Federal Program Directors Spring Meeting Proposed ESEA Flexibility
Federal Program Directors Spring Meeting Proposed ESEA Flexibility Request March 12, 2013 12/19/2021 1
ESEA Flexibility Request Principle 1 College and Career Ready Expectations for All Students Principle 2 State-Developed Differentiated Recognition, Accountability, and Support Principle 3 Supporting Effective Instruction and Leadership 12/19/2021 2
Principle 1: College- and Career-Ready Expectations for All Students 1. A Adopt college-and career-ready standards 1. B Transition to college- and career-ready standards 1. C Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth Principle 2: State-Developed Differentiated Recognition, Accountability, and Support 2. A Develop and implement a State-based system of differentiated recognition, accountability, and support 2. B Set ambitious but achievable annual measurable objectives 2. C Reward schools 2. D Priority schools 2. E Focus schools 2. F Provide incentives and supports for other Title I schools 2. G Build SEA, LEA, and school capacity to improve student learning Principle 3: Supporting Effective Instruction and Leadership 12/19/2021 3. A Develop and adopt guidelines for local teacher and principal evaluation and support systems 3. B Ensure LEAs implement teacher and principal evaluation and support systems 3
ESEA Flexibility Request Principle 1 College and Career Ready Expectations for All Students Principle 2 State-Developed Differentiated Recognition, Accountability, and Support Principle 3 Supporting Effective Instruction and Leadership Differentiated Standards Recognition and Accountability Assessments Support 12/19/2021 Educator Evaluation and Support 4
Differentiated Recognition Accountability Support Standards and Assessments 12/19/2021 Educator Evaluation and Support 5
Differentiated Recognition Accountability Support Standards and Assessments 12/19/2021 Educator Evaluation and Support 6
Student Learning 12/19/2021 7
Principle 1 College- and Career-Ready Expectations for All Students • 1. A: Adopt college- and career-ready standards • 1. B: Transition to college- and career-ready standards • 1. C: Develop and administer annual, statewide, aligned, highquality assessments that measure student growth 12/19/2021 8
Principle 1 College- and Career-Ready Expectations for All Students ü 1. A: Adopt college- and career-ready standards • 1. B: Transition to college- and career-ready standards “Menu of Supports” • Learning and Accommodation Factors for all Students • Professional Development and Supports for all teachers • 1. C: Develop and administer annual, statewide, aligned, highquality assessments that measure student growth 12/19/2021 9
2011 2012 K (0) 1 2 2013 K (0) 1 (1) 2013 2014 K (0) 2014 2015 2016 Professional Development Schedule 3 4 5 6 7 8 9 10 11 12 2 3 4 (0) 5 (0) 6 7 8 9 (0) 10 11 12 1 (1) 2 (2) 3 (0) 4 (0) 5 (1) 6 (1) 7 (0) 8 9 (0) 10 (1) 11 12 K (0) 1 (1) 2 (2) 3 (3) 4 (1) 5 (1) 6 (2) 7 (2) 8 (1) 9 (0) 10 (1) 11 (2) 12 (0) K (0) 1 (1) 2 (2) 3 (3) 4 (4) 5 (2) 6 (2) 7 (3) 8 (3) 9 (2) 10 (1) 11 (2) 12 (3) Professional Development Schedule: 12/19/2021 2011 -12 2012 -13 2013 -14 2014 -15 Kindergarten First, Fourth, Fifth, and Ninth Grade Second, Third, Sixth, Seventh, and Tenth Grade Eighth, Eleventh, Twelfth Grade 10
CCSS-Aligned Professional Development and Implementation Schedule 2011 2012 K (0) 1 2 3 4 5 6 7 8 9 10 11 12 2013 K (0) 1 (1) 2 3 4 (0) 5 (0) 6 7 8 9 (0) 10 11 12 2013 2014 K (0) 1 (1) 2 (2) 3 (0) 4 (0) 5 (1) 6 (1) 7 (0) 8 (0) 9 (0) 10 (1) 11 (0) 12 (0) 2014 2015 K (0) 1 (1) 2 (2) 3 (3) 4 (1) 5 (1) 6 (2) 7 (2) 8 (1) 9 (1) 10 (1) 11 (2) 12 (1) 2015 2016 K (0) 1 (1) 2 (2) 3 (3) 4 (4) 5 (2) 6 (2) 7 (3) 8 (3) 9 (2) 10 (2) 11 (2) 12 (3) Legend for CCSS-Aligned Professional Development and Implementation Schedule PD/Implementation Schedule: First Year of PD/Implementation for Grade 2011 -12 2012 -13 2013 -14 (0)(1)(2)(3) 12/19/2021 Red Text: K Grades 1, 4, 5, and 9 Grades 2 and 3, 6 – 8, and 10 - 12 Number of Years of Standards Implementation this cohort of students has experienced by this school year 11 First year of CCSS-aligned assessment
Discussion Discuss your county’s plan for supporting the transition to the Next Generation Common Core and Smarter Balanced Assessment? How does your county’s systemic approach support student learning? Differentiated Recognition Accountability Support Standards and Assessments 12/19/2021 Educator Evaluation and Support
Principle 3 Supporting Effective Instruction and Leadership • 3. A: Develop and adopt guidelines for local teacher and principal evaluation and support systems • 3. B: Ensure LEAs implement teacher and principal evaluation and support systems 12/19/2021 13
Evaluation System for Teachers Four Performance Levels Advanced Progression 6+ years Intermediate Progression 4 -5 years Initial Progression 1 -3 years Oct. 1 Self Reflection (standards/rubrics) Distinguished Accomplished Emerging 80% 15% None Required* Observation (2) Observation (4) Evidence 2 Student Learning Goals Nov. 1 Summative Conference/Evaluation by June 1 Al; ksdjf Unsatisfactory 12/19/2021 5% School-wide Growth - Reading School-wide Growth - Mathematics 14
How are Principal 3 Federal Guidelines being met? SUPPORTING CONTINUOUS IMPROVEMENT Corrective Action Plan Focused Support Plan • Unsatisfactory performance • Proactive, preventative shown in a completed evaluation • Area(s) of concern in one or • Identified timeline and support more performance standards • Support meets individual needs • Determinative Support for Improving Professional Practice (SIPP) Guidelines To create a comprehensive infrastructure that routinely supports a continuous process for improving teaching and learning. Its focus is on developing strong teaching and school leadership, without which effective learning does not occur. • High-quality teacher preparation, induction and evaluation; • Universal support for emerging teachers • Data-driven, job embedded, sustained professional development 12/19/2021 15
Differentiated Recognition Accountability Support Standards and Assessments 12/19/2021 Educator Evaluation and Support 16
Discussion Describe one way that the revised evaluation system can support the transition to Next Generation Common Core? 12/19/2021 17
Evaluation System for Teachers Four Performance Levels Advanced Progression 6+ years Intermediate Progression 4 -5 years Initial Progression 1 -3 years Oct. 1 Self Reflection (standards/rubrics) Distinguished Accomplished Emerging 80% 15% None Required* Observation (2) Observation (4) Evidence 2 Student Learning Goals Nov. 1 Summative Conference/Evaluation by June 1 Al; ksdjf Unsatisfactory 12/19/2021 5% School-wide Growth - Reading School-wide Growth - Mathematics 18
Monongalia County Schools Leader Student Learning Goal – Middle Schools GOAL: 1. By the end of the year SMI benchmark assessment, both all students and randomly selected Economically Disadvantaged sixth through eighth grade students will show a decrease (5%) in below-mastery range scores and an increase (8%) in mastery and above mastery range scores. ASSESSMENT: SMI for Math
Discussion Discuss your county’s plan for supporting the transition to the revised educator evaluation system? How does your county’s systemic approach support student learning? Differentiated Recognition Accountability Support Standards and Assessments 12/19/2021 Educator Evaluation and Support 20
Principle 2 State-Developed Differentiated Recognition, Accountability, and Support • 2. A: Develop and implement a State-based system of differentiated recognition, accountability, and support • 2. B: Set ambitious but achievable annual measurable objectives • 2. C: Reward schools • 2. D: Priority schools • 2. E: Focus schools • 2. F: Provide incentives and supports for other Title I schools • 2. G: Build SEA, LEA, and school capacity to improve student learning
State Developed Differentiated Recognition, Accountability and Support System All Schools Current Metrics: WESTEST RLA & Math Achievement Growth GAP Attendance/Grad. Rate WV Accountability Index & AMOs Potential Metrics: Others? Highest Performing Highest Improvement REWARD Recognition, Monitoring Exemption, Local Flexibility PRIORITY 12/19/2021 SUPPORT FOCUS TRANSITION SUCCESS 22
State Developed Differentiated Recognition, Accountability and Support System All Schools Current Metrics: WESTEST RLA & Math Achievement Growth GAP Attendance/Grad. Rate WV Accountability Index & AMOs Potential Metrics: Others? Highest Performing Highest Improvement REWARD Recognition, Monitoring Exemption, Local Flexibility PRIORITY 12/19/2021 SUPPORT FOCUS TRANSITION SUCCESS 23
What is “State-Developed Differentiated Recognition, Accountability, and Support”? What it WAS What it IS State Developed 12/19/2021 24
What it WAS State Developed 12/19/2021 What it IS Accountability measures and AMO targets developed through a USDE mandated process Inequitable system for large/small schools Minimizing negative consequences – balancing unrealistic expectations … gaming the system 25
What it WAS State Developed 12/19/2021 What it IS Accountability measures and AMO targets/process targets developed different for each state through a USDE Create a fair and mandated process transparent system for all Inequitable system for schools regardless of large/small schools school size Minimizing negative State developed –places consequences – ownership at the state, balancing unrealistic regional, district and expectations … gaming school level the system 26
What it WAS What it IS Differentiated 12/19/2021 27
Old Adequate Yearly Progress Participation Rates 12/19/2021 Annual Measurable Objectives (Proficiency Rates) Attendance/ Graduation Rates 28
What it WAS What it IS Differentiated On/Off AYP switch Based on time “not making AYP” 12/19/2021 29
What it WAS Differentiated On/Off AYP switch Based on time “not making AYP” 12/19/2021 What it IS Schools will no longer be designated “making” or “not making” AYP Now 5 Categories of Designation Making/not making progress at the school or subgroup level- Did the school designation change? 30
What it WAS What it IS Recognition 12/19/2021 31
What it WAS Recognition 12/19/2021 What it IS No credit for moving from below mastery to partial mastery Designation solely based on Achievement (no way to recognize growth/improvement in “old system”) 32
What it WAS Recognition 12/19/2021 What it IS No credit for moving Credit for student growth from below mastery to - credit for moving from partial mastery below mastery to partial Designation solely mastery based on Achievement Through “Reward” (no way to recognize criteria, schools will be growth/improvement recognized for in “old system”) achievement AND growth High performing schools will be recognized and receive more flexibility 33
What it WAS What it IS Accountability 12/19/2021 34
What it WAS What it IS Accountability Subgroups resulted in total On/Off switch N size of 50 Same starting point for all Steep targets to 100% in 2014 12/19/2021 35
What it WAS What it IS Accountability Subgroups resulted in Schools are still held to total On/Off switch high standards for N size of 50 subgroup achievement Same starting point for (e. g. GAP is included in all the Index) Steep targets to 100% N size of 20 in 2014 Account for school context (i. e. starting point) Steep targets to 2020 12/19/2021 36
What it WAS What it IS Support 12/19/2021 37
What it WAS Support 12/19/2021 What it IS Sanctions were primary drivers of change Support is not meaningfully articulated in NCLB 38
What it WAS Support 12/19/2021 Sanctions were primary drivers of change Support is not meaningfully articulated in NCLB What it IS “Sanctions” no longer required (e. g. Supplemental services, choice) Supports are differentiated depending on identified deficiency Support are spelled out in negotiated MOU and consider various providers (e. g. district, RESA, state) 39
What it WAS What it IS Support (Improvement Planning) 12/19/2021 40
What it WAS What it IS Support Five-Year Strategic (Improvement Plan for School Planning) Improvement Same size fits all Included multiple program requirements for funding & compliance 12/19/2021 41
What it WAS What it IS Improvement Five-Year Strategic Basic plan with targeted Planning Plan for School & extended sections for Improvement schools designated as Same size fits all Transition, Focus, Included multiple Support or Priority program requirements Individualized to meet for funding & school/county needs & compliance resources Will include multiple updated & streamlined program requirements for funding & compliance 12/19/2021 42
State Developed Differentiated Recognition, Accountability and Support System All Schools Current Metrics: WESTEST RLA & Math Achievement Growth GAP Attendance/Grad. Rate WV Accountability Index & AMOs Potential Metrics: Others? Highest Performing Highest Improvement REWARD Recognition, Monitoring Exemption, Local Flexibility PRIORITY SUPPORT FOCUS TRANSITION SUCCESS Self Reflection/HQ Standards, Diagnostic Visit, Data Analysis (e. g. Personnel Evaluations) ID Strengths & Weaknesses Required Extended Plan + Analysis Turnaround Interventions LEA & State support 12/19/2021 Optional Extended Plan LEA Interventions, LEA & RESA support Extended Plan + Analysis Targeted Interventions LEA & State support Basic Plan + Extension Regular Monitoring Local Account. Basic Plan Monitoring Exemption Local flexibility 43
Discussion Discuss your county’s plan for supporting the transition to the Differentiated Recognition, Accountability and Support System? How does your county’s systemic approach support student learning? Differentiated Recognition Accountability Support Standards and Assessments 12/19/2021 Educator Evaluation and Support 44
Questions / Comments? THANK YOU! 12/19/2021 45
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