Providing Local Solutions with Statewide Support
ESDs and OSPI share a vision that every student will have access to high-quality education, and that all teachers are prepared and receive the support they need to ensure student success.
Stronger together, the nine ESDs are united in a shared goal – to help all students succeed.
While our partnership with OSPI to deliver statewide initiatives is primary, the success of the ESD network is dependent upon relationships and responsiveness at the local level. Each ESD builds innovative programs and services that meet the unique needs of schools and communities in its region of the state.
ESDs offer local support such as district business management, technology support, communications support, drop-out prevention, after-school programs, personnel cooperatives, early learning and parent resources based on regional needs. We are committed to creating quality instructional and operational programs that support large and small school districts in both urban and rural settings.
Math, Science and STEM Coordination and Training
ESDs improve math and science instruction by providing equitable access to technical assistance and quality professional development. Current research confirms teaching practices aligned to math and science standards increase content knowledge among students. Algebra, geometry and biology students of teachers who participated in professional development demonstrated higher levels of achievement. Continued funding will sustain this comprehensive, coherent system of improving math and science performance.
Literacy Coordination and Training
ESDs provide the latest evidence-based research and best instructional practices in literacy instruction and assessment, consistent with OSPI’s transition plan to the Common Core State Standards for English Language Arts (ELA). Work is targeted at building teacher leadership capacity through the inclusion of ELA Fellows in regional literacy teams. In 2013-14, year two of the three year transition plan, ESDs provided continued training, collaborative study opportunities, and worked with educators to implement changes to instructional practice. Continued funding for K-4 Early Literacy Coordinators is crucial to the progress and success of this initiative and statewide full implementation in 2014-15.
ESDs assure Washington’s students are kindergarten-ready by providing professional development and implementation support for WaKIDS (legislation requiring assessment of all students enrolled in state-funded full day kindergarten). ESDs have trained staff across 187 school districts to use the assessment. The assessment generates valid, reliable data on instructional practices, strengthens early learning collaboration, and helps advise state-level decisions about policy and funding. To continue full implementation of WaKIDS sufficient state and private funds are needed.
Teacher Principal Evaluation Project (TPEP)
ESDs work to assure district implementation of TPEP is efficient and effective. All provisional and probationary classroom teachers and principals in 2013–14 began using a new comprehensive evaluation. All classroom teachers, principals, and assistant principals will be evaluated under the revised system no later than September 2015. Continued funding is critical to the success and full implementation of the revised teacher and principal evaluation system.
ESDs partner with districts and communities to provide direct service through Early Learning opportunities including Early Childhood Education and Assistance Program (ECEAP), Early Head Start and Head Start. ESDs provide grant management, liaison with state agencies, training, technical assistance, and overall program coordination for programs that serve income-eligible families and their children, prenatal to age five. Continued funding will ensure statewide capacity to o er comprehensive education, health, nutrition, and family support services to ensure all students are kindergarten ready.
OSPI/AESD Professional Learning Network Evaluation
The Evaluation of OSPI/AESD Network Professional Learning aims to understand the changes in school staff or early learning educator practice and student performance indicators for the nine Educational Service Districts (ESDs) serving Washington State.
Learn more about Network activities.
Common Core State Standards (CCSS) Training
ESDs deliver common core training in English/Language Arts and Mathematics to districts statewide. Jointly sponsored by ESDs and OSPI, over 3,745 educators from 183 school districts have attended English Language Arts (ELA) trainings, and more than 6,424 educators from 231 school districts participated in Mathematics trainings. The continued funding of the Math and Science Coordinators and K-4 Early Literacy Coordinators is critical for the success of the CCSS initiative.
Student and School Success
ESDs partner with OSPI to support a statewide system that provides strong regional support to improve student achievement in all schools, especially those that struggle. In the past year, ESDs supported over 325 Priority, Focus, or Emerging schools across the state by delivering professional development, aligned to school action plans, for teachers and leaders in the school communities. This work builds system capacity in data-driven analysis and improvement planning. Sufficient funding resources are needed to continue this important and necessary work.
Smarter Balanced Assessments
ESDs work to assure district implementation of Smarter Balanced Assessments is efficient and effective. ESDs offer training and information about the Smarter Balanced Assessment Consortium (SBAC) and the assessments that students will be taking at the end of the 2014- 2015 school year. ESDs help school districts interpret data from assessments to improve instruction.
Special Education and Support Services
ESDs provide both Special Education and Student Support Services to districts throughout each region. In Special Education, direct services are provided to many of the state’s smallest districts, and targeted support is assured for all districts in the state. In the area of student support ESDs work closely with OSPI to provide support to educators, families, students and community partners in creating high quality learning environments.
ESDs lead schools in a powerful and effective accreditation process. In 2015-16, 36 schools from across the state successfully completed AESD’s initial/renewal accreditation process. Since 2005, 144 schools have earned this distinction with the need for services continuing to grow. The AESD Network plans to expand accreditation services in order to meet demand and ensure our state’s high schools are meeting high quality standards.
Washington ESDs serve:
- 1,098,320 Students
- 295 School Districts
- 2,393 Public Schools
- 527 Private Schools
- 9 Public Charter School
- 4 State Tribal Education Compact Schools
The AESD has an accreditation program to accredit Washington State schools. Northwest ESD 189 is the lead agency for accreditations which occur on a six-year cycle.
During the 2015/16 cycle coaches worked with forty-two schools (36 initial/renewal and 6 third-year reviews) throughout the state which were granted AESD Accreditation upon confirmation by a panel of volunteer ESD Board members. There are currently about sixty schools involved in either an initial, renewal, or third year review.
Washington State school accreditation began to ensure that the state’s high schools were adequately preparing students for college. It was intended to document high program quality for colleges and the patrons of Washington’s educational system. It is now open to all grade levels, and is a voluntary, self-study process that is a research –based approach to school improvement.
The accreditation process supports a long-term vision for a performance-based educational system that aligns accreditation requirements to the continuous improvement of student learning, achievement and growth. The process provides for collaboration and deep reflection by the school community, for external review and validation of the school improvement plan, and the process that led to its development. It also provides a statement of accountability to the public.
The six steps for accreditation which is part of a cycle of inquiry, action, and improvements are:
- Getting ready
- Identifying issues & collecting data
- Analyzing data, determining needs and setting goals
- Reviewing research base and determining realistic solutions
- Creating a data-informed and achievement-focused plan
- Continuous monitoring and adjusting.
Legislative Support Services
Professional Support provided by Melissa Gombosky
The AESD Executive Board is pleased to have Melissa Gombosky providing professional support for our association.
At the April 2007 Business Meeting the AESD membership approved increasing the level of professional support for the association. The Board identified the following areas in which the Legislative Liaison will direct efforts:
- ADVOCACY for ESDs with legislature and State agencies;
- SYSTEM AND ORGANIZATIONAL SUPPORT with all ESDs;
- LIAISON with other professional organizations and SPI
- COMMUNICATION, both internal and external, and
- OTHER priorities as identified by the Executive Board.
See Constitution 2016 for a copy of the approved AESD Constitution.
ESD 112, ESD 123, ESD 171, OESD 114 and OSPI have joined together to offer a centralized Professional Development Event Registration System called pdEnroller.
pdEnroller offers users an enhanced system for finding and scheduling professional development events, including:
- Enhanced, attractive look-and-feel
- Simple, intuitive navigation
- Expanded event catalog shared between organizations
- Improved payment system
- Expanded and integrated functionality