OCA: District Performance P - Office of the State Superintendent of Education… · 2017-02-09 · 5 Provide adult literacy, occupational literacy, and postsecondary education training

OCA: District Performance P... -

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Office of the State Superintendent of Education FY2016

Agency Office of the State Superintendent of Education Agency Acronym OSSE Agency Code GD0 Fiscal Year 2016

2016 ObjectivesFY16 Objectives

Office of Early Childhood Education (4 Objectives)

1 Promote accountability and excellence; hold system accountable for results. Provide high-quality, safe, and healthy early care and education opportunities for children

2 Ensure Increased Readiness Rates in Children Entering Kindergarten

4 Inform parents, families and the community about early learning.

5 Provide effective and efficient operational support to promote organizational effectiveness and achieve programmatic goals.

Office of Elementary and Secondary Education (4 Objectives)

1 Provide targeted professional development and technical assistance to increase educator effectiveness with students and families.

2 Ensure that all LEAs are equipped with rigorous learning standards to support student learning from grades K to 12 so all students graduate from high school ready forcollege, meaningful careers, and success in life.

3 Ensure all low-performing schools receive interventions and supports leading to increased college-and career-readiness in students. Ensure LEAs have the resources tosupport and sustain school improvement for all schools.

4 Expand the number of high-quality public charter school seats available to students.

Office of Post-Secondary and Career Education (6 Objectives)

1 Increase The Percentage Of DC Youth and Adults Who Attain A College Degree Or Industry-Recognized License/Certification. Increase the percentage of District residentsparticipating in college and career preparatory programs within six (6) months of high school graduation.

2 Promote accountability and continuous improvement across the District’s education landscape.

3 Ensure opportunities for youth and adults to gains skills and re-engage in education and career programs.

4 Provide effective and efficient operational support services to achieve programmatic goals.

5 Provide adult literacy, occupational literacy, and postsecondary education training and digital literacy services to the residents of the District of Columbia.

6 Ensure educational excellence and consumer protection through the Higher Education Licensure Commission.

Office of Special Education (5 Objectives)

1 Disseminate transparent, responsive, and high-quality information to empower all stakeholders to improve educational outcomes for children and families. Supportaccountability and continuous improvement across the District’s education landscape.

2 Ensure all low-performing schools receive interventions and supports leading to increased college- and career-readiness in students.

3 Ensure that children with qualifying developmental delays or disabilities access and receive adequately funded, compliant, high quality services.

4 Provide targeted professional development and technical assistance to increase practitioner effectiveness with students and families.

5 Create internal systems and structures to ensure that ESSE communicates effectively to all stakeholders and is responsive to LEA and community based organizationneeds.

Office of the Chief Information Officer (3 Objectives)

1 Develop high quality data and information systems to inform education decisions at all levels.



Office of the Chief Operating Officer (3 Objectives)

1 Provide high-quality internal and external customer service.

ObjectiveNumber

Objective Description

FY16 POH Q106 Attachment 1 - FY16 OSSE Performance Accountability Report



2016 Key Performance Indicators


3 Provide a fair and equitable alternative dispute resolution process for OSSE programs.

Office of the Director (7 Objectives)

1 Disseminate transparent, responsive, and high-quality data to empower all stakeholders to improve educational outcomes for children and families.

2 Continue to improve service delivery, ensuring the highest level of quality is displayed in all agency efforts and across the District’s public education landscape whileproviding quality data on D.C. education to the public and other stakeholders. Develop high-quality data and information systems to inform education decisions at alllevels.

3 Support and align agency personnel and resources to promote and achieve the agency’s mission.


5 Ensure all low-performing schools receive interventions and supports leading to increased college- and career-readiness in students.

6 Ensure a transparent and responsive communications system to improve public outreach, inform the public and internal stakeholders about OSSE services, and provideaccess to critical data.

7 Oversee the implementation of agency-wide priorities.

Office of Wellness and Nutrition Services (3 Objectives)


2 Disseminate transparent, responsive, high-quality information to empower all stakeholders to improve educational outcomes for children and families.

3 Increase access to and participation in programs—in and out of school--that promote academic, physical, and emotional health and well-being of students.

1 - Disseminate transparent, responsive, and high-quality data to empower all stakeholders to improve educational outcomes for children and families. (1Measure)

Percent of all students graduating fromhigh school in four years (four-yearcohort graduation rate).

Annually 78 69.2% Unmet The target was not met but wemade substantial progress for thesecond year in a row, increasing ourgraduation rate by 4% from lastyear.

1 - Increase The Percentage Of DC Youth and Adults Who Attain A College Degree Or Industry-Recognized License/Certification. Increase the percentage ofDistrict residents participating in college and career preparatory programs within six (6) months of high school graduation. (2 Measures)

Percent of DC public and public charterschool students completing a post-secondary degree or certificate withinsix years of college enrollment.

Annually 35 37% Met

Percent of DC TAG students whograduated from college (A.A. or B.A.)within 6 years of enrollment in DC TAG

Annually 52 Notavailable

Data unavailable at this time due topending contract with NationalStudent Clearinghouse

1 - Promote accountability and excellence; hold system accountable for results. Provide high-quality, safe, and healthy early care and education opportunitiesfor children (2 Measures)

Number of affordable infant and toddlerslots at child development centers

Quarterly 6950 4,700 4,489 4481 4956 18626 Met

Percent of childhood and developmentprograms that meet Gold tier quality

Quarterly 60 50.36 46.15 46.01 47.97 47.6% Unmet We determined from a studycompleted this year that the costmodel for gold tier status does notmake financial sense. Programsmust invest in more expensive

Measure Division FrequencyofReporting

CurrentFiscalYear

Target

Q1FY2016 Q2FY2016 Q3FY2016 Q4FY2016 FY 2016 Was KPIMet?

Please explain any barriers to meetingyour KPI Target?




inputs in order to receive theaccreditation necessary for Gold, butthe higher rates they receive forbeing in the Gold tier do not fullycover these costs. We are movingtoward a new model for quality nowthat is based on outcomes ratherthan inputs called the EnhancedQRIS which will be fullyimplemented in FY18.

1 - Provide targeted professional development and technical assistance to increase educator effectiveness with students and families. (1 Measure)

Number of schools with school gardens[SDC Action FD 1.3]

Annually 112 126 Met

2 - Continue to improve service delivery, ensuring the highest level of quality is displayed in all agency efforts and across the District’s public educationlandscape while providing quality data on D.C. education to the public and other stakeholders. Develop high-quality data and information systems to informeducation decisions at all levels. (1 Measure)

Average number of days taken tocomplete reviews of educator licensureapplications

Quarterly 15 35 23 37.7 Unmet We switched in Q3 from an in-person, paper-based system to anonline one. In the first iteration ofthe online system, however, wedon't have the ability to differentiatebetween when an individual startsan application and when they submitit. As a result, the 55 daysoverestimates the actual time takento process the applications becauseit includes the time the applicantspent working on the applicationbefore submitting it. We areworking to address this issue movingforward.

2 - Ensure that all LEAs are equipped with rigorous learning standards to support student learning from grades K to 12 so all students graduate from highschool ready for college, meaningful careers, and success in life. (2 Measures)

Percent of all students proficient inreading on statewide assessment.

Annually 30 27% Unmet While we did not meet our goal, weincreased the proficiency level by2% from last year.

Percent of all students proficient inmath on statewide assessment

Annually 20 25% Met

2 - Provide effective and efficient operational support to promote organizational effectiveness and achieve programmatic goals. (1 Measure)

Percent of user requests via theservices portal solved and closed within5 days of receipt.

Quarterly 92 79.9 82.65 76.79 79.59 79.7% Unmet For requests that can only beaddressed by our vendors, we havelittle control over the timeline ittakes to complete the requests,particularly those that requiresystem updates. This has become agrowing percent of the total numberof requests over the last 2 years. We are exploring new metrics tobetter capture the internal vsexternal rate of response to servicerequests for the future.

2 - Provide effective and efficient operational support to promote organizational effectiveness and achieve programmatic goals. (2 Measures)

Percent of grant funds reimbursedwithin 30 days of receipt of approvableinvoice

Quarterly 90 79.14 89.9 91.14 86.13 86.9% NearlyMet

We changed the business rule formeasuring this KPI to increase itsrigor. Prior to this year, we startedmeasuring the 30 days from thetime the invoice was approved. Wenow begin measuring the 30 days




when the invoice is received. As aresult, our rate declined slightly.

Number of A133 Audit findings Annually 5 1 Met

3 - Ensure all low-performing schools receive interventions and supports leading to increased college-and career-readiness in students. Ensure LEAs have theresources to support and sustain school improvement for all schools. (1 Measure)

Percent of low-performing schools thatshow overall growth in academicachievement.

Annually 100 44.4% Unmet We set a very ambitious target of100% of low-performing schoolsshowing improvement. While we didnot meet this we did improvesubstantially over last year.

3 - Ensure opportunities for youth and adults to gains skills and re-engage in education and career programs. (1 Measure)

Number of disconnected youth thatwere re-enrolled in an educationalprogram through the reengagementcenters.

Quarterly 250 29 41 29 101 200 Unmet Though we did not meet our FY2016goal, we made substantial gains overlast year, increasing the number ofdisconnected youth that were re-enrolled to 204.

3 - Ensure that children with qualifying developmental delays or disabilities access and receive adequately funded, compliant, high quality services. (4Measures)

Percent of IEPs reviewed that complywith IDEA secondary transitionrequirements

Quarterly 55 64 67 58 55 61% Met

Percent of timely completion of statecompliant investigations

Quarterly 100 100 100 100 100 100% Met

Percent of children eligible under Part BIDEA (aged 3-22) and whose parentsconsented to an evaluation, who wereevaluated within the State establishedtimeframe

Quarterly 100 Notavailable

Not yet available; this data is onlyreported annually and is finalized inApril of the following year.

Amount of Medicaid reimbursementcollected

Annually 300000 1619078 NeutralMeasure

3 - Increase access to and participation in programs—in and out of school--that promote academic, physical, and emotional health and well-being of students. (5 Measures)

Percent of students participating in theschool lunch program

Quarterly 61 61.6 60.26 66.32 60.12 62.1% Met

Percent of students participating in theschool breakfast program

Quarterly 45 41.75 38.74 44.36 40.45 41.3% NearlyMet

Though we did not meet our FY16target, we saw an increase over ourperformance last year.

Percent of low income studentsparticipating in the Summer FoodProgram

Annually 75 76% Met Any of the meal program KPIs takean additional 90 days past the endof the month to be certified andapproved.

Average number of daily participants inChild &Adult Care Food Program(CACFP)


NeutralMeasure

Any of the meal program KPIs takean additional 90 days past the endof the month to be certified andapproved

Number of statewide athletic sportscompetitions

Annually 21 21 Met

3 - Provide a fair and equitable alternative dispute resolution process for OSSE programs. (1 Measure)

Percent of timely Individuals withDisabilities Education Act (IDEA) dueprocess hearings

Quarterly 90 100 100 100 96.15 99.1% Met

3 - Provide targeted professional development and technical assistance to increase educator effectiveness with students and families. (1 Measure)




PARCC Tech Readiness Indicator Annually 90 88.2% NearlyMet

99% of students took PARCC online,higher than last year and among thehighest rate on online test-taking forPARCC in the country.

3 - Support and align agency personnel and resources to promote and achieve the agency’s mission. (2 Measures)

Percent employees on track with timelyand complete performance plans

Quarterly 95 60.17 99.79 99.79 100 89.8% NearlyMet

We met the target for Q2-4 butmissed it for Q1 because we hiredour new Talent Director during thistimeframe, and he began the effortto ensure that all eligible staff hadperformance plans once he was onboard.

Percent of positions filled and/orreclassified within 60 days

Quarterly 92 38.46 85.45 79.59 100 78.8% Unmet While we did not meet the targetwhen we take the average rate ofpositions filled across all quarters,we did improve substantially on thismetric over the course of the year,ending the year with 100% ofpositions filled and/or reclassified in60 days.

4 - Inform parents, families and the community about early learning. (1 Measure)

Number of parents using Resource andReferral

Quarterly 1300 142 139 228 333 842 Unmet We realized that this was not themost effective mechanism forsupporting parents so we havestopped proactively pushing this infavor of other tools.

5 - Provide adult literacy, occupational literacy, and postsecondary education training and digital literacy services to the residents of the District ofColumbia. (2 Measures)

Percent of enrolled adult learners whocomplete an educational literacy level

Quarterly 40 21.88 29.08 34.24 34.15 30.9% Unmet Though we fell short of our goal forFY2016, we increased 4% over ourFY15 performance.

Number of adults who receive a GED Quarterly 400 145 63 139 44 391 NearlyMet

They we fell just short of our FY16goal, we more than doubled thenumber of GEDs granted from from140 to 391.

5 - Provide effective and efficient operational support to promote organizational effectiveness and achieve programmatic goals. (3 Measures)

Percent of eligible infants and toddlersunder IDEA Part C (birth-3) for whoman evaluation and assessment and aninitial IFSP meeting were conductedwithin required 45-day window


NeutralMeasure

not available til following Aug due tofederal reporting cycle.

Percent of Directors, Teachers&Teacher Assistants in ProfessionalDevelopment Registry

Quarterly 90 18.74 21.49 22.49 24.9 21.9% Unmet While we did not meet our overlyambitious target for this year, we didimprove over last year.

Average response time for complaints(hours)

Quarterly 48 48 48 48 153.6 74.4 Unmet The Licensing and Compliance Unitin the Division of Early Learning wasunderstaffed most of FY16, inparticular the last quarter of theyear. We only had one personavailable to respond to allcomplaints for a two month period inthe last quarter of FY16. A newinvestigator started 1/9/17. Weanticipate similar issues for the firstquarter of FY17.

6 - Ensure a transparent and responsive communications system to improve public outreach, inform the public and internal stakeholders about OSSE services,and provide access to critical data. (2 Measures)




2016 Workload Measures

2016 Initiatives

Percent of timely compliance oflegislatively mandated guidelines,policies, and regulations.

Annually 75 100% Met

Current guidance, policies, regulations,and laws listed on OSSE’s website

Annually 100 100% Met

7 - Oversee the implementation of agency-wide priorities. (1 Measure)

Percent of LEAs visited Annually 85 85.9% Met

Workload Measure (9 Measures)

Number of children subsidized by child development programs Annually 10730

Number of infant/toddlers receiving IDEA Part C early intervention services Annually Notavailable

Number of PK-12 Local Education Agencies Annually 64

Number of PK-12 students in public and public charter schools Annually 87344

Number of students with Individual Education Plans (IEPs) Annually 11388

Number of students participating in lunch programs Annually Notavailable

Number of students participating in breakfast programs Annually Notavailable

Number of schools in priority and focus school classifications (lowest performing schools requiringsupports and interventions)

Annually 54

Percent of high school seniors completing a DC TAG application Annually 43%

Measure Frequency ofReporting

Q1FY2016 Q2FY2016 Q3FY2016 Q4FY2016 FY 2016

Office of Early Childhood Education - 1 (3 Initiatives)

Office of theStateSuperintendentof Education

1 1.1 Develop andpilot a QualityRatingImprovementSystem (QRIS)framework thatis directlylinked topositiveoutcomes forchildren andfamilies in allearly childhoodsettings.

In FY 16, OSSEwill pilot aframework formeasuringquality incommunity-basedorganizations,traditional publicschools (DCPS),and charterschools. As apart of thisinitiative, OSSEwill convene andcollaborate withan expert andstakeholder

FY16Q4 DEL haspresented theenhanced QRISframework toover 200stakeholdersthrough severalcommunityengagementmeetings. Thepilot programofficiallylaunched with25 pilot sites inApril, whichcontinuesthrough March2017. It

Incremental DEL continuesto trackprogress andimpactthroughout thepilot programto inform thefullimplementationof theenhanced QRISprogram.

75-99% DEL continues torefine the QRIStechnical brief,meet regularlywith the pilot sitesabout theirContinuous QualityImprovement(CQI) Plan,develop aconsumerinformationprofile, and meetwith stakeholders(e.g., DCPSleaders, nationalexperts, SECDCCcommittee, etc.)

Objective -Agency

ObjectiveNumber

ObjectiveTitle

InitiativeNumber

Initiative Title InitiativeDescription

Updatefrom:

Initiative StatusUpdate

Status ofImpact

Explanation ofImpact

%Complete

If not 100%, pleaseexplain why thisinitiative wasn'tcompleted in FY16:




advisory group. includes arepresentativesample of childdevelopmentcenters, childdevelopmenthomes, and DCPublic Schools. OSSE hasconvened thepilot sites everymonth since theApril launch. DEL alsocontinues towork with thePublic CharterSchool Board toalign theenhanced QRISto theirperformancemanagementframework.

to inform the fullimplementation ofthe enhancedQRIS rollout,which is scheduledfor 2017-18.


1 1.2 Continueimplementationof a newcommunity-based networkapproach toimprovingquality in earlychildhoodeducation.

This initiative –the QualityImprovementNetwork (QIN) –will ensure morechildren andfamilies benefitfrom early,continuous,intensive, andcomprehensivechilddevelopment andfamily supportservices. OSSEwill establishcompetitivegrants with hubsand child carepartnersparticipating inthe network andcomprehensiveservice grants tohubs to providehealth, childnutrition, mentalhealth, Child andAdult Care FoodProgramadministration,eligibility intake,outreach/enrollment andmaintain waitlists.

FY16Q4 The QINimplementationis ongoing and amid-year systemevaluation wasconducted toidentify theareas ofstrengths, initialchallenges, andpriorities movingforward. Thebaselineapplication wassubmitted inJune. A start-upplanner isworking withOSSE and theHubs, to workon thedevelopment ofprogram serviceplans which willbe completed inOctober 2016.

Incremental This peer-to-peer supportmodel enablessome of thestrongestproviders tooffer supportsand bestpractices toother providersin theneighborhood. The goal isthat thisadditionalsupport willhelp thecenters andfamily homesreach EarlyHead StartStandards.

25-49% The QIN is a five-year federal grant.The grant periodis September 1,2016 – August 31,2020. The grantapplication iscompleted on ayearly basis. OSSEcontinues to workon the QINprogram goals,the correspondinglong range goals,short-termobjectives,expectedoutcomes, andprogressmonitoring toimprove andexpand the qualityof infant andtoddler care in DC.


1 1.3 Revise andimplement newchild carelicensingregulations.

OSSE willpromulgate andimplement newchild carelicensingregulations in DC

FY16Q4 The licensingregulations have been approvedby OAG for legalsufficiency andthe Mayor's

Incremental In the processof updatingchild carelicensingregulations.\We received

75-99% These regs wereposted soon afterthe close of FY16,following the 30day publiccomment period.




to better linkquality andeffectiveness tochild carelicensing. OSSEwill develop newguidance andimplement newtraining modulesto ensure allOSSE licensingstaff understandnew regulations.

office. The 30day publiccomment periodhas closed andthefinal versionof the regulations willbe posted in theDC Register onor aroundNovember 18th.

considerablefeedback fromstakeholders –both positiveandconstructive –that is stillbeing carefullyreviewed byinternal legal,policy, andlicensing staff. Subsequentrevisions arebeing made tothe draftregulations toaddress publiccomments,whenappropriate.

Office of Early Childhood Education - 2 (1 Initiative)


2 2.1 Fully implementthe EarlyDevelopmentInstrument inpre-K 4classroomsacrosscommunity-basedorganizations,DCPS, andpublic charterschools.

OSSE will workwith UCLA toassess the nearly7,000 pre-K 4year olds. Theactionable datawill be sharedpublicly throughneighborhood-based maps andtables and will beused to informcross-sectordialogue toimprove schoolreadiness.

FY16Q4 The data isavailable andhas been sharedpublicly withmore than 100stakeholders.The data showedthat DC's youngchildren are onpar with nationalaverages in 4 ofthe 5 domainsthat EDIevaluates.

Incremental Maps ofchildren'svulnerability byneighborhooodcluster is nowavailable beingused to engagea broaderstakeholdercommunityaboutchildren'sreadiness forkindergarten.

Complete

Office of Early Childhood Education - 4 (1 Initiative)


4 4.1 Resource,Referral & ChildFind Expansion.

Expand resourceand referral andconsumereducationactivities thathelp familiesmake informeddecisions aboutprograms thatbest meet theirchildren’s needsin every ward ofthe city.

FY16Q4 DEL selected theorganization forthe CCR&R andwill introduce tovariousstakeholders inthe upcomingmonths.

Incremental DEL willcontinue totrack progressand impactthroughout theimplementationphase.

Complete

Office of Early Childhood Education - 5 (3 Initiatives)


5 5.1 Implement aweb-basedpaymentsystem toimprove thesubsidypaymentprocess.

In FY 16, OSSEwill continue toimplement aweb-basedsolution to makemonthly timeentry easier forcommunity-based

FY16Q4 DEL took thisproject in adifferentdirection toaddress thecritical andsystemic needfor an overhaulof the child care

Incremental It was decidedthat the OECDreplacementproject will bedeveloped by acontractor, notinternally. Arequest forinformation is

0-24% The lowpercentage is dueto the large scopeof this project.




organizations andchilddevelopmenthome providers.This system willpre-populateattendance andinterface withOSSE’saccountingsystem to ensuretimely paymentsand reduceburdens forcommunity-based and childdevelopmenthome providers.

subsidy casemanagementand paymentsystem that is20 years old.The DEL Directorof OperationsandManagementmeets weeklywith the CIO anddaily with thenewly hiredbusiness analyst.Currently, aRequest forInformationdocument isbeing draftedfrom therequirements, inpreparation forthe eventualrequest forproposal.

being drafted,and contractaward isestimated for6-9 monthsfrom now.


5 5.2 Roll out thecasemanagementsystem forearlyinterventionservices.

In FY15, OSSEcompleted a pilotphase of thedevelopment of anew IDEA Part Ccasemanagementsystem compliantwith HIPPA andIDEA regulationsand will roll outin FY16.

FY16Q4 Phase I of theSystem waslaunched Oct. 11

Incremental This initiativewill impact theIDEA Part Csystem as awhole, allowingfor a moreefficient,secured, andcomprehensivecasemanagementand billingsystem forEarlyIntervention.

Complete


5 5.3 Enhance Childcare LicensingSystem.

DEL will create asystem tosupport theautomation ofinspection visits,initial licensureand renewals.DEL will establisha system toidentify and trackunusual incidentsand complaints.

FY16Q4 The DELLTsystem is onlineand is beingused exclusivelyby licensingspecialists toconductinspections andmonitoringvisits. Thereports are builtand then thesystem iscomplete. Thesystem isperiodicallyreview thesystem toimplementchanges asneeded.

Incremental The systemhas moved thelicensingfunction forDEL from astatic systemthat wasalmostcompletelypaper-based toa reality that inthe nearfuture, therewill be almostno paper in theprocess. Also,the datacollection willbe more robustthan ever.

Complete

Office of Elementary and Secondary Education - 1 (2 Initiatives)

Office of theState

1 1.1 Disseminatebest practices

In FY 16, OSSEwill evaluate the

FY16Q4 OSSE completedan evaluation

Incremental Publishing theevaluation

75-99% OSSE completedthe evaluation tool




Superintendentof Education

for rigorousteacher andprincipalevaluationsystems andmonitor LEAsfor effectiveimplementationof high-qualityevaluationsystems.

effectiveness ofthe modelevaluation toolwith participatingLEAs andexternal thirdparty partner. InFY15, OSSEworked with acohort of LEAs todevelop and pilota model teacherevaluationsystem for theDistrict that canbe adopted forimplementationby any DistrictLEA.

and publishedresults of theoutcomes.

summaryprovides pilotparticipantsand other LEAswith importantinformationabout thestrengths andweaknesses ofthe model andits "fit" forLEAs whichensurestransparencyand informsplanningrelated torefinements. Ofthe model.

and published theresults ascommitted, but weplan to do more toshare the resultsfurther in FY17.


1 1.2 Developguidance andtraining forLEAs to supporteffectiveimplementationandaccountabilityfor compliancewith theAttendanceAccountabilityAmendment Actof 2013.

In FY16, OSSEwill providenecessarytechnicalassistance tosupport bestpracticesregarding truancyinterventions andcompliance withreportingrequirements. InFY15, OSSEstreamlined datacollectionsystems toreduceadministrativeburden.

FY16Q4 OSSE developedLEA and privateschool guidanceand providedtraining but iscurrentlyupdating itsresource manualto reflectchanges in thelaw.

Incremental The provisionof LEA trainingand guidancesupportscompliancewith therequirementsof the Act.

50-74% OSSE needed toupdate itsresource manualto reflect newchanges in the lawbefore it couldmove forward withadditionaltechnicalassistance.

Office of Elementary and Secondary Education - 2 (1 Initiative)


2 2.1 OSSE willcreate STEM,ELL, and SPEDimprovementplans anchoredin professionallearningcommunitiesand supportedby masterteachers.

OSSE will expandthe tools,materials, andtrainingopportunitiesavailable toassist LEAs withtheimplementationof CCSS. OSSEwill expand theLearning SupportNetwork toinclude enhancedsupport for Focusschools.

FY16Q4 OSSE createdplans for eachpopulation andhas beenexecuting themajority ofactivities asoutlined. Thesped masterteacher cadrehas not beenimplementeddue toprocurementchallenges. These projectsare planned forFy 17.

Incremental Theimplementationof strategicplansaddressing theneeds of thesespecialpopulationsacceleratesoutcomes forstrugglingstudents andsupports ourDistrict'soverallperformance.

50-74%The sped masterteacher cadre hasnot beenimplemented dueto procurementchallenges. Theseprojects areplanned for Fy 17.

Office of Elementary and Secondary Education - 3 (1 Initiative)


3 3.1 Implement ahigh-qualitydifferentiatedsystem ofsupport and

OSSE willimplement aStatewideSystem ofSupport primarily

FY16Q4 OSSE has fullyimplemented themajority ofuniversaltraininsg, three

Incremental Providingtargetedtechnicalassistance tostruggling

Complete




interventionsfor schools.

focused onimprovingperformance inpriority and focusschools. Thissystem ofinterventions andsupports will beanchored in theDistrict’sapproved ESEAflexibility waiverand will ensuresustainability ofreforms andimprovementsaligned to theDistrict’s Race tothe Top grant.

LEA institutes,and the LearningSupportNetwork, asplanned.

schoolsindentifiedunder ESEA forstateintervention,through a rootcause analysis,actionplanning, areview ofstudent data,and leadershipcoachingrelated to bestpractices,assists theDistrict inacceleratingimprovementfor students inthese schools.

Office of Elementary and Secondary Education - 4 (2 Initiatives)


4 4.1 Provideplanning andimplementationsupport to newpublic charterschools in orderto providesoundfoundations forsustainabilityand creation ofadditional high-quality publiccharter schoolseats.

OSSE willcoordinate a jointtechnicalassistance serieswith the PublicCharter SchoolBoard (PCSB) toensure high-quality supportfor charterfounders andleaders. Willinclude topicssuch asmanaging federalfunds;understandinglegal obligationsregardingstudents withdisabilities; andnavigatingfederal reportingrequirements.

FY16Q4 OSSE fullyexecuted thisproject incollaborationwith PCSB in FY16.

Incremental Providingtargetedtechnicalassistance todependentcharter LEAstransition tofully overseeingspecialeducationprogrammingand complianceassists theDistrict inensuring thatstudents withdisabilities areserved well andin acceleratingimprovementfor students inthese schools.

Complete


4 4.2 Increase high-quality publiccharter schools’access toaffordablefacilities andgrants tosupportcontinuousacademic,programmatic,and operationalimprovement.

ThroughScholarships forOpportunity andResults (SOAR)Act funding,OSSE providessupport to publiccharter schoolsto assist in theiracademic,operational, andprogrammaticimprovementsspecific to theirschool needs. InFY16, OSSE willmake availablegrants to supportthe following:

FY16Q4 OSSE fullyexecuted thisproject timely inFY 16.

Incremental Implementingtherequirementsof this federalgrant anddistributingfudingeffectively andtimely providessupport topublic charterschools toassist in theiracademic,operational,andprogrammaticimprovementsspecific to their

Complete




academic qualitydesigned to havea direct andrapid impact onstudentachievement incharter schools;facilitiesimprovementsand upgrades—addressing anexpressed needin the publiccharter schoolcommunityacross theDistrict;capacity-buildingthrough third-partyorganizations;and replicationand growth ofproven publiccharter schools inthe District.

school needs.

Office of Post-Secondary and Career Education - 1 (4 Initiatives)


1 1.1 Develop afamilyengagementstrategy toincrease familyinvolvement inpostsecondaryplanning.

Studies showthat parentalinvolvementincreases astudent’slikelihood ofgraduating fromhigh school andcontinuing ontopostsecondaryeducation. InFY16, OSSE willconduct researchon best practicesto engagefamilies inpostsecondaryplanning and willcollaborate withstakeholders todevelop guidanceforcomprehensivefamily-engagementstrategies.

FY16Q4 The strategy hasbeen written andwill beimplemented inFY17.

None The strategyhas not yet hadany impactbecause wehave not yetimplemented it.This willhappen inFY17.

Complete


1 1.2 Expand andimprove DualEnrollmentthroughout thecity.

In FY16, OSSEwill expand andimprove DualEnrollmentthroughout thecity by workingwith LEAs toaward highschool credit forcourses taken oncollege campusesin the

FY16Q4 OSSE awardedfunds to 3institutionsimpacting 360studentscompared to 307students servedin FY15. Studentscompleted fallcourses inDecember 2015.

Demonstrable We enabled360 students totake college-level coursework on collegecampuses inthe Washingtonmetro areawhile ensuringthat theyreceived highschool credit

Complete




Washingtonmetropolitan areaand by providingfinancialassistance tostudents.

OSSE releasedthe RFA for theSY 2016-2017 inearly August.

for the coursestaken andprovidefinancialassistance tothese students.


1 1.3 Launch an SATprep pilotprogram tobetter prepareall DC publicschool studentsto scorecompetitivelyon the SAT.

OSSE will launchan SAT prep pilotprogram andcontinue toprovide SAT testadministrationand fee paymentfor all public highschool students.

FY16Q4 OSSE launchedan SAT preppilot programthat ran fromOctober 2015through June2016. For SY2016-2017,OSSE awardedover $365,000to 23 schools,impacting over3,000 students.

Incremental We enabled3000 studentsto increasetheir readinessfor the SATthrough thisSAT prepprogram.

Complete


1 1.4 Increasepercentage ofDC youth andadults whocompletepostsecondaryeducation andcareerprogramswithin 150%time ofstandardcompletion.

In FY16, OSSEwill increasestudent andparent access topostsecondaryeducation data inan effort to helpinform SmartCollege Choicesfor DC students.This workincludes thelaunch of thenewest version ofMy College FactFinder.

FY16Q4 OSSE launcheda new, morerobust version ofMy College FactFinder, whichhas helpedinform SmartCollege Choicesfor DC students.

Incremental Access to thisinformationhelps informSmart CollegeChoices for DCstudents.

Complete



2 2.1 Support ITAcademies athigh schools toincreasestudents’ digitalliteracy and tobetter preparethem forcollege and/orcareers.

In FY15, OSSEexpanded theAcademy to twoadditionalschools. In FY16,OSSE willcontinue toprovide supportand oversight toDCPS and publiccharter highschools as theydeploy Academycurricula,resources, andlearningstrategiesdesigned toincrease thenumber ofstudents gainingMicrosoftcertifications anddemonstratingdigital literacy.

FY16Q4 School Year2015-2016began in Augustand the ITAcademies werelaunched inSeptember.Schools met andexceeded lastyear'scertificationgoals. As ofSeptember,2016, 599certificationswere earned incomparison to365 from lastyear.

Demonstrable Studentscontinued toearn MicrosoftITceritificationsthat meet thedemand foremployers.Students learnimportant skillsthat supportthem tobecomesuccessful incollege andcareers.

Complete

Office of theStateSuperintendent

2 2.2 Develop andlaunch collegereadiness and

In FY16, OSSEwill launchcollege readiness

FY16Q4 This work is stillmoving forward. OSSE will

Incremental This work hashelped OSSEfinalize

25-49% This work is stillmoving forward.We started by




of Education careerreadinessindicators ofsuccess toshare with thepublic via LearnDC website.

indicators onLearn D.C. Additionally,OSSE willcontinue to workwith stakeholdersto begin reachingconsensus oncareer readinessindicators ofsuccess. Collegereadiness will tobe postedpublicly at thestate and LEAlevels on LearnDC in FY16. Career readinessindicators will beposted publicly atthe same levelsin FY17.

publish statelevel datathrough a seriesof reportshoused on itswebsite. LEAswill receive datafor their schoolsand will havethe option topublish datapublicly. Report1 has beenreleased (seeOSSE website). Report 2 isscheduled to bereleased at theend of Oct.Report 3 at theend of Nov. Reports 4 &5 inearly 2017.

authoritativebusiness rulesto be used forcollegereadinessindicators,which willstreamlineprocessesmovingforward.

publishing state-level data andthen sharedschool-level datawith LEAs, givingthem theopportunity tochoose whether ornot they wantedto publish the datapublicly. Thiswork will becompleted in early2017.

Office of Post-Secondary and Career Education - 3 (1 Initiative)


3 3.1 Implement thenewlyestablisheddistrict-wideYouth Re-EngagementCenter.

In FY14, the cityestablished theDistrict-wideyouth Re-EngagementCenter (REC)designed toreconnect 16 to24 year-old, out-of-school youthto educationalprograms leadingto high schooldiplomas or theirequivalent. InFY16, OSSE willcontinue toimplement thisnew initiative byperforming aformativeevaluation toidentify areas forimprovement andexpansion. TheREC will expandthe number ofreengaged youthsupported to 250

FY16Q4 The RECimplementedintake,evaluation,placement, andcasemanagement foryouth. In FY16,the RECreenrolled 204students,conducted aformativeevaluation andoffered wrap-around servicesto the 400studentsreenrolled sincethe center'sinception. RECdeveloped a website todirect users to arange ofalternative andadult-servingeducationprogramsthroughout theDistrict.

Demonstrable The RECcontinues togathermeaningfuldata about ourclients needs,the reasonswhy theydropped out ofschool, and theservices thatthey areutilizingthroughout thecity. Asindicated in theReEngagementCenter's annalreport, youth"persist" inschool at ratesfalling between58% and 70%,depending onthe time periodconsidered.

75-99% TheReengagementCenter lost aReengagementSpecialist (casemanager) and was unable to fillthe role untilFebruary of 2016;however, once thenew specialist wasoriented hequickly beganrecruiting newclientele. Anotherchallenge was theinability to placestudents in newenrollments fromNov-Jan, but wehave sinceimplemented newmonitoringstrategies toensure thatenrollmentremains consistentthroughout thefiscal year



4 4.1 Build new DCONE APPsystem toreduceadministrativeand applicantburdens.

In FY15, OSSEbegan to build anew platform tobetter servestudents whoapply to the D.C.TAG scholarshipprogram. The

FY16Q4 The new DCOneApplaunched inFebruary 2016,and DCTAG staffhas receivedpositivefeedback on the

Incremental The new DCOneApp isaccessible onall mobiledevices andcomputers,unlike theprevious

75-99% We are updatingthe student-facingand theninstitution-facingmodelsincrementally andhave completedthe former. The




new DC ONE APPwill not only beeasier than thecurrent systemfor students touse, but it willalso reduceadministrativeburdens onprogram staffand participatinginstitutions ofhigher education.

system. Studentfacing modulesare completeand institutionfacing moduleswill becompleted inFY17.

version of theDC OneApp.This has madeit easier forstudents toapply. Weexpect to beable to reportdata onapplicationcompletion bythe end of theapplicationcycle.

latter will be donein FY17.


4 4.2 Build datadashboards toinform work

In FY16, OSSEagain will builddata dashboardsfor Postsecondaryand CareerEducationprograms. Thesedashboards willhighlightpertinent data sothat program andadministrativeteams are betterable to improveprograms andoperations.

FY16Q4 Data dashboardshave beencreated and dataapproved by theDivision of DataandAccountability. We are in theprocess ofpreparing filesfor graphicdesign work.

Incremental Data qualityand accuracyvia integratedbusiness rulesto gettingstudent testdata in thehands ofteachers. Eachsystemprovides a levelof maturity andsophisticationnot available inthe previousversion.

Complete


4 4.3 Streamline thelicensureapplicationprocess forpostsecondaryinstitutions.

OSSE willcontinue work onthe developmentof an automatedapplicationsystem to betterserve institutionalapplicants,EducationLicensureCommission(ELC)commissionersand staff. Thesystem willstreamlineapplicationprocessing,provide adatabaseinclusive ofinstitutionalstatistical data,reduce papercollection, anddiminish thestoragechallenges of theELC.

FY16Q4 This initiativehas a plannedtwo yearimplementation. Progress thisreporting periodhalted due toshifting OCIOpriorities. Additionally, thefundsreprogrammingtook from Juneuntil the middleof September tocomplete. Thedelay in theapproval of there-programmingresulted in theinability toexpend thefunds, furtherdelaying thework on thisinitiative.

None The progressmade thisreportingperiod didn'tdirectly impactthe agency orits customers.

25-49% This initiative hasa planned twoyearimplementation. Progress thisreporting periodhalted due toshifting OCIOpriorities. Additionally, thefundsreprogrammingtook from Juneuntil the middle ofSeptember tocomplete. Thedelay in theapproval of there-programmingresulted in theinability to expendthe funds, furtherdelaying the workon this initiative.



5 5.1 Support adultsenrolled in andmatriculatingthrough

In FY15, OSSEcontinued tocollaborate withDOES and DHS

FY16Q4 OSSE has aProgrammaticMOU with DOES,Data Sharing

Incremental Districtresidents arebetter able toobtain

75-99% We are workingthrough a fewfinal issuse tocomplete the




programsdesigned toincrease theirliteracy levels.

to create MOUsto integrateservices fordistrict residentsto support theirattainment ofsecondarycredentialsand/orenrollment intopostsecondarytraining. Duringthis time, OSSEbeganimplementing thefirst phase of thiswork. In FY16,OSSE willcontinue theimplementationof this integratedapproach tostreamline accessto adult literacy,vocationalliteracy,employmentservices, andsocial services forAdult and FamilyEducation clients.

MOA with DOES,and aProgrammaticMOA withDDS/RSA.Additionally,OSSE has aPendingProgrammaticMOA with DHSand PendingData SharingMOA with DOES,DHS andDDS/RSA.

informationabout and gainaccess toservices offeredby OSSE andDOES as aresult of thepartnership. Expansionplans includeDDS/RSA andDHS. Data arenot currentlyavailable.

ProgrammaticMOA with DHAand the DataSharing MOA withDOES, DHS andDDS/RSA.



6 6.1 UpdateEducationLicensureCommission’s(ELC)regulations toreflectpostsecondaryindustry bestpractices toimprove qualityassurance, andto expand itsjurisdiction toinclude distancelearning.

In FY14 andFY15, the Mayor,on behalf of theELC introducedlegislation relatedto the regulationof distancelearningprograms. InFY16, the ELCwill finalizeupdates toregulations fordegree and non-degree grantinginstitutions, aswell as distancelearningprograms, andcodify ELCoperatingprocedures.Updating theregulations andcodifyingoperatingprocedures willclarify andimprove thestandards usedto evaluateinstitutions andstandardize the

FY16Q4 The regulationsto governdistanceeducation werepublished asfinal in August2016. The HELCstaff completeda first draft ofthe revisedregulation whichgovern on-the-ground non-degree anddegreeinstitutions. Thedraft has beencirculatedinternally torelevantstakeholders tobegin review andcomment. Thenext step is a2nd revision toincorporate anychanges fromthese reviews.

None Once therevisedapplicationproceses iscompleted tosynchronizewith the newregulatoryauthority weanticiapte someimpact to ourcustomers,namely,instituions willhave toproduce morerobustdocumentationto support theirability to offerqualitypostsecondaryeducation viadistanceeducation.

75-99% See status update.




Commission’sprocedures. Thework will ensurethat theCommission isoperating basedon best practicesand will eliminateunnecessaryambiguity in theCommission’swork.

Office of Special Education - 1 (1 Initiative)


1 1.1 Share nonpublicprogramprofiles toinformstakeholdersabout specialeducationprogrammingfor privateplacements..

OSSE will publishnonpublicprogram profileswhich will providestakeholders withkey programinformation toinform decision-making regardingall nonpublicprogramsapproved toserve DCstudents.

FY16Q4 OSSE did notupdate itsnonpublicprofiles in FY 16. This work isplanned for FY17.

None Publishingexternallyfacingnonpublicprogramprofilesprovidesparents andother educationstakeholderswith keyinformationrelated to theperformance ofthese schools.

0-24% This project wasdelayed to FY17due to competingpriorities.



2 2.1 Improvetargetedinterventionplanning toLEAs throughLearningSupportNetworks

OSSE willcontinueimplementationof the LearningSupport Network,includingregularlyreviewingperformance datato informtargetedinterventionplanning anddelivery to LEAsin the LSN.

FY16Q4 OSSE fullyexecuted isLearningSupport Networkmodel for FY 16.

Incremental Providingtargetedtechnicalassistance tostrugglingschoolsindentifiedunder ESEA forstateintervention,through a rootcause analysis,actionplanning, areview ofstudent data,and leadershipcoachingrelated to bestpractices,assists theDistrict inacceleratingimprovementfor students inthese schools.

Complete

Office of Special Education - 3 (2 Initiatives)


3 3.1 Ensure highquality specialeducationthroughfocusedmonitoring.

OSSEsuccessfullyimplemented afocusedmonitoringsecondary

FY16Q4 OSSE fullyexecuted itsfocusedmonitoring planfor FY 16.

Incremental Providingfocusedmonitoring,which includesa "deep dive"into student

Complete




transition pilotinitiative whichdemonstrated asignificant impactin improvingcompliance andresults. As aresult, OSSE willcontinue thisfocusedmonitoringinitiative in FY16.

data andcoachingrelated to bestpractices,assists theDistrict inacceleratingimprovement inremainingareas of spednoncompliance.


3 3.2 Expansion ofMedicaidClaiming.

In FY16, OSSEwill initiatecollection ofMedicaidreimbursementsfor allowableservices providedto children withqualifyingdisabilities viaOSSE’s Part CProgram andNon-PublicTuition PaymentUnit, and ensureLEAs, Part Cproviders, andnonpublicprograms haveaccess to trainingand technicalassistance thatwill allow for fullclaiming andappropriate useofreimbursements.

FY16Q4 OSSE did notbegin claimingfor Part C ornonpublicreimbursementdue to thetimeline bywhich the DHCFSPA wasfinalized, whichrequired reviewby federalMedicaid officeand approval bycouncil. The SPAhas recentlybeen finalizedand OSSE isworkingcollaborativelywith DHCF toinitiate claimingin FY 17.

None Initiatingclaiming forthese programswill increaseavailableeducationdollars to theDistrict andmaximize theDistrict's ROI,allowing forsound andeffective use offunds.




4 4.1 SpecialEducationTraining andTechnicalAssistance.

In FY 16, OSSEDSE will expandLEAs’ resourcesavailable tosupportimplementationof Common Corestandards, withan emphasis onspecialpopulations. (See objective2.1 in Division ofElementary andSecondary)

FY16Q4 OSSE fullyexecuted allcomponents ofits technicalassistance planwith theexception ofcreation of amaster teachercadre for specialeducators. Thisproject wasdelayed due toprocurementchallenges.

Incremental Providingevidence-basedtechnicalassistancehelps LEAsimproveinstruction andaccelerateoutcomes forstudents withdisabilities.

75-99% OSSE fullyexecuted allcomponents of itstechnicalassistance planwith the exceptionof creation of amaster teachercadre for specialeducators. Thisproject wasdelayed due toprocurementchallenges.



5 5.1 ESSE ReportsFramework.

OSSE will expandthe SpecialEducationReports

FY16Q4 OSSE has fullyexecuted thisinitiative; thespecial education

Incremental Creating easyto use,accessiblereports related

Complete




Framework. TheReportsFramework is aspecial educationinterface withinSLED designed toprovide LEAsreal-time dataaccess to keyspecial educationperformance andcompliancemetrics,supportingenhancedmanagement ofspecial educationrequirements andensuring timelyservice delivery.

reportingframework hasbeen integratedinto SLED.

to specialeducationperformancehelps LEAsproactivelymanage to,and meet,multiplecompliancedeadlines.

Office of the Chief Information Officer - 1 (2 Initiatives)


1 1.1 Develop OSSEExecutiveDashboards

In FY16, OSSEwill develop aseries ofapplications thatsupports multi-programinitiatives. Thiscoordinated effortwill supportstrategic andtactical planningto ensuredelivery of highqualitytechnologysolutions.

FY16Q4 OSSE hasdeveloped anddelivered no lessthan 15applications thisyear thatsupport thisobjectivehowever wecontinue touncover newand additionalways to supportthe LEAs andCBOs so thiseffort is notover.

Incremental Data qualityand accuracyvia integratedbusiness rulesto gettingstudent testdata in thehands ofteachers. Eachsystemprovides a levelof maturity andsophisticationnot available inthe previousversion.

75-99% OSSE hasdeveloped anddelivered no lessthan 15applications thisyear that supportthis objectivehowever wecontinue touncover new andadditional ways tosupport the LEAsand CBOs so thiseffort is not over.


1 1.2 Modernize theWellness andNutritionServicesSystem.

In FY16, OSSEwill roll out twonew modules forthe WNSmodernizationeffort. Claimsprocessing andapplications withbe madeavailable onlinefor the first time.

FY16Q4 The WNS and ITteamssuccessfullyrolled outseveral newmodules toenhance theexisting NSCAPSsystems. Theseinclude,ORCHARDframework,security, onlineapplications, andratified contractmods. The firstonline claims willoccure inNovember forthe mealsserved inOctober.

Incremental The usercommunity wasexcited thatthey couldcomplete theapplicationportion of thisyears

Complete

Office of the Chief Information Officer - 2 (1 Initiative)

Office of theState

2 2.1 Centralizeinformation

In FY16, OSSEwill centralize all

FY16Q4 Currently we areworking on

Incremental Onceimplemented

0-24% This project wasput on hold due to




Superintendentof Education

technologysupport andinfrastructure.

IT initiatives andstaff within theOffice of theChief InformationOfficer (CIO).The intent is toleverage alltechnical assetsacross theagency toprovide a unifiedand uniformapproach totechnicaldeliverables. Aspart of thiseffort, OSSE willformalize anenterprisearchitectureframework andstandardize thepurchase ofcommontechnologiesusing thestandardsadopted by theCIO forhardware,software, andequipment.

phase one whichis the OSSE-DOTconsolidationwith an expectedcompletion ofQ2 FY17. Thisdeliverable dateis to ensure thatall systems andprocesses aredocumented andunderstoodbefore makingany changes.Phase two whichwould potentiallyinclude DARresources wasput on hold untila new AssistantSup was hiredthis month.

this will savemoney andspeed deliveryof IT initiatives

other internalpriorities andwhile waiting forthe new AssistantSup for DAR to behired.

Office of the Chief Information Officer - 3 (1 Initiative)


3 3.1 Continue tosupport schoolsto ensurereadiness forPARCC andothercomputer-based NextGenerationAssessments.

In FY15, OSSEconductedtechnology-readinessassessments ateach school andprovidecustomizedrecommendationsfor each schoolbased on itscurrent level ofreadiness andneeds ascompared to thePARCC Guidelinesfor computingand technology.OSSE will ensureschools continueto be supportedin computer-basedadministration ofnext generationassessments.

FY16Q4 PARCC testingfor SY15-16 hadmore than 95percent of theschools testingonline.

Incremental We areentering intothe 3rd year ofonlineassessmentsand all schoolswill be requiredto administerthe tests online.


Office of the Chief Operating Officer - 1 (2 Initiatives)


1 1.1 Improve theFreedom ofInformation Act(FOIA) process.

In FY16, OSSEwill streamlinethe FOIA system,develop external

FY16Q4 Fulfillmentprocesssignificantlystreamlined,

Incremental FOIA is anongoing agencyprocess thatcontributes to

75-99% We still need tocomplete internaltraining aroundFOIA.




constituentexpectations, andincrease internalFOIAcommunication.OSSE willenhancing theinternal FOIAprocess toincreasetransparency,communication,timeliness, andsecurity.

kicking offadditionaldivision-leveltraining

providingtransparency.


1 1.2 Enhance andexpandfunctionality ofthe agencyenterprisegrantsmanagementsystem.

In FY15, OSSEimplementedphase one of anelectronicenterprise grantsmanagementsystems forpublic use. InFY16, OSSE willimplement a userinterfacemodernization toenhance the enduser of EGMSexperience.Phase two of theenterprise grantsmanagementsystem, includedactivities such asenhanced uploadcapabilities toreduce burdenson end-users,lapsing fundsstrategy codinginto the systemhierarchy, and amonitoring andcompliancerepository. Everyphase of thegrantsmanagementlifecycle will beelectronicallymanaged,monitored, andaccessed throughthe web portal.

FY16Q4 The userinterfacemodernization iscomplete.Enhanced uploadcapabilities iscomplete withtheimplementationof a budgetupload optionand areimbursementrequest uploadoption. Thelapsing fundsstrategy codingis also completeas we have setup the paymentsystem to payfrom the oldestfunds first.Lastly, somegrant programshave monitoringand acompliancerepository inEGMS, but notall to date. Weare continuingdevelopmentwork in FY17.

Incremental EGMS is thetool thatprovides grantsmanagementfromapplication, topayments tomonitoring tocloseout. Itcontributes tothe agency'sgoal to reducethe burden onour LEA's byconsolidatingthe grantapplication andpaymentsystem. It alsoprovidestransparencyfor all users.

Complete

Office of the Chief Operating Officer - 2 (1 Initiative)


2 2.1 Streamlineexistingsystems toprovide moreefficient internaland externalcustomerservice.

As part of itsstrategicplanning process,OSSE identifiedredundancies inroutines (e.g.,help desks) andprocedures (e.g.,travel requests,conference room

FY16Q4 Agency hasreviewed andreceivedfeedbacksupport fromOCA on newprocesses.Agency isconsideringadditional

Incremental With new oradditionalsupports, theagency'sprocedures willbe moreefficient withits operations.

50-74% We created theOSSE Help Desk(OHD) in order toconsolidate theover 2 dozentools/methodsused across theagency fortracking customerservice issues.




booking) thatcould bestreamlined. InFY16, OSSE willfurther analyzethe scope ofredundancies anddevelopstrategies tomitigateconfusion andpromoteefficiency andeffectiveoperations.

methods to helpstreamlineprocedures.

Due to thenumber ofsystems that needto be integratedinto the new tool,the process hastaken longer thanexpected. OHDwas piloted inAugust 2016 androlled out inSeptember 2016.At this time wehave consolidatedall but a handful ofthose standalonesystems and areactively workingon those last few.

Office of the Chief Operating Officer - 3 (1 Initiative)


3 3.1 Implementresidencyverificationacross DC andensure that allfamilies haveaccess to dueprocessresolutions.

In FY16, OSSEwill continue toimplementresidencyverificationprocess andprovide trainingand resources toLEAs on theenrollmentverificationprocess andreportingpotentialinstances ofresidency fraud.The Office ofDisputeResolution (ODR)will continue toinclude hearingson residencydisputes.

FY16Q4 Enrollment audittraining iscompleteincluding awebinar inMarch. Thiswebinar wasdesigned forLEAs to reviewnew residencyverificationforms as well asnew businessrules. LEAscontinue to usethe enrollmentaudit inbox forquestionsregarding theenrollment audit.

Incremental The workimpacts theentire city asthe residencyverificationprocesstouches bothDCPS as wellas charters. AllLEAs mustfollow thesame guidanceregardingacceptableresidencydocuments.

75-99% New developmentsaround residencyfraud in FY16 ledus to expand ourefforts in this areaand extended thetimeline.

Office of the Director - 1 (2 Initiatives)


1 1.1 Supportongoingtransition tonewassessmentsaligned toCommon CoreStateStandards.

OSSE willcontinue toimplement amulti-year planfor transitioningto new CCSS-alignedassessments withmeasurablegoals, actionsteps, andtimelines tosupport localimplementation.

FY16Q4 Completedspring 2016PARCC andMSAA testadministrationand release oftest results inAugust 2016. OSSE has alsobeen hostingadditionalworkshops forLEAs aneducators tosupport use ofPARCCassessmentresults insupporting CCSSinstruction.

Incremental Transition tocollege- andcareer-readyassessmentsputs the city ona trajectory tohave moremeaningfulinformationabout studentprogress to beable to takeaction andprovidesupports.

75-99% We conductedmultipleworkshops and TAsessions for LEAsbut there is stillmore that can doto complete thetransition.





1 1.2 Addperformancemetrics forschools toenhance andimprove statereport cardsLEARN DC.

Improve thequality andtransparency ofthe state reportcards and ensureparents and thepublic haveimproved accessto informationaround newcommon coreassessments andcollege andcareer readinessto aid indecision-makingandunderstanding ofschools.

FY16Q4 OSSE is workingclosely withDME, DCPS,PCSB, the SBOE,and otherstakeholders todevelop a newstateaccountabilitysystem underESSA that willbe in place forthe 2017-18school year. Wewill beconsidering thisinitiative as partof the design ofour state reportcard under ESSAonce theaccountabilitysystem isestablished.

Incremental A new reportcard willprovide parentsand communitymembers withthe opportunityto evaluateschools acrossthe city fromboth thecharter sectorand within theDC PublicSchool System. This willimprove theirability to makeinformed schoolchoices.

0-24% We haveincorporated thisinitiative into thedevelopment of anew accountabilitysystem for DC. Asa result, thetimeline has beenpushed out a year.

Office of the Director - 2 (1 Initiative)


2 2.1 Implement aflexiblereportingsolution forLEAs and CBOsto access datafrom SLED andother systems.

In FY16, OSSEwill implementQlik to provideLEAs and CBOswith a flexiblereporting solutionto access datafrom SLED andother systems.

FY16Q4 Implementationis complete.

Incremental We are usingQlik to put datathat OSSEcollects backinto the handsof LEAs in aformat thatthey can use toeasily analyzethe data andgain insights. We have alsodevelopedcustom reportsthat save themtime, helpidentify errorsin the data,and delivernew analyseswith the clickof a button.

Complete

Office of the Director - 3 (2 Initiatives)


3 3.1 Implement anoutcomes-based learningmanagementsystem.

Develop andimplement a planto ensure eachemployee has atailoredprofessionaldevelopmentplan aligned withthe corecompetencies,required jobknowledge,agency mission,career trajectoryand individual

FY16Q4 We have pushedfor strongdiscussionbetweenmanagers andstaff during theupcomingperformancemanagementseason. Inaddition, wehave developedguidance withregards to PDfor managers

Incremental PD ranks highon our staffsurvey in termsof employeeneeds andwants. Moreintentional PDofferings willhelp withmorale andretention.

25-49% Due to competingpriorities andhiring for criticalpositions, thispriority wasdelayed until afterthe next round ofperformance andPD plans-- inOctober/November2016.




performancegoals.

and staff thatincludes framingPD at OSSE andmapping outreadily availablePD from DCHR,internal OSSEstakeholders,other DCgovernmentAgencies, andSkillPort.


3 3.2 Provide OSSEemployees withEqualEmploymentOpportunity(EEO) anddiversitytraining.

OSSE will partnerwith the Office ofHuman Rights &the Office ofHumanResources toprovide trainings,workshops andimplementawarenesscampaigns ofcompliance withlocal and federalantidiscriminationlaws to allagencyemployees.Trainings willinclude in-depthtraining for EEOCounselors andManagementLiaisonSpecialists (HR)handlingemployeerelations matters.

FY16Q4 We have workedto ensure thoseinterested inbecoming EEOcounselors haveaccess to DCHRtrainings.However, therewere someschedulingdifficulties. Wehave also beendrafting a morecomprehensiveEEO strategy forthe upcomingfiscal year.

Incremental This willcontinue tobolster our EEOprogram andensure that allstaff are awareof their rightsand know theprocess foraddressing anyissues.

50-74% See status update. We will continuethis work in FY17.



4 4.1 Launch acomprehensivetrainingprogram tosupport datause in schools.

In FY16, OSSEwill continue towork with LEAsto ensure all dataproduced byOSSE is clearlycommunicatedand train schooland LEA staff onthe use of thisdata for data-based decision-making. Inaddition, OSSEwill hold asummit toshowcase strongpractices.

FY16Q4 We held a datasummit in Julyof this year toshare bestpractices. Following therelease ofPARCC results,we heldworkshops withLEAs andeducators tosupport the useof PARCC data instrengtheningcommon-corealignedinstruction.

Incremental By offeringtrainingshelping sharebest practices,we arestrengtheningdata-drivendecisionmakingin schoolsacross DC.

75-99% We continued tomake incrementalprogress in thisarea with the datasummit,professionaldevelopmentworkshops, andadditionaltrainings toschools aroundthe effective useof data sharedthrough our onlineportal, Qlik.However, we planto continuebuilding on thisfoundation in thecoming year byexpanding theseefforts so do notconsider it fullycomplete.






5 5.1 Support LEAimplementationof teacherequitystrategies.

In FY16 OSSEwill support LEAefforts toimplement astate plan toensure that poorand minoritystudents getaccess to asmany greatteachers as theirmore advantagedpeers.

FY16Q4 OSSE has fullyexecuted all butone plannedstrategic prioritymapped out foryear one of theplan. Plans tostrengthenimplementationof the remainingstrategy in yeartwo are in placeand work isunderway.

Incremental OSSE continuesto work withLEAs onadditionalstrategies withLEAs related toevaluation leadereffectiveness toinformstrategicrecruitment.

75-99% We acknowledgedthat the finalstrategy in ourstate plan couldbe strengthenedfurther beforeimplementation.



6 6.1 Launchcomprehensivecommunicationsstrategy.

OSSE will employa targeted andcomprehensivecommunicationsstrategy toconvey criticalOSSE news,activities,educationalinitiatives andsignificantreports to thepublic with thegoal of meetingthe needs ofdiverseaudiences.

FY16Q4 OSSE developeda set of guidingprinciples thatset a clear andhigh bar forexcellence in ourcommunications. We thenimplemented astructuredreview processto make sure weheld ourselvesto this standard. Wealso revampedour weekly e-newsletter forlocal educationagencies to bemore user-friendly whiledeveloping newtemplates andbrand guidelines for our staff.We are about torelease our firstannual reporttoo.

Incremental Externalstakeholdersare moreinformed ofOSSE's workand impact.Staff are betterequipped tocommunicatewith externalstakeholders.

75-99% We developed andimplemented acomprehensivecommunicationsstrategy butcontinue to findnew ways that wecan improve ourcommunications toLEA. We willcontinue to workon this initiative inFY17.



7 7.1 OSSE strategicplan .

OSSE willcompletedevelopment of astrategic plandesigned to guidethe work of theagency forseveral years.OSSE willcommunicate thevision and keyworkstreamsincluded in thestrategic plan tointernal andexternal

FY16Q4 We completeddevelopment ofthe plan and arealigning internalresources tosupport itsimplementation. Nearly a yearinto the plan, wehave completedmore than one-third of theactivities we laidout and areabout to publishour first ever

Incremental Implementationwill continueover the nexttwo years.

Complete




stakeholders andbegin aligningresources toimplementationof the planduring FY16.

annual reportthatcommunicatessome of our keyaccomplishmentsfrom the lastyear that alignwith thestrategic plan.

Office of Wellness and Nutrition Services - 1 (1 Initiative)


1 1.1 Deliver tailoredprofessionaldevelopmenttrainings and/orworkshops inselected healthtopics andcurricula.

Create at leastfive online or in-personprofessionaldevelopmenttrainings and/orworkshops inselected healthtopics about howeducators canselect andimplementappropriateschool-basedhealth andphysicaleducationcurricula. Theresults of eachtraining and/orworkshop willhelp identifyinstructionalstrategies thatimprove teachingand studentlearning, ensurea complete,thorough andconsistent reviewof healtheducationcurricula, andprovide studentsand families withessential healthskills necessaryto adopt, practiceand maintainhealth enhancingbehaviors.

FY16Q4 The OSSE’SDivision ofHealth andWellness has amenu of diverseprofessionaldevelopments,services andtechnicalassistance on avariety of healthtopics. Some ofthese include theHealthy SchoolsAct HealthProfileInformationalWebinar, TheYouth RiskBehaviorSurveillanceSurvey (YRBSS)101, HealthyYouth ResourceGuide andOnline ReferralTracking SystemTraining, CPR,Concussiontraining andmuch more.

Incremental Thisprofessionaldevelopmentmenu hasallowededucators tochoose from avariety ofhealth topicswhich has andwill enhanceand improveboth teachingand studentlearning. According tothe WholeSchool, WholeCommunity,Whole ChildModel studentswith qualityhealth andphysicaleducation andsupport is acollaborativeeffort, as itrequirescoordinationbetween schooladministrativestaff, teachers,parents, andothersupportiveadults.


Office of Wellness and Nutrition Services - 2 (2 Initiatives)


2 2.1 ReportingAchievement onHealth andPhysicalEducationStandards.

OSSE will collectand report onachievementagainst healthand physicaleducationstandards acrossschools,supporting LEAsin innovative andflexible ways ofassessing student

FY16Q4 District publicand publiccharter schoolssuccessfullyadministered theHealth andPhysicalEducationAssessment ingrades 5, 8, andhigh schoolhealth during

Demonstrable Through resultsof the Healthand PhysicalEducationAssessment,OSSE is able toassess studentknowledge as itpertains to theDistrict’s Healthand PhysicalEducation

Complete




understanding ofthe standards.

the spring of2016. Tomaximizeflexibility, OSSEoffered LEAs theoption to: (1)administer anOSSE’sgenerated,onlineassessment or(2) develop andadminister anindividualizedassessment,both of whichaligned to theDistrict’s Healthand PhysicalEducationStandards.

Standards.These findingsprovide bothOSSE and LEAswith awarenessto gaps inhealth andphysicaleducation andinform policyandprogramming.


2 2.2 Evaluation ofDC HealthySchools Act.

In FY 15, OSSEawarded acontract to begina three yearlongitudinalevaluation of theDC HealthySchools Actbeginning inFY16. In FY16,OSSE willestablish theresearchquestions andbaseline datafrom at least sixschools in yearone of theevaluation.

FY16Q4 We are on targetand final reportfrom vendor isexpected10.31.16.

Incremental The fullevaluation willbe complete byOctober 312016.

75-99% The full evaluationwill be completeby October 312016.

Office of Wellness and Nutrition Services - 3 (5 Initiatives)


3 3.1 Implement TheDC HealthyTots EmergencyAct of 2014.

In FY16, OSSEwill finalizeregulations forthe DC HealthyTots EmergencyAct of 2014.OSSE willconduct outreachtrainings to childdevelopmentfacilities on theseregulations andthe USDepartment ofAgriculture Childand Adult CareFood Programand provideonsite technicalassistance.

FY16Q4 Regulationswere finalized Inearly FY16 andimplemented bythe CACFP team.Trainings wereconducted incoordinationwith DEL aroundCACFP and theHealthy TotsAct.

Incremental The HealthyTots Actexpands accessto meals byincreasing thenumber ofCACFPparticipatingcenters.

Complete

Office of theStateSuperintendent

3 3.2 Partner withcommunity-based

In FY16, OSSEwill partner withcommunity-

FY16Q4 OSSE workedwith manyorganizations to

Incremental For manychildren in DC,meals provided

Complete




of Education organizations toincreaseparticipation inall childnutritionprograms.

basedorganizations toincrease thequality of thefood served andthe number ofchildrenparticipating inthe child nutritionprogramsincluding theChild and AdultCare FoodProgram, theAfter SchoolSnack andSupperPrograms, theFree SummerMeals Programand the DCHealthy Schoolsand Healthy TotsPrograms.Outreachmaterials will beupdated and willbe widelydistributedthroughout thecity and inpartnership withDistrictgovernmentagencies and theMayor’s One CityYouth Initiative.

promote accessto free meals,whether it besummer, afterschool meals orbreakfast in theclassroom.

in schools,summerprogramsmand child carecenters may betheir only mealthat day.Ensuring asmany familiesknow aboutthese programsin crutial


3 3.3 Continuedistrict wideathleticcompetition forstudents fromacrossLEAs/schools

In FY16, OSSEexpects tosupport 20athleticcompetitions.

FY16Q4 We oversaw 21athleticcompetitions

Incremental Statewideathleticcompetitionshas increasedeach year sincethe inception ofthe DCSAA.

Complete


3 3.4 Increase accessto sustainabilityprogramsrelated tonutrition andhealth.

In FY16, OSSEwill continue tobuild new andmaintain existingschool gardensand orchards.This will includebuilding threeoutdoorclassrooms incoordination withDGS for nutritionand healtheducation relatedto fresh, healthyfood. OSSE willensure that allfacilities havemaintenanceplans and relatededucational

FY16Q4 Health andWellnesscontinues toprovide localfunds to growand sustainschool gardens.While nowoutdoor classeshave been builtyet, constructionplans andcontractors havebeen selected.

Incremental School gardensprovide a fun,hands on wayof learning,which canrelate toalmost anysubject matter.

Complete




2016 AccomplishmentsAccomplishments

curricula.


3 3.5 Developenvironmentalliteracyprogram.

In accordancewith theSustainable DCOmnibusAmendment Actof 2013, anamendment tothe DC HealthySchools Act,incorporateenvironmentalliteracy andsustainabilityjobs trainingeducation intocurricula throughan environmentalliteracy program.

FY16Q4 Established theEnvironmentalLiteracyLeadershipCadre and grantprograms.Environmentalliteracy is beingaligned withsciencecurriculum.

Demonstrable Increase inenvironmentalliteracyactivities in 16schools - everystudent ineveryelementarygrade receivingscienceinstructionrelated to theenvironment.Bettercoordinatedenvironmentalexperiencesacross gradelevels.

Complete

Sharing insights and saving time for local education agencies OSSE introduced a new tool called Qlik Sense at the start of last school yearthat pushes data collected by OSSE from each local education agency (LEA)back to the respective LEA. Qlik Sense displays the data in a graphic andexcel-based format that is easy to analyze and manage. The tool nowincludes attendance, demographic and standardized test data. LEAs canbuild reports that incorporate their own internal data as well. To save LEAstime and avoid unnecessary duplication of work, OSSE has shared standardreports such as a student attendance tracker that LEAs will otherwise createthemselves. Through Qlik Sense, OSSE can also automatically notify LEAsof errors in their data and the expected source so LEAs can quickly resolvethe issue. As a result of the new system released in August 2016, we havealready seen the number of errors decrease 71% in just two months.

Qlik has made it easier for schools toanalyze student data and also providedthem will useful reports on a regularbasis, such as the attendance report. In the words of an LEA leader, "We'veused Qlik to analyze attendance,behavior and academic data, to identifyareas of need at the student, class andschool level, and to set and trackgoals." Access to such actionable datainforms thoughtful decisionmaking byschools, enabling them to serve theirstudents more effectively.

This accomplishment is aligned withour strategic plan, specifically to ourfocus on providing high-quality andactionable data to LEAs to help themmeet the needs of all learners. Qlikalso reduces the workload burden onour end by automatically identifyingerrors in LEAs data submissions andguiding them to identify the source ofthe problem.

Sharing standardized test results with tools tailored for families, teachersand community membersOSSE oversaw the successful and timely release of test results for PARCC, aset of rigorous year-end assessments for English language arts and maththat replaced DC CAS two years ago. Working closely with partners, wesought to provide high quality and actionable data to our parents, educatorsand policymakers through a variety of formats. We simplified our individualstudent score reports for families, while streamlining the ways in whichschools received these reports to send home. To help translate the resultsinto actionable learnings for educators, we led professional developmentworkshops for school teams. We also made significant updates to ourpublic-facing website, results.osse.dc.gov, to make the data more usablefor community members and leaders.

Timely access to end-of-grade testscore results is critical to helpingfamilies and students understand thestudents' academic areas of strengthand weaknesses so they can addressthe latter and build on the former. Inaddition, the aggregated results caninform decisionmaking within schoolsaround how to strengthen theircurricula or its delivery in subjects orgrades where they are not seeingstudent growth.

This accomplishment is aligned to ourstrategic plan, specifically our focus onproviding high-quality and actionabledata to families and practitioners. Completing this work also enabled usto fulfill one of our core responsibilitiesas DC's state education agency:administering high quality, end-of-grade standardized tests that assessstudents' readiness for college andcareer and sharing the results backwith families and schools in adigestible and actionable format.

Understanding the developmental needs of the District's preschoolersTo deepen our understanding of what supports the District’s three and four-year olds need to prepare for success in school, OSSE worked inpartnership with child care centers and schools to create a snapshot ofchildren's health and school readiness by neighborhood. This EarlyDevelopment Instrument (EDI) evaluates the physical, social, and emotionalhealth of children as well as their language and cognitive development,highlighting where in the district children are vulnerable in each domain. This work revealed that DC’s children are on par in their development withnational averages in 4 of the 5 domains. We want to celebrate this findingwhile also working to address areas of vulnerability in local communitiesand the resources needed to address them. OSSE is now sharing these

This research highlights where DC'schildren are on par in theirdevelopment with national averagesand where we have room for significantgrowth. This information lays a criticalfoundation for OSSE and other earlychildhood stakeholders to build on. Byhighlighting both the types ofdevelopment where DC is behind aswell as the neighborhoods that are athighest risk, the early childhoodcommunity can more effectively target

This accomplishment is aligned to ourstrategic plan, particularly the focus onquality and equity. By undertakingthis research, we are now betterprepared to use all of the levers at ourdisposal to help accelerate thedevelopment of those children most inneed because we have a clearerunderstanding of where the greatestneeds exist.

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results with early childhood stakeholders and facilitating collaboration totackle common issues.

its resources to address thesechallenges.FY16 POH Q106 Attachment 1 - FY16 OSSE Performance Accountability Report

Documents

OCA: District Performance P - Office of the State Superintendent of Education… · 2017-02-09 · 5 Provide adult literacy, occupational literacy, and postsecondary education training