children chose similar accelerated pathways. ELLIOTT B 2.11 Ethnic Studies: Disrupting Inequities Through ORCAS B Student Voice 2.8 Systematic Teacher Talent Management: Jeff Stone, Ethnic Studies and Secondary Social Studies Lead, Sharon Partnering to Support Teachers Kriskovich, Ethnic Studies and Social Studies Teacher, Edmonds School Min Sun, Associate Professor, University of Washington; Clover Codd, Chief, District Human Resources, Eric Anderson, Director, Research & Evaluation, Seattle Initiated by student petition, informed by student ideas, and held Public Schools; Marge Plecki, Professor Emeritus, Univ. of Washington accountable by student voice, a team of educators from the Edmonds Prior studies indicate that talent management for beginning teachers not School District is creating an Ethnic Studies program that seeks to disrupt only boosts the effectiveness of the entire teacher workforce, but also the inherent inequities within our institution of learning. This presentation addresses inequitable student learning opportunities and outcomes. will model how thinking about data differently can lead to systemic Starting from 2018-19, Seattle Public Schools (SPS) have embarked on changes in learning that redefine the opportunity gaps in education. a major joint labor management program—Peer Assistance and Review (PAR)—with Seattle Education Association. PAR aims to build an integrated PENINSULA A talent management system to support teachers’ professional growth. This 2.12 Equity and Engagement through Art-based research-practice partnership between SPS and UW College of Education Assessment aims to accomplish three aims: (a) gather evidence on baseline teacher Alison White, 4-H Youth Development Regional Specialist; Robert effectiveness and HR practices; (b) conduct rapid cycle, iterative, and Danielson and Molly Kelton, Assistant Professors, Michaela Fallon, Medical problem-driven data inquiries to study PAR implementation; and (c) Student, Washington State University identify policy levers for developing a culturally responsive workforce. Moving away from inflexible assessment measures, we will share EMERALD C how our team of WSU researchers uses art to assess student learning, 2.9 Closing Achievement Gaps and Socially Just understanding, and engagement in STEM. We’ll highlight successes Teaching Strategies and lessons learned from experiences with our largely ELL youth from rural, migrant communities. We will also discuss how using arts-based Matthew Okun, Academic Intervention Specialist, Maria Breuder, Principal, assessments can increase equity in education while simultaneously McGilvra Elementary, Seattle Public Schools supporting students’ autonomy and voice. Join us for an interactive This session will explore how differentiated and socially just teaching discussion and art activity, and leave with ideas to enact these practices strategies can have a powerful effect on closing achievement gaps. The with your students. facilitators will engage participants in productive dialogue about current and future work towards racial equity and social justice, especially for historically underserved students and/or those who are not typically in the “center” of the bell curve. Participants will participate in small group discussions on specific topics related to differentiated strategies that can be implemented in their curricula.

12 PENINSULA B (two 30-minute presentations) HORIZON (Roundtable) 2.13.a Interorganizational Collaboration in Education for 2.16.1 Stories Matter: Committing to Student and Community Change: A Mixed Methods Study Family Engagement Through Examining Our Stories Stacy Mehlberg, Director of Research & Evaluation, Duane Baker, President, Kathleen Cowin, Clinical Associate Professor of Educational Leadership, Ronak Patel, Senior Researcher, The BERC Group Washington State University; Kathy Crowner, Instructional Coach, Pasco School District; Gabriela Epperson, Teacher, Corie Kelley, GLAD Coach, In the fields of business and healthcare, researchers have found that Heather Shulman, Instructional Coach, Kennewick School District; Jessica organizations are more successful when they collaborate to share Schenck, Director of STEM, Othello School District; Courtney Sund, Special knowledge, resources, and time using a multidisciplinary approach. Education Teacher/Student Support Assistant, Highland School District There is less empirical evidence supporting these findings in education, however. This mixed-methods study explored an interorganizational Principals’ beliefs and actions have powerful effects on the lives of collaboration (IOC) created by a school district and its community to students, families, staff, and the community. How do beginning school better understand how it was developed, supported, and sustained. We leaders learn to engage students and their families actively in all used qualitative data from interviews, surveys, and documents as well aspects of school? This session demonstrates the connections between as quantitative data from key performance indicators such as graduation exploring personal narrative, naming core values, and creating effective rates, state test scores, and postsecondary attendance. We found that the student-family engagement practices. Participants will experience the relationship between education and community was a critical variable in process used to reflect on personal narrative around home and school success and can translate to improved outcomes. engagement practices to enhance the connections between school and students and their families. 2.13.b Increasing Parental Involvement in School Among Underrepresented Populations HORIZON (Roundtable) Christopher Merideth, Doctoral Fellow, Nicole Ralston, Assistant Professor, 2.16.2 Using ELPA21 Scores to Inform Instruction in the University of Portland; Danielle Trollinger, Instructor, College of the Holy Content Areas Cross Jobi Lawrence, Member Services and Outreach Manager, ELPA21; This presentation shares evidence-based research to help educators Michelle McCoy, ELPA21 Assessment Design Manager, UCLA/CRESST increase parental involvement from families that may seek non-traditional How can we support our English learners’ (EL) achievement in the content ways of demonstrating their commitment to their children’s education. areas? This session introduces educators to tools that can support ELs’ We addressed the following questions: How do the values and priorities development of English language proficiency and their access and of historically marginalized populations, including communities of color, achievement of academic content. We will review and discuss information differ from the normative dominant culture? How do these differences from the ELPA21 score report and identify academic language features impact parental involvement? What judgments do teachers place on that can be incorporated into content area instruction. We will share a parents as they convey their own expectations for how families should framework for academic language and a template that helps to distinguish engage with school? How can educators utilize a culturally responsive academic language demands from content demands for purposeful, framework to value the school contributions of communities of color? scaffolded instruction. While these tools focus on support of ELs, they also ALPINE can help struggling readers who are not ELs. 2.14 Room available for collaboration time HORIZON (Roundtable) GLACIER 2.16.3 Renton Innovation Zone: One School’s Journey to Improving Outcomes for Kids 2.15 Let Us Succeed: Student College & Career Aspirations Jamie Maxie, Principal, Renton School District Annia Yoshizumi, Research Analyst, Alejandra Perez, College & Career Success Manager, Shelby Cooley, Research Director, Community Center for Change takes time. For the past four years, Bryn Mawr Elementary, a Education Results school of 450 students in the Renton School District where two-thirds of the students come from low-income backgrounds and 88% are students of Students—especially youth of color and first-generation students—are color, has been steadily closing the opportunity gap. Student learning and the most essential reporters of school climate and postsecondary school climate are reaching new heights. With support of evidence-based preparedness. Creating feedback loops between students and staff, with practices from the University of Washington, the proportion of students qualitative and quantitative data, is a tool for change. Let Us Succeed is reading at grade level or above by grade 4 increased, chronic absences are a report built from student focus groups (N= 43), a cross-district survey reduced, and school climate has dramatically improved. The session will (N=7,059 students in 11 schools), and a continuous improvement effort share the model being implementing, highlighting successes, challenges, designed to identify barriers and best practices for college and career and practical steps for establishing a parallel journey. supports. This session covers how to develop a youth voice process to drive systemic change.

13 HORIZON (Roundtable) 2.16.4 Districtwide Elementary Mathematics Curriculum Adoption with a Focus on Access and Equity for Students Amy Roth McDuffie, Professor, Washington State University; Nicole Blake, Executive Director of Teaching, Learning, and Curriculum, Richland School District This session will describe a process that a WA district engaged in to adopt an elementary mathematics curriculum, with a focus on supporting 2:15–2:30, Break students’ access and equity in learning mathematics. We will describe how a district administrator, a university mathematics educator, and teachers designed and implemented a process to select a curriculum program. To ensure that teachers learned about and piloted potential curriculum programs with integrity, we engaged in lesson study. We will share specific aspects of creating a tool for evaluating curriculum as well as data collection and decision-making protocols used in the process.

Thursday Concurrent Session #3 | 2:30 – 3:45

CRYSTAL A CRYSTAL C 3.1 Smarter Balanced Interim Assessments: 3.3 Drop In: Help Us Envision the Future of WERA Tools to Inform Learning and Teaching Please drop in and provide feedback on the Future of WERA regarding Anton Jackson, Director of Assessment Development, Shelley O’Dell, professional learning topics, modes of learning formats, hot topics, ELA Assessment Specialist, Kara Todd, Content Coordinator for Test journal ideas, venues and geographical locations for future offerings, and Development, Dawn Cope, Science Assessment Lead, OSPI membership engagement benefits. Schools and districts are using English language arts and math interims MERCER A throughout the year. In this session, OSPI staff will share and facilitate conversations around resources and support for integrating interims 3.4 Leveling the Playing Field with Thinking Skills into classroom formative assessment practices. We will also look at how and Creative Problem Solving interim assessments and their data can inform system decisions. April Drake, Highly Capable Program Facilitator, Enumclaw School District CRYSTAL B Culturally, linguistically, and economically diverse students have long been underrepresented in gifted programs due to many factors including 3.2 Recognizing Equity and Support in Local Schools inequitable identification practices, differences in cultural values, and Randy Spaulding, Executive Director, Andrew Parr, Research Director, limited experiences and opportunities both inside and outside the State Board of Education school setting. These students often are “supported” through remedial During the past year, the State Board of Education, OSPI, and the coursework that can feel repetitive, boring and unfair to the students we Educational Opportunity Gap Oversight and Accountability Committee are trying to help. This session provides strategies to help these students worked together to revise the Washington State school recognition system build their thinking skills through engaging, interactive, and open-ended to more equitably recognize schools. In spring 2019, the first phase of activities and projects that can provide opportunities for these students to the new state school recognition system, 216 schools were recognized shine and to reclaim their love for learning. that had demonstrated exemplary performance or had made significant MERCER B progress closing opportunity and achievement gaps in the Washington School Improvement Framework (WSIF) measures. This is the first phase 3.5 Physical Activity to Improve Performance Indicators of a new school recognition system that will more equitably recognize Christine MacDonald, Research Director, Sara Mosiman, Associate Director, schools across the state and will include those that are seeing high Karla Landis, Program Manager, The Sports Institute at UW Medicine; achievement for all their students and those that are making substantial Ken Turner, Program Coordinator, Health & Physical Education, OSPI progress in improving achievement and graduation rates for their Research shows that sustained bursts (i.e. 15-30 minutes) of physical students. We will continue to build out this new recognition system over activity during childhood (K-5) may lead to enhanced neural activity and the next two years. This session focuses on what we learned during phase improved brain development, information processing, attention and one, the revisions being considered in our approach during phase two, cognition in children. Questions remain regarding ‘how’ this positive and feedback from session participants on how to address the need for benefit may arise. Learn the latest research on physical activity and brain better local and qualitative information and strategies to incorporate development­—and how you can leverage key findings to improve academic community feedback into the process. performance and social and emotional learning at your school. 14 SAN JUAN EMERALD C 3.6 Essential Elements for School Leaders in 3.9 Room available for collaboration time Productively Managing TPEP ELLIOTT A Ana Elfers, Research Associate Professor, Marge Plecki, Professor Emeritus, University of Washington; Sue Anderson, Director, Educator Effectiveness/ 3.10 Designing Dual Language Programs Using the Educator Growth & Development, OSPI Guiding Principles: The WHY and the HOW School leadership is key to successful TPEP implementation, but without Heidi LaMare, Director of Programs for Multilingual Learners, Thad adequate support, balancing the sheer workload can be challenging. This Williams, Curriculum Developer for the Department for Multilingual session discusses essential elements that influence the extent to which Learners, Bellevue School District school leaders are able to productively engage with teachers. We focus This session will focus on the development and implementation of on strategies for those who are the sole evaluator in a building as well as Dual Language programs. This includes the WHY behind the reasons principals who share evaluation responsibilities. We also explore issues to implement quality programs that focus on equity and achievement of equitable access to supports and resources for school leaders in the as well as the practical HOW of using the Guiding Principles to make implementation of evaluation policy. everyday decisions that create powerful programs and schools. We will focus on Spanish Dual Language as an additive model for bilingual ORCAS A English learners. Educators involved in dual language program design, 3.7 Taking Action to Reduce Opportunity Gaps in implementation or management are welcome to join. Washington State School Districts ELLIOTT B Kristen Lamb, Postdoctoral Research Associate, Nancy Hertzog, Director, Robinson Center for Young Scholars, University of Washington; A.J. 3.11 Healthy Youth Survey: Using Student Input to Steer Balatico, Graduate Student Research Assistant, University of Washington Building Decision Making In this session, presenters address the theme of the conference, “Taking Erynn Alvers and Nita Hill, School Counselors, Puyallup School District Action to Reduce Opportunity Gaps: Putting Research into Practice,” by We will share new learning from the Healthy Youth Survey and engage sharing results from a qualitative study in which district administrators participants to use the data in building improvement planning. across Washington State were interviewed regarding the strategies Conversation around the importance of student voice in the removal of they have employed to combat inequities in their school systems. learning barriers is also a session priority. More specifically, the presenters will share responses from WA state superintendents or their designees to the recent changes in state laws, PENINSULA A (two 30-minute presentations) initiatives they have implemented to improve equity in and access to 3.12.a Dual-Credit Access, Participation and Outcomes their educational programs, and challenges they have encountered while in Washington implementing and carrying out equity initiatives. Ashley Birkeland, Director of Research, Kent School District ORCAS B Dual-credit has become a prominent topic in education as states look for 3.8 Effects of Professional Development: more opportunities to prepare students to succeed in college. Research How a Team of Elementary Teachers Co-Teach Math has shown that students who earn college credit in high school are Jennifer Brown Sanders, Math Intervention Coach for Federal Programs, more likely to enroll in college, and there is currently a policy in place in Evergreen School District Washington to increase enrollment in dual-credit courses. This session will provide a state-level view of who has access to which dual-credit options Looking for ways to support teachers with inclusive instructional based on demographics, region, and school size. The session will also practices? I present research findings on how professional development cover the results of a predictive analysis of participation in dual-credit has supported math interventionists, special education teachers, and programs predicting high school graduation and college enrollment. elementary teachers. This professional development focused on planning and teaching strategies for access to core grade level standards while also 3.12.b Diverse Socio-Economic Preschool Classrooms: supporting students who have gaps in understandings. The professional Bridging the Gap development included learning from Cognitively Guided Instruction Deborah Duitch, Director of Early Learning, Alicia Brender, Child (Carpenter et al., 2015), 5 Practices (Smith & Stein, 2011), and how to Development Coordinator, Bellevue School District transform tasks into rich math tasks (Boaler, Munson, & Williams, 2018; SanGiovanni, 2017). Studies have found that children in preschool classrooms that are more economically diverse-learn more language and math skills than those in income segregated classrooms. Addressing socio-economic concerns and gaps through incorporating intentional strategies to integrate students from differing economic backgrounds brings equity of opportunity to the very start of a young student’s educational journey.

15 PENINSULA B HORIZON (Roundtable) 3.13 Drop In: Help Us Envision the Future of WERA 3.16.1 How Social-Emotional Learning = Academic Gains Please drop in and provide feedback on the Future of WERA regarding Tamera Marcoe, Teacher/Administrative Intern, Puyallup School District professional learning topics, modes of learning formats, hot topics, The responsibility to implement social-emotional learning in our schools journal ideas, venues and geographical locations for future offerings, and and classrooms is epic. Developing students’ knowledge, attitudes and membership engagement benefits. skills for recognizing and managing their emotions allows students the ALPINE opportunity to build healthy relationships with peers, provides for a more collaborative work environment, helps students to set and achieve 3.14 Tools for Increasing a Classroom Culture of goals, and reduces bullying or at-risk behaviors that can escalate over Conversation time. Without these skills, our students cannot reach their educational Starla Watson, K–12 Literacy Instructional Coach, Krishanna Armstrong, capacities. Join us to learn more about implementing social-emotional Grade 2–3 Teacher, Yelm School District teaching in order to help students succeed.

Based on John Hattie’s research on classroom conversations and James HORIZON (Roundtable) Nottingham’s resources on exploratory talk, we developed tools and 3.16.2 structures for the classroom. Hattie’s research on effective teacher Data Visualization practices states that classroom conversations have an effect size of David Ogden, Assessment Facilitator, Renton School District 0.82. “Talk moves” structures promote a safe classroom culture that Join other data users from novice to expert to talk about data visualization. explores deeper thinking and engages students in having content-driven People at all levels are welcome to this session sponsored by the WERA conversations that include all types of learners from any background. Data Visualization Special Interest Group (SIG). These student-centered strategies push learning and thinking so students work through misconceptions in learning, challenge their own learning, HORIZON (Roundtable) and probe the thinking between peers. 3.16.3 Suicide Awareness GLACIER (Beatrice) Kay Starkey, Independent Educator/Researcher/Presenter 3.15 Taking Action to Reduce Social and Emotional Gaps This session dispels myths by learning facts and identifying possible for Diverse Students and Colleagues suicidal warning signs, and also shares updated resources and options in a Naomi Jeffery “NJP”, Professor, Central Washington University guided discussion. Not just 13% of all students, but of all people have some form of chronic disability. Even more experience temporary conditions that make life difficult. We must identify the conditions and activities that affect people who struggle—whether due to atypical neurological development or stressful living situations. We know which factors have the greatest effects on student learning and that social and emotional factors are the most powerful elements. Join us as we troubleshoot common interactions that can be toxic to the vulnerable and share effective strategies.

4:00 – 5:30 EMERALD F Networking Reception and Team Planning • Light Refreshments

• Casual setting for unwinding and socializing with conference colleagues and friends

• Team planning: Opportunity for district teams to relax, debrief, and plan together (to reserve a table for your team, stop by the registration table before 3 pm)

• Chat with the WERA Board: Share your ideas for WERA activities and ways WERA can best serve you and your colleagues

16 Conference Program | Friday, December 13

7:30–8:30 Registration, Continental breakfast Clock & STAR Hours—Sign in at Registration Table

Morning Schedule

8:30–10:30 General Session, Emerald Ballroom Welcome Hilary Loeb, Puget Sound ESD and Conference Co-chair Karma Hugo, OSPI and Conference Co-chair WERA Awards Brian Gabele, Clover Park School District Molly Branson Thayer, University Washington Brian Rick, Bellingham School District OSPI UPDATE Dr. Michaela Miller, Deputy State Superintendent

KEYNOTE

Dr. Beverly Daniel Tatum Demystifying Conversations About Race: A Dialogue Introduced and Moderated by Dr. LaWonda Smith Principal, Muckleshoot Tribal School

The discussion around race in America has evolved over the 20+ years since Dr. Tatum’s book, Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race, was first published. She has updated her classic book, contesting the claim of a post-racial society. The keynote is a conversation exploring the often-veiled dynamics of race—and racism—and the power of dialogue to move us forward.

10:30–10:45 a.m., Break Jazz Band and Ensemble Lincoln High School, Seattle Public Schools Zachariah MacIntyre, Band Director

SESSION TYPES 75 Minute Session: Presenter/Co-Presenters share their topic in various learning modalities. 30 Minute Session: Read the program carefully as some 30 minute sessions are back to back in the same room. The first presenter is the one listed first in the program for the shared room. Roundtable 75 or 30 Minute Sessions: Up to 4 different presenters/co-presenters share their topic with a group of 8–10 at in a Roundtable conversation format. Presentations are happening simultaneously so be sure select the table that is discussing your desired topic. 17 Friday Concurrent Session #4 | 10:45 – 12:00

CRYSTAL A MERCER A 4.0 Keynote Follow-Up Session 4.4 State Summative Test Score Reports Dr. Beverly Daniel Tatum Anton Jackson, Director of Assessment Development, Shelley O’Dell, ELA Assessment Specialist, Kara Todd, Content Coordinator for Test This session will give participants the opportunity to raise questions and Development, Dawn Cope, Science Assessment Lead, OSPI discuss ideas about Dr. Tatum’s on-stage interview. The session will begin with questions developed by WERA book study participants about Why Are Students in grades 3 through 8 and high school take state tests in English All the Black Kids Sitting Together in the Cafeteria? And Other Conversations language arts, mathematics, and science. In this session, OSPI staff will about Race. introduce attendees to several different assessment result reports: where to find them, what information is provided, and a few resources to help EMERALD C support a general understanding of score reports. OSPI staff will then 4.1 Achieving Equity Through Dual Language lead discussions on practices to unpack data from various summative test Programming score reports and thoughts on integrating summative test data as one of Will Williams, Director, Multilingual Education, Kent School District; multiple measures of student learning. Allison Deno, Principal, Lawton Elementary School, Seattle School District MERCER B Dual language programs provide equity and access for culturally and 4.5 Championing Deep Engagement Through Moving linguistically diverse learners, and build biliteracy, bilingualism, and Discussions biculturalism for all students. How do we ensure that all languages of John Helgeson, 6–12 English Language Arts/Social Studies Curriculum instruction are equitably supported, and: Specialist, Northshore School District • Our assessment system supports multiple languages? Students experiencing high expectations, deep engagement, and strong • Our school, district, and state datasets intentionally and explicitly instruction are more likely to be successful in school. Increasing the include all languages of instruction? number of opportunities to be deeply engaged in classroom discussion • The culture of our district supports and values biliteracy, bilingualism, extends academic growth beyond that of a typical year. Physical and biculturalism? movement paired with instructional strategies engages the brain, reduces stress and anxiety, builds social and emotional competencies, and fosters CRYSTAL B higher-level thinking. In this interactive session, participants will engage 4.2 Creating a Student Focused Data Driven Culture to in movement activities paired with explicit discussion strategies that move Disrupt Racial Inequities and Empower Students students beyond compliance into deep engagement promoting critical thinking. Alissa Farias, Kris Drake, Uyen Christiansen, Alexa Zarelli, DART Data Coaches, Tacoma Public Schools SAN JUAN Join Tacoma Public School’s Data Coaches as we share examples of how 4.6 Whole Child, Whole School, Whole Community: we partner with schools to support data driven cultures that are student North Mason School District’s Journey Continues to focused. Learn ways to coach up teams to empower students in taking Build a Comprehensive Multi-Tiered System of ownership of their learning by putting data in their hands. Leave with Support ideas that can be implemented in your own buildings to continue the work Beth Bourque, MTSS Administrator, Thom Worlund, Director of Special of disrupting racial inequities. Service, Amber Nygard, Assistant Principal, Sand Hill Elementary, North CRYSTAL C Mason School District 4.3 Increasing Student Access to Qualified and The 2019–2020 school year is the third year in our journey to have a Representative Educators through Title II, comprehensive 3-tiered system that integrates the areas of academics, Part A Funding behavior, and social-emotional learning for our students. With guidance from the research and leaders in the field of education and mental health, Kaori Strunk, Statistician, OSPI; Kimberly Sullivan, Program Supervisor, we have explored frameworks such as the Integrated Systems Framework, Title II, Part A, OSPI Ci3T, and successful MTSS models in other schools that incorporate RTI We will evaluate the Student Access Rate to Educators in the past five years and PBIS. Following implementation science and the data that shows the at the state, educational service district, district, and school levels and needs of our community and students, we spent a year installing practices project suitable goal for closing the disproportionalities of Student Access and will be implementing our first phase of MTSS for the whole child in all Rate to Educators in the next five years. We will introduce data collection schools K–12 this year. We will share our journey so far, our plans for the in the Federal Grant Application (Title II, Part A Teacher & Principal Training next 3 years, as well as the challenges, barriers, and successes we have & Recruiting Fund) and its use as well as evaluate the association between experienced. closing the disproportionalities of Student Access Rate to Educators and Title II, Part A fund use.

18 ORCAS A PENINSULA A 4.7 Developing a Master Plan for Dual Language 4.11 Engagement Isn’t Just Compliance and Fun Activities: Education Teaching Strategies to Increase Student Agency and Catherine Carrison, ELL Program Director, Evergreen Public Schools Engagement Alissa Heikkila and Vicky Barkley, Education Consultants, Heikkila A well-developed and thorough Master Plan is the key to a strong Educational Consulting and viable Dual Language Program. This session will review state- recommended program models as well as the process to develop a There are many complex reasons students have gaps in educational comprehensive Dual Language Master Plan. The session will share steps to opportunities. We know that if students are intrinsically motivated, take from the first discussion with the Superintendent to the presentation they will be more engaged in rigorous learning. But, how can we of the completed Master Plan to the School Board. Participants will leave motivate all students that fall into educational gaps? Researchers like the session with information and resources to guide them in the process Bandura and Hattie tell us that increasing student agency and fostering of preparing a Master Plan for their Dual Language Program. It’s never too and structuring self-assessment opportunities can lead to increased early to start—join us and get to work on your Master Plan! engagement in learning. Though we will mention theory and research, this is a presentation of concrete engagement strategies. Participants will ORCAS B learn tips for building student agency and structuring self-assessment 4.8 Critical Beliefs About Learning: Research from opportunities—all aligned to Literacy Standards. Neuroscience, Psychology, and Language to Create PENINSULA B (two 30-minute presentations) Equitable Classrooms Annie Cole, Program Counselor for Teacher Licensure Programs, Christopher 4.12.a National Assessment of Educational Progress (NAEP) Merideth, Doctoral Fellow, University of Portland 2019 State-Level Results Tony Wilson, State NAEP Coordinator, OSPI Many current approaches to teaching and assessment are based on out- dated models of how the brain learns best. Consequently, much pedagogy The NAEP 2019 Math and Reading assessments in grades 4 and 8 were is limited in its ability to engage all learners. This session will encourage administered between January and March 2019. State-level results for participants to (1) think critically about learning definitions from various math and reading will be released sometime between October and late research fields (neuroscience, language learning theory, and cognitive November 2019. This session will present Washington NAEP 2019 results. neuroscience), (2) explore the Neuro-Semantic Language Learning Theory (NsLLT) and how it encompasses all three research bodies, and (3) learn 4.12.b If Not Just SBA...Then What? to use the NsLLT to create classroom lectures and assessments that are Elaine Smith, Assistant Director, Teaching Learning & Innovation, Kevin equitable for all learners and reduce the achievement gap. Alfano, Superintendent, Fife Public Schools ELLIOTT A Do you struggle with new and unique ways to engage staff in data? Do you have a hard time getting your staff to see a bigger picture than just 4.9 Beyond Throwing Money at the Problem: Using Data the snapshot SBA data provides? We were, too! In this session we share to Improve Teaching and Learning for ELL Students the journey we are on to move beyond only sharing SBA data each year Jason Gregory, Admin. Intern, Puyallup High School; Almai Malit, Director and how we have begun to answer the question, “If not just SBA...then of Assessment and Accountability, Puyallup School District what?” We will share our whole-child vision behind this journey, examples In this session, participants will hear how one school is using ELPA 21 of the unique data-mining activities we have designed for our district and scores, the Washington School Improvement Framework, and student and building leaders, how this work has impacted our school strategic plans, parent surveys to spark collaborative conversations. Puyallup High School and why we believe the questions we are asking are leading us to deeper was named a Tier II Targeted Intervention School because its students’ conversations about the achievement and well-being of ALL students. ELL scores are in the bottom 5% in the state. Come hear our story of how ALPINE we are overcoming staff resistance and supporting our ELL scholars. Be inspired and share ideas with other like-minded colleagues. 4.13 Reducing Opportunity Gaps in WA: What Can Teachers Do? ELLIOTT B Nancy Hertzog, Professor, Robinson Center for Young Scholars, University of 4.10 Assessment and Accountability Best Practices Washington; Jann Leppien, Professor, Whitworth University for Two-way Dual Language Teachers play a major role in creating learning environments that Jennifer Johnson, Director of Programs for Multilingual Learners, Bellevue challenge all students. Teachers are on the front lines of reducing School District opportunity gaps by providing rigorous instruction that is relevant & Participants will learn core principles and practices of assessment and meaningful for all students. Presenters will share on-line professional accountability for Two-way Dual Language programs. This session uses development modules, funded from a federal Javits Grant, that focus on the Guiding Principles for Dual Language Education from the Center for ways to create rich learning contexts for integrating teaching strategies Applied Linguistics and interactive discussion to focus on the three pillars that increase access to advanced and accelerated learning opportunities of dual language education. for their diverse students. Examples of how teachers changed their practices are highlighted as exemplars of research to practice implementation.

19 GLACIER EMERALD A (Roundtable) 4.14 Using District Assessments in Skyward 4.16 Liberating Academic Mindsets: Lindsay Grams, Student Services Business Analyst, WSIPC Culturally Responsive Arts Integration Carina Del Rosario and Sabrina Chacon Barajas, Teaching Artists, Arts Corps Join us in this session to learn about the District Assessment process in Skyward. We’ll discuss how you would set up a District Assessment, push it Highline Creative Schools Initiative (HCSI) was a multiyear research project out teacher’s Gradebooks, how students complete the assessments online, in which researchers examined the impact of partnerships between and reports you can run to analyze results. classroom teachers and teaching artists on students’ academic mindsets and related learner behaviors. The study shows that culturally responsive HORIZON (Roundtable) arts integration can help close the achievement gap. We will present 4.15.1 Discipline Disparities: Root Cause Analysis and our successful classroom practices and assessment tools – including a Theory of Action observation tools, student surveys, and longitudinal data – to show the Mark McKechnie, Senior Consultant, Equity in School Discipline, OSPI success of the HCSI program and strategies that can be applied across educational settings. This workshop covers research findings related to the causes of disparate discipline for students of color and will review Washington data. A theory EMERALD B of action based upon practices that have been shown to reduce racial 4.17 High School English Learners’ Math and Science and other disparities in suspension and expulsion will be discussed. Course-Taking: Staff Perceptions and School Practices Participants will learn ways to assess the rates and causes of disparate in Seattle Public Schools discipline in their schools and districts and identify practices to address Elizabeth Sanders, Associate Professor, Manka Vaerghese, Professor, Anna root causes. Van Windekens, Research Assistant, University of Washington; Jessica HORIZON (Roundtable) Beaver, Senior Research Scientist, Seattle Public Schools 4.15.2 Leveraging the edTPA for Preparing Teachers of We present survey and case study results from a two-year partnership Mathematics: Supporting Preservice Teachers’ between the University of Washington’s College of Education and Seattle Development of Equitable Practices Public Schools focused on math and science course-taking trajectories, Kathy Nitta, Assistant Professor, Dept. of Teacher Education, Gonzaga with particular focus on students designated as English learners (ELs). University; Amy Roth McDuffie, Professor, Washington State University The survey, co-constructed by the partnership team, explored teacher and counselor perceptions of course sequencing, prerequisites, and advising. The edTPA is consequential for teacher certification in Washington. Our case study work used interviews, observations, and document analysis While the edTPA intends to ensure future teachers are well-prepared to to examine course advising and registration practices at two high schools. teach mathematics to diverse learners, it can also have the unintended consequence of serving as a barrier to the profession, especially for minoritized groups. We discuss tools and activities used in teacher preparation programs to: (1) support diverse preservice teachers in successfully meeting edTPA requirements, including mathematics, and (2) develop preservice teachers’ skills to enact equitable mathematics teaching practices supporting all learners. We will also explore 12:00 – 1:00, Lunch in Emerald Ballroom connections to inservice teachers’ professional development. Jazz Band and Ensemble HORIZON (Roundtable) Lincoln High School, Seattle Public Schools 4.15.3 Assessment for Action: We Can’t Change Geography, Zachariah MacIntyre, Band Director We Can Improve Achievement Sponsor Door Prizes, Nancy Potter, School Development Manager, West North American, Cambridge Assessment International Education Contest Winners Announced Statistical tools like Opportunity Insights graphically display how environmental factors of neighborhoods can impact children’s futures. Find out what schools are doing to overcome opportunity gaps resulting from environmental factors. Examine data, triangulate it to forecast your students’ opportunity, learning methods to create a culture of academic success. Discover the latest research in next generation assessments. Join a data driven discussion inquiring how new state laws (HB 1599), exemplary classroom instruction, and pedagogy make a difference changing the lives of students.

20 Friday Concurrent Session #5 | 1:15 – 2:30

CRYSTAL A CRYSTAL C 5.1 District Assessment Coordinator Network Meeting 5.3 Digital Library 2.0: Increasing Opportunity Dawn Wakeley, Executive Director of Teaching and Learning, Tahoma School to Reduce Gaps District; Brian Loffer, Director of Assessment and Highly Capable Programs, Shelley O’Dell, ELA Assessment Specialist, Anton Jackson, Director of Bethel School District; Brian Rick, Research and Assessment Director, Assessment Development, OSPI Bellingham School District The Digital Library continues to grow, develop, and provide new ELA and Join assessment directors from across the state to get updates from the math resources for educators to use in the classroom. Take a walk with OSPI assessment staff and network together around key issues impacting OSPI staff through some of these new resources that educators can use the work we do each day. This is the annual meeting of the assessment to provide learning opportunities for all students. Of special focus will be network—definitely THE session to attend for both new and experienced resources for the new Focused Interim Assessment Blocks (IABs) that were DACs. The session is strategically placed at the end of the conference in first made available this school year. order to network on current hot topics. MERCER A CRYSTAL B (two 30-minute presentations) 5.4 Disrupt Racial Inequities for Students through 5.2.a A University-District Partnership to Reduce Support and Opportunities for Teachers Opportunity Gaps: A Case Study of a Hybrid ELL Marcy Yoshida, Program Specialist, Beginning Educator Support Team Endorsement Academy (BEST), OSPI Julie Kang, Director, Professional and Continuing Education, Who teaches what and where? Which educators receive what kinds Jeomja Yeo and Nancy Yi Cline, Adjunct Faculty, Seattle University of opportunities? The answers can indicate impacts on historically This case study examines how a university-district partnership in an underserved students and educators of color. Districts and their leaders ELL endorsement program through a hybrid delivery model influences can change the trajectory for students when they attend to key systems teachers’ practice with emergent bilinguals. The partnership intends to of support and opportunity. We’ll explore these questions, strategies for provide teachers with embedded professional development to promote identifying potential inequities, and actions that disrupt the inequities. equitable education for emergent bilinguals. The study explores teachers’ perceptions of how the hybrid ELL program has influenced their work with MERCER B emergent bilinguals and what curriculum components have provided most 5.5 Equity in Informal Learning Environments: affordances to their learning. The session will describe the infrastructure, Audience Feedback from a Live Planetarium Show design, and implementation of the model, share the preliminary findings, A.J. Balatico, Graduate Student Research Assistant, Nancy Hertzog, and discuss the implications for research and practice. Professor and Director of the Robinson Center for Young Scholars, University of Washington 5.2.b Mainstream Preservice Teachers Learning to Teach Emergent Bilinguals in Student Teaching How do young people develop science interest and explore complex topics Fenglan Yi-Cline, ELL Instructor, University of Washington such as climate change? Access to rich and engaging science content is not provided equally across informal learning environments, and there Emergent bilinguals are the fastest growing but lowest performing are often gender differences in representation in the physical sciences. student population in the U.S., and secondary emergent bilinguals are In this study, researchers focused on what general audience members disproportionately represented in national rates of dropout and academic learned about polar science through live, interactive planetarium shows failure based on national testing results and statistical data; however, a and if these shows increased their interest in polar science. Results from large percentage of mainstream classroom teachers are underprepared post-show questionnaires demonstrated positive polar science interest to work with them. This qualitative collective case study investigates after the show, especially for female respondents who are typically how mainstream preservice secondary teachers in a university-based underrepresented in STEM professions and majors in college. program learn to teach emergent bilinguals in their student teaching. It captures culturally sustaining and linguistically responsive pedagogical tools appropriated and investigates what factors shape and influence their enacted practices with emergent bilinguals.

21 SAN JUAN ELLIOTT B 5.6 Using a Studio Model to Increase Teacher Use of 5.11 Partnering to Grow and Support Bilingual Teachers Best Practice in Early Literacy Instruction Marsha Riddle Buly, Professor and Teacher Education Program Director for Kelly Pruit, Instructional Facilitator, Lisa Reaugh, Special Programs Director, Future Bilingual Teaching Fellows, Western Washington University; Bernard Peninsula School District Koontz, Executive Director of Teaching, Learning, and Leadership; Richard Dunn, District BEST Mentor, Jessica Canul Diaz, District BEST Mentor, With increased demands on time and resources, how can we provide Highline Public Schools; Christie McLean Kesler, University Faculty Field teachers with high quality job embedded professional learning? Join us as Mentor and Instructor, University of Washington we share our studio model where teachers engage in rich research based best practices, plan a lesson together, enact a lesson, collect student data, Partnering works! Highline Public Schools and Western Washington and reflect on current practices. We will share our goals and multi-year University have worked together to create a strong grow your own pathway plan and participants will engage in activities similar to those in the studio for bilingual paraeducators to become teachers. Join us as we share what sessions. we’re doing, how it’s working, and what’s next! ORCAS A PENINSULA A 5.7 Room available for collaboration time 5.12 Washington’s K–12 Dual Language Initiative ORCAS B Patty Finnegan, Bilingual Education Program Supervisor, OSPI; Will Williams, Director, Multilingual Education, Kent School District 5.8 Centering Washington’s Youngest Learners and Their Families in Educational Policy and Practice: In Superintendent Reykdal’s vision for K–12 education, all students will What Can Parents Teach Us about Reducing have access to dual language education by 2030. We will share about Opportunity Gaps? the framework for state-approved dual language education that focuses on closing opportunity gaps and prioritizes English learners and Native Soojin Park, Assistant Professor, Kaixin Li, Research Assistant, University of American students. Washington PENINSULA B (two 30-minute presentations) Washington’s youngest learners and their families have a critical role in identifying and disrupting racial inequities in education. Using in-depth 5.13.a Update on Statewide Social-Emotional interview, observational, and survey data from 150 families of young Learning Policy & Practice children aged 0 to 5, this session presents how families of color and Martin Mueller, Assistant Superintendent, Student Support, OSPI families in poverty navigate systemic inequalities and actively invest in their children’s learning and development. Findings from this multi-year As social-emotional learning (SEL) legislation and on the ground study privilege the voices and lived experiences of Washingtonian parents implementation evolves and is introduced into teaching curriculum, K–12 in identifying critical knowledge, beliefs, and practices in early learning educators at all levels should understand the current WA State standards, and offer implications for equitable policy and practice. benchmarks and indicators. This session will provide an overview of SEL in WA, including an update on 2SSB 5082 (2019) and OSPI’s free online SEL EMERALD C Educator/Administrator Training Module. 5.9 Drop In: Help Us Envision the Future of WERA 5.13.b Multilingual Preparation for Bilingual/Dual Please drop in and provide feedback on the Future of WERA regarding Language Teachers professional learning topics, modes of learning formats, hot topics, Teddi Beam-Conroy, Director, Elementary Teacher Education Program, journal ideas, venues and geographical locations for future offerings, and University of Washington; Renee Shank, Director, Bilingual Educators membership engagement benefits. Capacity Grant (BECA); Emily Machado, Assistant Professor, Rachel Snyder, ELLIOTT A Doctoral Candidate and Teaching Assistant, University of Washington 5.10 Closing Gaps and Building Bridges: Unlike most US schools and teacher preparation programs, our Dual Language as a Transformational Tool elementary teacher education and bilingual endorsement programs engage multilingual pedagogies that validate the linguistic abilities of Ingrid Colvard, Principal, Pat Jones, Instructional Coach, Jill Thoeny and our teacher candidates, enact practices that support their developing Anahisse Hodge, Kindergarten Teachers, Maria Rodriguez and Lyndal teacher identities, and model inclusive practices they can use in their own Mezes, 1st Grade Teachers, Columbia Elementary School, Woodland Public classrooms. In this session we’ll share our efforts to prepare a cadre of Schools teachers primed for teaching in our existing diverse classrooms, and in Closing the achievement and opportunity gaps for bilingual learners the dual language classrooms Superintendent Reykdal envisions for all is more complex than addressing academics alone. Woodland Primary Washington public schools by 2030. School has embarked on a journey to develop a dual language program that leverages the first languages of children to learn another. Students and staff are all developing bilinguals, engaging in a collaborative learning process that has transformed the school and the community. Disrupting linguistic barriers has equalized the status of Spanish and English in this elementary school, resulting in a more inclusive and emotionally safe educational experience.

22 ALPINE HORIZON (Roundtable) 5.14 Using Family Engagement to Support Student Success 5.16.2 When Educational Technology Innovation Does Not Binita Dahal, Community Liaison, Julie Herdt, Quality Engagement Achieve its Original Vision: Reflecting on the Student Specialist, Nichelle Page, Community Engagement Specialist, Guled Ali, Success Link Project Community Liaison, Tukwila School District Hilary Loeb, Director, Strategy, Evaluation and Learning, Puget Sound ESD; Gloria Jordan, Brand and Communications Strategist; Sarah Terry, Research The Family Engagement Team from the Tukwila School District will share and Evaluation Manager, Youth Development Executives of King County how they are using family engagement to support academic success. Topics will include: Immigrants, refugees, and undocumented family Information technology (IT) projects are often complex and ambiguous. support and navigating the school system; McKinney-Vento supports; Work plans and costs may shift when new issues and opportunities community engagement and building partnerships; and building bridges emerge. In 2018, the Puget Sound ESD made the difficult decision to between administration, schools, community and families. suspend work on Student Success Link (SSL), an ambitious effort to support data access and use across South King County. SSL was envisioned GLACIER as a means to securely connect community-based organizations with 5.15 5 Practices to Engage Families in Meaningful Math academic data and insights needed to provide young people with quality Katie Sauter, Early Learning Program Manager, Maile Hadley, Programs and services. This session shares key findings from an interview-based study Operations Director, Zeno about lessons learned from the project. Participants will discuss the study implications and how they apply to similar multi-year data and IT projects. Zeno is the only non-profit confronting white supremacy by helping low- income communities of color attain and leverage the power of math. In EMERALD A this session, we discuss how to meaningfully engage families using Zeno’s 5.17 3-Dimensional High School Science Open Educational 5 Practices of family math engagement. Embedded in research, these Resource Course Project practices are essential to supporting meaningful adult-child interactions Andy Boyd, Math & Science Specialist, Mechelle LaLanne, Managing around math. During the session, participants will begin by learning about Director, North Central ESD the Zeno 5 Practices of Explore, Play, Talk, Build, and Connect. We will then play a math game to see how these practices are embedded in the game. This session will focus on the work that has been completed over the Finally, participants will learn how to use this framework to engage in past four years around the development, implementation, revision and meaningful conversations with families about math relationships. reflection of thee high school courses around the Achieve conceptual course bundles. The presentation will cover the courses of Integrated HORIZON (Roundtable) Physics and Chemistry. Participants will see the process of developing 5.16.1 Participatory Approaches to Arts+Science year one of the high school course, including phenomenon, activities, and Programming assessments for each unit. Presenters will also highlight where to access Molly Kelton, Assistant Professor, Washington State University; Alison the OER courses and lessons learned in the developmental process. White, Assistant Professor, AnaMaria Diaz Martinez and Jeb Owen, Associate Professors, Washington State University This session explores the intersection between participatory design and interdisciplinary art-and-science programming. There is growing interest in leveraging the arts to increase science interest and understanding among underrepresented learners. Participatory approaches that engage stakeholders in developing educational interventions can bolster cultural relevance and community buy-in. We will share insights and challenges to participatory arts-and-sciences program design in partnership with rural Latinx Washington communities. This project is part of Washington State University’s Health Education through Arts-Based Learning (HEAL) partnership.

23 Follow WERA #wearewera SAVE THE DATES 2020 WERA/OSPI Annual Conference December 9, 10, 11, 2020

CONFERENCE EVALUATION

WERA has posted an online survey to evaluate this conference. Your thoughts and opinions are of great value to those planning future conferences. Please take a few minutes after the conference 3535th ANNUAL to complete the evaluation form online at: WERA/OSPI CONFERENCE https://www.surveymonkey.com/r/WERA35

Taking Action to Reduce Opportunity Gaps: Putting Research Into Practice

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24 Lead Presenter Contact List

LAST NAME FIRST NAME TITLE ORGANIZATION EMAIL Acuna Jennifer Special Services Director OSPI [email protected] Alvers Erynn School Counselor/Admin Intern Puyallup School District [email protected] Baker Duane President BERC Group [email protected] Balatico A.J. Graduate Student Research Assistant University of Washington [email protected] Beam-Conroy Teddi Director, Elementary Teacher Education Program University of Washington [email protected] Beaver Jessica Senior Research Scientist Seattle Public Schools [email protected] Birkeland Ashley Director of Research Kent School District [email protected] Bourque Beth MTSS Administrator North Mason School District [email protected] Boyd Andy Math and Science Specialist North Central Educational Service District [email protected] Brandon-Felder Tanisha Director of Equity and Family Engagement Shoreline School District [email protected] Brown Sanders Jennifer Math Intervention Coach for Federal Programs Evergreen School District [email protected] Budge Kathleen Associate Professor Boise State [email protected] Bylsma Pete Director, Assessment/Program Evaluation Mukilteo School District [email protected] Carrison Catherine ELL Program Director Evergreen Public Schools [email protected] Clifford Dr. Becky Executive Director of Special Services Everett [email protected] Cole Annie Program Counselor for Teacher Licensure Programs University of Portland [email protected] Coleman Juli Deputy Chief of Improvement CORE Districts [email protected] Colvard Ingrid Principal Woodland Public Schools [email protected] Cope Dawn Science Assessment Lead OSPI [email protected] Cowin Kathleen Clinical Associate Professor of Educational Leadership Washington State University [email protected] Crisostomo Amanda Data Coach Tacoma Public Schools [email protected] Dahal Binita Community Liaison Tukwila School District [email protected] Del Rosario Carina Teaching Artist Arts Corps [email protected] DeRousie Kimberly State Test Coordinator OSPI [email protected] Drake April Highly Capable Program Facilitator Enumclaw School District [email protected] Duitch Deborah Director of Early Learning Bellevue School District [email protected] Eifler Rachel P-3 Professional Development Coordinator NEWESD 101 [email protected] Elfers Ana Research Associate Professor University of Washington, Seattle [email protected] Farias Alissa DART Data Coach Tacoma Public Schools [email protected] Finnegan Patty Bilingual Education Program Supervisor OSPI [email protected] Fox Michelle M. Principal/Early Warning System Implementation Support Puyallup School District [email protected] Gabele Brian Director of Assessment & Program Evaluation Clover Park School District [email protected] Goldhaber Dan Director, Center for Education Data and Research University of Washington [email protected] Grams Lindsay Student Services Business Analys WSIPC [email protected] Gregory Jason Administrative Intern Puyallup High School [email protected] Haddad Traci ELL Program Coordinator Evergreen Public Schools [email protected] Heikkila Alissa Education Consultant Heikkila Educational Consulting [email protected] 6–12 English Language Arts/Social Studies Curriculum Helgeson John Northshore School District [email protected] Specialist Hertzog Nancy Professor University of Washington [email protected] Hoff Rachel Language Learning Specialist Highline Public Schools [email protected] Hugo Karma Director of Early Learning, Learning and Teaching OSPI [email protected] Associate Professor, Educational Policy, Organizations Ishimaru Ann University of Washington [email protected] & Leadership Jackson Aira Director, English Language Arts and Literacy OSPI [email protected] Jackson Anton Director of Assessment Development OSPI [email protected] Johnson Jennifer Director of Programs for Multilingual Learners Bellevue School District [email protected] Kang Julie Director Seattle University [email protected] Kelly Tracie Professional Learning Leader Riverview School District [email protected] Kelton Molly Assistant Professor Washington State University [email protected] Lagerquist Brandon Director of Assessment, Research, and Evaluation Edmonds School District [email protected] LaMare Heidi Director of Programs for Multilingual Learners Bellevue School District [email protected] Lamb Kristen Postdoctoral Research Associate University of Washington [email protected] Lawrence Jobi Member Services and Outreach Manager ELPA21 at UCLA/CRESST [email protected]

25 LAST NAME FIRST NAME TITLE ORGANIZATION EMAIL Lewis Becca Teacher Educator University of Washington [email protected] Loeb Hilary Director, Strategy, Evaluation and Learning Puget Sound Educational Service District [email protected] Loffer Brian Director of Assessment & Highly Capable Programs Bethel School District [email protected] Mac Donald Christine Research Director, The Sports Institute at UW Medicine UW Medicine [email protected] MacIntyre Zachariah Teacher Educator Seattle Public Schools [email protected] Assistant Director of Policy for System and School Mahoney Katherine OSPI [email protected] Improvement Marcoe Tamera Teacher/Administrative Intern Puyallup School District [email protected] Maxie Jaime Principal Renton School District [email protected] May Tania Director of Special Education OSPI [email protected] Acuna Jennifer Special Services Director OSPI [email protected] McCleery Julie Research Associate University of Washington [email protected] McKechnie Mark Senior Consultant, Equity in School Discipline OSPI [email protected] Meade Darby Principal Vancouver School District [email protected] Mehlberg Stacy Director of Research and Evaluation The BERC Group [email protected] Merideth Christopher Doctoral Fellow University of Portland [email protected] Miller Ishmael Diversity Ambassador University of Washington [email protected] Mueller Martin Assistant Superintendent Student Support OSPI [email protected] Newman Michael Leadership Trainer and Coach Auburn [email protected] Center for Strengthening the Teaching Profession (CSTP) Nishida Nasue OSPI [email protected] Executive Director Gonzaga University, Nitta Kathy Assistant Professor [email protected] Department of Teacher Education O’Dell Shelley ELA Assessment Specialist OSPI [email protected] Ogden David Assessment Facilitator Renton School District [email protected] Okun Matthew Academic Intervention Specialist Seattle Public Schools [email protected] University of Washington College of Park Soojin Assistant Professor [email protected] Education Parrett William Professor Boise State [email protected] Petersen Naomi Jeffery “NJP” Professor Central Washington University [email protected] Peterson Barbara Executive Director ALTERA Social Equity in Education [email protected] West North America, Cambridge Potter Nancy School Development Manager [email protected] Assessment International Education Pruitt Kelly Instructional Facilitator Peninsula School District [email protected] Resnick Alison Research Associate University of Washington [email protected] Rick Brian Director of Research and Assessment Bellingham School District [email protected] Professor and Teacher Education Program Director Riddle Buly Marsha Western Washington University [email protected] for Future Bilingual Teaching Fellows Roth McDuffie Amy Professor Washington State University [email protected] Sanders Elizabeth Associate Professor University of Washington [email protected] Sauter Katie Early Learning Program Manager Zeno [email protected] Schenck Jessica STEAM Director Othello School District [email protected] Siemers Jeannette Assistant Principal Monroe School District [email protected] Smith Elaine Assistant Director Teaching Learning & Innovation Fife Public Schools [email protected] Spaulding Randy Executive Director State Board of Education [email protected] Independent Educator/Researcher/Presenter, Starkey (Beatrice) Kay Puyallup School District [email protected] Sub Teacher PSD Stone Jeff Ethnic Studies and Secondary Social Studies Lead Edmonds School District [email protected] Office of Superintendent of Public Strunk Kaori Statistician [email protected] Instruction Sun Min Associate Professor University of Washington Seattle [email protected] Tatum Beverly Author Author [email protected] Wakeley Dawn Executive Director of Teaching and Learning Tahoma School District [email protected] Watson Starla K-12 Literacy Instructional Coach Yelm Community Schools [email protected] Wessel Andrea Sexual Health Education Program Specialist OSPI [email protected] White Alison 4-H Youth Development Regional Specialist Washington State University [email protected] AVID Staff Developer and Consultant, Williams Nina AVID, Kent School District [email protected] Director of MultiLingual Education Wilson Tony NAEP State Coordinator OSPI [email protected] Yi-Cline Fenglan ELL Instructor University of Washington [email protected] Yoshida Marcy Program Specialist, Beginning Educator Support Team (BEST) OSPI [email protected] Yoshizumi Annia Research Analyst Community Center for Education Results [email protected]

26 WERA Educational Journal (WEJ) Call for Papers

We are seeking papers and other submissions for the May 2020 • Early childhood education issue of the WERA Educational Journal. The WEJ is a collection of • Curriculum and instruction peer-reviewed academic papers, professional reports, research • State and national standards reviews, book reviews, essays, and commentaries of general significance and interest to the Northwest education research and • Professional development practitioner community. The WEJ is issued twice a year (November • Special populations (e.g., gifted, ELLs, students with disabilities) and May). Papers for the May 2020 issue are due January 15, • Assessment results 2020. Topics in the WEJ cover a wide range of areas of educational • Early warning indicators research and related disciplines. These include but are not limited to issues related to the topics listed at right. • Social and emotional issues • School and district effectiveness Papers should be of interest to a wide range of educators in the Northwest. • Teacher and principal evaluation Condensed versions of dissertations and theses that are reader-friendly are encouraged. For more information about the WEJ and its submissions, • Education finance and policy see the Submission Guidelines posted on the WERA website. If you have • Educational technology questions about the process or about possible submissions, please email • Educational leadership Professor Antony Smith, the WEJ editor at [email protected].

2019 WERA/OSPI December Conference

Hilton Seattle Airport Hotel and Conference Center

REGISTRATION DESK

27 Thank you to our generous sponsors for their support of the 2019 WERA/OPSI Annual Conference

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IN RECOGNITION OF THE WERA 2019–2020 BOARD

PRESIDENT Hilary Loeb, Ph.D., Puget Sound Educational Service District PAST PRESIDENT Paul Stern, Vancouver Public Schools PRESIDENT-ELECT Brian Rick, M. Ed., Bellingham Public Schools AT-LARGE BOARD MEMBERS Bill Ash, Central Valley School District Molly Branson Thayer, Ed.D., University of Washington Brian Gabele, Clover Park School District Aira Jackson, M.Ed., Washington Office of Superintendent of Public Instruction Brandon Lagerquist, Edmonds School District Nasue Nishida, M.A., Center for Strengthening the Teaching Profession