ESSA Shifts in Accountability and Supports August 2
ESSA Shifts in Accountability and Supports August 2, 2018
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Welcome & Introductions Jennifer Christian Shawna Moran Education Specialists District and School Effectiveness ODE
Today’s Agenda 1. Objectives for the day 2. A Look at the “Big Shifts” for Districts & Schools under ESSA 3. How will the State Support Districts and Schools Most in Need? 4. Timeline and Next Steps 5. Wrap-up
Today’s Objectives Today we will: • Discuss how ODE will identify schools and districts for supports • Discuss how ODE will provide supports for all districts and schools • Understand timelines for districts and schools
Big Shifts Where we’ve been and where we’re headed
I’m from the state, and I’m here to help.
Under the Flexibility Waiver…. . • Emphasized accountability data as the driver for improvement efforts • Wrestled with “exit” vs. “improvement” • Some schools “improved” quickly • Non-identified schools were struggling • Schools that made gains had strong district support / engagement • Schools that struggled had inconsistent or nonexistent district support / engagement
Shifts under ESSA • Strengthen district systems and capacity to support continuous improvement • Continuous improvement for all – Title I, alternative and charter schools • Describe supports, not schools • Emphasizing collaboration and partnership between: • SEA & LEA • LEA & Schools • Schools & Communities
Turn and Talk How do the over-arching shifts described in Oregon’s accountability and support model resonate or align with your experiences with school improvement? Take a few moments at your table to reflect upon the shifts relative to your experience.
Continuous Improvement Process Set direction/ vision Monitor work and adjust Implement plan Assess Needs Develop plan (informed by needs assessment) A Note About Plans All districts have a CIP and all schools receiving Title Funds must have an improvement plan
ESSA Requires Meaningful Differentiation Comprehensive Support & Intervention Schools Targeted Support & Intervention Schools • Bottom 10% (Level 1) for at least half of the indicators for all students or graduation rate below 67% • This would identify about 80 schools • Bottom 10% (Level 1) for at least half of the indicators for specific student groups • This would identify about 100 schools Half of all schools are Title 1 CSI & TSI schools combined include 70+ districts
Second Tier of Supports Lev els of S tat ew ide Sup por t Top Tier of Supports General Supports
General Supports 100 Districts
General Supports • All districts must develop a continuous improvement plan • Access to technical assistance and guidance • Supports and resources for all at the district-level • Access to Measure 98 funds • Access to Title funds
Second Tier of Supports 55 Districts
Second Tier of Supports Who receives second tier supports? Approximately 55 districts 70 total schools 38 CSI Schools 32 TSI Schools USING PRELIMINARY DATA
Second Tier Supports • All districts must develop a continuous improvement plan • Access to technical assistance and guidance • Supports and resources for all at the district-level • Access to Measure 98 funds • Access to Title funds • Districts with two or fewer combined CSI and TSI schools will have access modest financial resources for improvement activities • Additional supports may be leveraged based on a review of data, context, and existing improvement initiatives.
Top Tier of Supports 21 Districts
Top Tier of Supports Who receives top tier supports? Approximately 21 districts 102 total schools 33 CSI Schools 65 TSI Schools USING PRELIMINARY DATA
Top Tier Supports • All districts must develop a continuous improvement plan • Access to technical assistance and guidance • Supports and resources for all at the district-level • Access to Measure 98 funds • Access to Title funds • Districts with three or more combined CSI and TSI schools will also have access to facilitation (District Improvement Liaison) to support needs assessment, stakeholder engagement, and planning processes • Financial resources for improvement activities will be allocated based on the size of the district and identified schools.
Talking Points What’s your “elevator pitch” about Oregon’s new ESSA accountability and supports model? What is important to take back and share with others in your district?
What’s Next? • Summer 2018 • Take a dive into data and learn more about improvement supports with ODE staff at COSA’s Teaching, Learning, and Assessment Institute August 1 -3 • Fall 2018 • Publish a Needs Assessment tied to research • Build CIP planning templates for districts and schools to • • use Disseminate supportive guidance documents and handbooks for districts and ODE-funded coaches New district and school report cards released Outreach to districts with identified schools CSI and TSI supports begin
Questions? Shawna. moran@ode. state. or. us Jennifer. christian@ode. state. or. us
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