Sub-Ends Indicators

As a policy governance organization, PSESD’s Board sets Ends policies to guide the organization. Ends policies set the expected/desired outcome, results and impacts, and describe who will be served/supported/engaged with PSESD to achieve the desired outcomes. These outcomes are in service to PSESD’s End, which is Success for Each Child and Eliminate the Opportunity Gap by Leading with Racial Equity. The Board uses Ends policies to set clear expectations and monitor whether PSESD is achieving the expected results. PSESD’s staff use the Ends policies to set and monitor strategic priorities and focus organizational resources.

The Sub-end indicators with yellow backgrounds will be reported to the Board annually in fall and spring. The complete set of indicators will be used by staff for continuous improvement and strategy development.

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Sub-end title Sub-end policy

Operating outcome(s)
The observable conditions we would like to see

 Indicator /Measurement /Tool(s) /Baseline /Target Rationale
1.1 Just and Humanizing (Antiracist and Multicultural) School Communities 1.1a Staff and students actively hold just and humanizing perspectives and demonstrate consistent practices such that all students, educational leaders, staff, and Boards can thrive and succeed in an anti-racist, multicultural school community. Antiracist leadership practices are evident in PSESD staff work, partner staff, and partner organization work. Indicator: % of institutional partners reporting that PSESD supported them in their racial equity leadership
Measurement tool: PSESD Partner survey
Target: Annual increase of 2 percentage points
NARRATIVE What just and humanizing actions are institutional partners taking? 		 Just and humanizing school communities are built through ways of being and action. PSESD generally most directly impacts the actions of adults in the education ecosystem including PSESD staff, partner staff in other organizations, and the systemic actions of those organizations themselves. This Sub-end measurement approach collects data directly from the adults about their actions. In addition, we understand how PSESD supports this impact, how students experience their school environment as just and humanizing and how the PSESD work environment is just and humanizing or antiracist.i
Indicator: % of institutional partners reporting actions related to promoting racially equitable practices that they (or those they work with) have taken that were prompted or supported by their partnership with PSESD.
Measurement tool: PSESD Partner survey
Target: Annual increase of 2 percentage points
Indicator: % students reporting opportunities for prosocial school involvement
Measurement tool: Healthy Youth Survey
Target: Annual increase
Indicator: % of PSESD staff demonstrating antiracist leadership practices
Measurement tool: Staff survey to be developed SYS 21-23
Target: To be reported May 2023
Indicator: % of PSESD staff rating PSESD as a just, humanizing work environment
Measurement tool: Staff survey to be developed SYS 21-23
Target: To be reported May 2023
1.1b PSESD will cultivate a racially diverse and thriving educator workforce.ii

Retention & advancement of Black, Indigenous, Teachers of Color (BIPOC) paraeducators, teachers, admin, and district leaders by district, county, and ESD (OSPI)

Proportion of BIPOC educators across each grade level by district, county, and ESD

Changes in perceptions and experiences among teachers and youth of color (e.g., experiences of student access to educators of color)

Indicator: Increased retention and advancement of BITOC paraeducators, teachers, admin, and district leaders by district, county, and ESD
Measurement tool: OSPI data (S275 Report)
Target: To be reported May 2023
NARRATIVE What are the experiences of educators and students of color?

 Our students, families and communities of color consistently name educators who look like them as a top priority. Research demonstrates the positive impacts of same-race educators on students of color, e.g., Black children who have a Black teacher in elementary school are significantly more likely to graduate from high school and attend college and teachers of color have a positive impact on the well-being and achievement of all students.iii
Indicator: Increased proportion of BITOC educators across each grade level by district, county, and ESD
Measurement tool: OSPI data (S275 Report)
Target: To be reported May 2023
Indicator: Favorable changes in perceptions and experiences among teachers and youth of color (e.g., experiences of student access to educators of color)
Measurement tool: RMIC Community Conversations and participating District Plans to cultivate a diverse and thriving educator workforce from RMIC convenings
Target: To be reported May 2023

 

Sub-end title Sub-end policy

Operating outcome(s)
The observable conditions we would like to see

 Indicator /Measurement /Tool(s) /Baseline /Target Rationale
1.2 Early Years Success 1.2a Educational leaders have the knowledge and wisdom and are effective to guide early learners to success. Teachers and other educators take a whole child, whole family, relationship-based approach; practice continuous quality improvement; and consider the needs of individual children, families, and staff. Indicator: % of PSESD Early Learning educators who can share a recent example of their own practice aligned with operating outcome
Measurement tool: Early Learning Self-Assessment Site/Center Director, Site/Center Staff, and Renton ESD EL staff survey items
Target: To be reported May 2023		 Research has shown the importance of reflecting and honoring the whole-child approach in educators’ early childhood education practices.iv Educators reporting examples of their whole child practice will provide information about the effectiveness of how educators are applying knowledge of whole child principles.

1.2b All early years learners: develop curiosity and the joy of learning, achieve developmental growth across multiple areas as needed to meet and exceed school readiness standards, and feel safe and have a sense of belonging including their families and caregivers.

Children ask questions, are engaged with a variety of materials and are exposed to curriculum and free play activities based on their interests and in support of all areas of development.

Children’s language, interaction styles and ways of communicating are valued alongside their progress in other domains of development that contribute to school readiness.

Children demonstrate secure attachments with teachers. And caregivers and family members feel welcome in their children’s early childhood centers.

 Indicator: % PSESD Early Learning classroom environments that ensure children feel comfortable to ask questions and engage with various classroom materials (include # of children served)
Measurement tool: CLASS: Emotional Support; Classroom Organization; Instructional Support
Target: To be reported May 2023		 Research demonstrates the value of the whole-child to school-readiness and the importance of family engagement.v
Indicator: % of PSESD Early Learning enrolled children who meet developmental expectations in various domains and % of children whose home language is not English who meet Language developmental expectations.
Measurement tool: TS GOLD; The Ounce for internal Early Head Start (i.e., Home-Based programs and the WCCW)
Target: 85% (Annual goal)
NARRATIVE What are the experiences of families in the program? 
Indicator: % of PSESD Early Learning classroom environments where children demonstrate secure relationships with teachers
Measurement tool: CLASS Emotional Support scores: Teacher Sensitivity; Regard for student perspectives (include # of children served)
Target: To be reported May 2023
Indicator: % of PSESD Early Learning families and caregivers who report feeling welcome in their children’s early childhood centers
Measurement tool: Early Learning Parent surveys; community conversation results
Target: To be reported May 2023

 

Sub-end title Sub-end policy

Operating outcome(s)
The observable conditions we would like to see

 Indicator /Measurement /Tool(s) /Baseline /Target Rationale
1.3 Child, Youth, and Young Adult Success 1.3a The system, districts, school boards, education leaders, and staff demonstrate and are committed to having the knowledge, skills, and wisdom to support student-centered success and academic excellence. System, districts, school boards, education leaders, and staff increase opportunities for student and community voice to define success and academic excellence. Educators listen and respond to student and family voice. Indicator: % of institutional partners providing opportunities for student and community voice to define success and academic excellence
Measurement tool: PSESD Partner survey
Target: Annual increase of 2 percentage points
NARRATIVE In what ways are students and community influencing decisions that support just and humanizing conditions?		 Research shows that student and family perspective is critical to student-centered success and academic excellence. When students and families co-design their educational experiences it supports academic excellence and creates liberating conditions for educators, students, and families. This measure helps us understand whether and in what ways students and families are integrated into the decision making of institutional partners.vi
Indicator: % of institutional partners reporting examples of students and community members influencing decisions in their organizations that support humanizing conditions
Measurement tools: PSESD Partner survey and Road Map Improvement Collaborative (RMIC) Community Conversations and participating District Plans to elevate youth voice and youth leadership from RMIC convenings
Target: Annual increase of 2 percentage points
1.3b Every student directly served by PSESD will demonstrate ongoing growth, development of creative and evaluative reasoning, and problem solving. Students in PSESD direct service programs demonstrate observable knowledge, attitude, skills, & behavior that help them progress successfully within and beyond participation in the programs. Indicator: % of students meeting program goalsvii
Measurement tools: School-level records and Site- or program-level records
Target: To be reported May 2023		 PSESD direct service programs are diverse and have different desired outcomes for the students they serve, but all programs aim to support positive change. This measure helps us understand student success across programs in areas specific and relevant to the services of each program.viii

 

Sub-end title Sub-end policy

Operating outcome(s)
The observable conditions we would like to see

 Indicator /Measurement /Tool(s) /Baseline /Target Rationale
1.4 Post-Secondary Readiness 1.4a Students will achieve readiness and be enabled to transition to further education and establishing career and family having the required knowledge and skills, lifelong learning capacity, initiative, flexibility, and the confidence to succeed. Persistent barriers to postsecondary attainment for students of color and other young people who have been historically underserved are removed and they graduate from high school prepared for continued learning in service of launching a family wage career. Indicator: % increase in financial aid completion
Measurement tool: FAFSA/WASFA completion data for King and Pierce County HS students
Target: To be reported May 2023		 FAFSA completion is positively associated with college enrollment, and FAFSA completion rates can be important early indicators of postsecondary access and success.ix WAFSA are completed by people who are undocumented or do not qualify for federal financial aid because of their immigration status. Remedial classes increase students’ time to degree attainment and decrease their likelihood of completion. While rates vary depending on the source, ontime completion rates of students who take remedial classes are consistently less than 10 percent.x,xi
Indicator: % increase in postsecondary enrollment
Measurement tool: 2- and 4-year institution enrollment data for King and Pierce County HS graduates
Target: Annual increase of one percentage point
Indicator: % decrease in pre-college course taking in math
Measurement tool: 2-year Washington state institution precollege course taking data 
Target: Annual decrease of one percentage point
Indicator: % Increase postsecondary credential attainment of youth
Measurement tool: 2-year and 4-year post-secondary credential attainment data for King and Pierce County HS graduates
Target: 70%, with no gap in attainment rates between prioritized young people and their peers.

 

Sub-end title Sub-end policy

Operating outcome(s)
The observable conditions we would like to see

 Indicator /Measurement /Tool(s) /Baseline /Target Rationale
1.5 School Systems Educational and Operational Safety and Effectiveness 1.5a School boards, educational leaders, staff, and administration across our regional education communities operate safely and effectively while optimizing the use of resources available. School systems are managed in a safe and fiscally responsible manner. Indicator: % of students who feel safe during school (10th graders)
Measurement tool: Healthy Youth Survey
Target: Annual increase of 2 percentage points
NARRATIVE How are students feeling as it relates to their safety and wellness?		 School safety plays a crucial role in youth’s development and academic success. Students who feel safe at school tend to have better emotional health and are less likely to engage in risky behaviors. That sense of safety contributes to an overall feeling of connection.xii These WCTUP programs help districts reduce risk and loss exposures by reducing the numbers of accidents, incidents, injuries and fatalities.xiii Fiscal health is a critical component of optimizing the use of resources available.xiv
Indicator: % of districts with effective safety practices to prevent staff injuries
Measurement tool: Workers Compensation Trust-Unemployment Pool (WCTUP) Risk Reduction Program Reviews/Audit Narratives and Questions for District Communication
Target: To be reported May 2023
Indicator: % of districts with safe return to work practices
Measurement tool: Workers Compensation Trust-Unemployment Pool (WCTUP) Risk Reduction Program Reviews/Audit Narratives and Questions for District Communication
Baseline: 60% (SY 20-21)
Target: To be reported May 2023
Indicator: Number of districts in the financial warning category (Components of measurement include Fund Balance to Revenue Ratio, Expenditure to Revenue Ratio, Days Cash on Hand, Salary/Benefits to Total Expenditures Ratio)
Measurement tool: Analysis of district financial reports
Target: Zero districts

 

 

 

 

Citations

i “1.1a: Anti-racism can be defined as conscious and deliberate efforts to challenge the impact and perpetuation of institutional White racial power, presence and privilege. It is critical that our examination of institutionalized White racism is not viewed as being against White people; rather, it is a way in which people of all races can gain the same level of access and privileges that White people tend to demand, to feel entitled to, and to take for granted. Antiracist leadership is also a deep, personal and ongoing analysis of how each and every one of us perpetuates injustice and prejudice toward those who are not members of the dominant race.” Singleton, G. E. (2021). Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools and Beyond. United States: SAGE Publications.

“For all our talk of being student centered, we have bought into a success paradigm that robs many children of their voices, marginalizes their gifts, and prioritizes measurement and incremental improvement over learning and transformation. How do we reorient public education around another set of values and approaches? We begin by reclaiming the village, centering the experiences of children—particularly children at the margins—and working to heal the wounds of racism and oppression in our schools.” (p. 12), Safir, S. & Dugan, L. (2021). Street Data. Thousand Oaks, CA

Following are resources that illustrate humanizing perspectives in action:  

ii Team Roots, a staff team working on racially diverse and thriving educator workforce, interviewed a number of system leaders about how to best define and measure Sub-end 1.3. They shared feedback which prompted this recommendation for Sub-end rewording. High level notes from those meetings can be found linked here.

iii 1.3c: Pertinent sources that highlight the need and value of recruiting and retaining racially-diverse educators.

  • Rios, F., & Longoria, A (2021). Creating a Home in Schools: Sustaining Identities for Black, Indigenous, and Teachers of Color. New York: Teachers College, Columbia University.
  • Roger-Ard, R & Knaus, C., Bianco, M., Brandehoff, R. & Gist, C.D. (2019). The Grow Your Own Collective: A Critical Race Movement to Transform Education. Teacher Education Quarterly, Winter 2019, 23-34.
  • Roger-Ard, R & Knaus, C. B. (2015). Retaining Teachers of Color: Creating Educational Support Systems to Battle Cultural Isolation. Success in High-Need Schools Journal, 11 (2), 32-45.
  • https://www.diverseeducatorpathways.psesd.org/eclc; or, https://www.diverseeducatorpathways.psesd.org/eclc/research-about-educators-diversity 
  • Puget Sound Educational Service District Strategy, Evaluation, & Learning. (2020). Educators of Color Leadership Community 2019-2020 Report. Submitted as part of 2020 Gates Foundation Report.
  • Gershenson, S., Hart, C. M. D., Hyman, J., Lindsay, C., & Papageorge, N. W. (2018, revised 2021). The long-run impacts of same-race teachers. NBER. w25254.pdf (nber.org)
  • Rasheed, D. S., Doyle, S. L., Brown, J. L., & Jennings, P. A. (2020). The effects of teacher-child race/ ethnicity matching and classroom diversity on children’s socioemotional and academic skills. Child Development, 91. https://doi.org/10.1111/cdev.13275

iv 1.2a: The following sources from the National Association for the Education of Young Children (NAEYC) and the Learning Policy Institute underscore the importance of reflecting and honoring the whole-child approach in educators’ early childhood education practices: https://www.naeyc.org/resources/positionstatements/dap/enhance-development; https://learningpolicyinstitute.org/product/early-childhood-essentials-framework-report

v 1.2b: The following sources published by the Office of Head Start and the Learning Policy Institute provide the background that relates the value of the whole child to school-readiness: 

vi 1.3a: Harris, J., Davidson, L., Hayes, B., Humphreys, K., LaMarca, P., Berliner, B., Poynor, L., & Van Houten, L. (2014). Speak Out, Listen Up! Tools for using student perspectives and local data for school improvement (REL 2014–035). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. https://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2014035.pdf: “Listening to student voice becomes more consequential when it involves educators and students working together to define and address school-related topics and problems. This could involve jointly developing data collection tools, collecting data, interpreting data, recommending solutions based on data, or taking action. In these instances student participation and viewpoints are considered key to setting priorities and making decisions about allocation of resources and formulating solutions.” (p.3)

Ishimaru, A. (2019). Just Schools: Building Equitable Collaborations with Families and Communities. New York: Teachers College Press. “Decades of research point to a positive association between a variety of parental roles in education and student achievement and success (Fan & Chen, 2001; Henderson & Mapp, 2002; Till & Tyson, 2009; Jeynes, 2005, 2007, 2012, and many others). Some research even suggests that parent engagement has a greater impact on academic outcomes for marginalized students of color (Jeynes, 2015).” (p.2)

https://movementstrategy.org/wp-content/uploads/2021/08/Spectrum-of-Family-Community-Engagement-for-Educational-Equity.pdf: “Assert a vision for reimagining and rebuilding our public schools through culturally relevant family participation for educational equity through community ownership of schooling.” (p.3)

Anaissie, T., Cary, V., Clifford, D., Malarkey, T, & Wise, S. Liberatory Design – Mindsets and modes to design for equity. https://www.liberatorydesign.com/ :“Liberatory Design generates self-awareness to liberate designers from habits that perpetuate inequity, shifts the relationship between the people who hold power to design and those impacted, fosters learning and agency for those involved in and influenced by the design work, and creates conditions for collective liberation.”

vii Defined based on:
# of students served (Denominator)
# of students who meet favorable criteria in any of the following (Numerator):

  • Increase in Attendance
  • Decrease in Discipline referrals
  • Graduation
  • Other indicators of completion/moving up (e.g., between program levels)

viii 1.3b: Exploring what matters (i.e., what to examine):
York, T., Gibson, C. & Rankin, S. (2015) "Defining and Measuring Academic Success," Practical Assessment, Research, and Evaluation: Vol. 20, Article 5. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1260&context=pare

“Based on our findings we define academic success as inclusive of academic achievement, attainment of learning objectives, acquisition of desired skills and competencies, satisfaction, persistence, and post-college performance.” (p. 5)

“…we encourage future practitioners and researchers to expand their definition of academic success beyond that of academic achievement. For practitioners and researchers engaged in assessing the educational efficacy of programs or interventions, we suggest an approach that evaluates specific growth of cognitive ability and/or acquisition of skills or learning outcomes. We also encourage the consideration of participants’ aspirations or educational goals within the design.” (p. 10)

Exploring possible methodologies to examine what matters (i.e., how to examine):
Need to use meta-analytical processes that support the use of a mix of indicators to examine the effect of varied efforts. The following citations are initial sources under consideration:

ix 1.4a: https://www.brookings.edu/research/fafsa-completion-rates-matter-but-mind-thedata/#:~:text=As%20many%20as%20one%20in,of%20postsecondary%20access%20and%20success

x,xi 1.4a:

xii https://www.kidsdata.org/blog/?p=10021

xiii 1.5a: https://pswctup.org/standards-compliance-assessments/

xiv 1.5a: https://www.gfoa.org/materials/fund-balance-guidelines-for-the-general-fund
Audit-Narratives-and-Questions-for-District-Communication.pdf (pswctup.org): “The following audit questions briefly explain their importance and the questions/point values for each question. We have also delineated the compliance standards and best practices on those questions to better inform our members.”