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STATE CONSORTIUM ON EDUCATOR EFFECTIVENESS September 10, 2013.
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Transcript of STATE CONSORTIUM ON EDUCATOR EFFECTIVENESS September 10, 2013.
STATE CONSORTIUM ON EDUCATOR EFFECTIVENESS
September 10, 2013
ESEA Flexibility U.S. Department of Education
PRESENTATION OVERVIEW
• Additional flexibility to support transition to CCR standards and assessments.
• ESEA Flexibility renewal for window 1 & 2 states
ESEA Flexibility U.S. Department of Education
ESEA FLEXIBILITY CORE CONCEPTS
Protect all students
Provide flexibility to move forward with reform
Set a high bar for students and schools
ESEA Flexibility U.S. Department of Education
CURRENT STATUS OF ESEA FLEXIBILITY
• Generally approved for 2 years
• Option for renewal at end of 2013-2014 school year
34 States plus D.C.
approved in Windows 1 &
2• Generally approved for
2 years• Option for renewal at
end of 2014-2015 school year
7 States approved thus far in
Windows 3 & 4
ESEA Flexibility Package U.S. Department of Education
SUPPORTING EFFECTIVE INSTRUCTION AND
LEADERSHIP
ESEA Flexibility U.S. Department of Education
Ignored need for better school leaders
Focus on supporting and improving leaders
States and districts develop teacher and principal evaluation and support
systems focused on improving teacher and leader effectiveness
Focused exclusively on a teacher’s entering qualifications
Must take into account multiple measures, including student growth and
measures of professional practice
Divorced from student achievement and instructional
practice
SUPPORTING EFFECTIVE INSTRUCTION AND LEADERSHIP
Highly Qualified Teachers (HQT)
Requirements in NCLBESEA Flexibility
Static; no emphasis on improvement
Evaluation and support systems must provide useful feedback and guide
professional development
ESEA Flexibility U.S. Department of Education
3.A DEVELOP AND ADOPT GUIDELINES FOR LOCAL TEACHER AND PRINCIPAL EVALUATION AND SUPPORT SYSTEMS
Each SEA must –• develop and adopt SEA guidelines, with the
involvement of teachers and principals, for local teacher and principal evaluation and support systems
• ensure LEAs develop and implement teacher and principal evaluation and support systems that are consistent with SEA guidelines
ESEA Flexibility U.S. Department of Education
SEA GUIDELINES FOR EVALUATION AND SUPPORT SYSTEMS
1. Will be used for continual improvement of instruction
2. Meaningfully differentiate performance using at least three performance levels
3. Use multiple valid measures in determining performance levels, including as a significant factor student growth for all students, and other measures of professional practice
4. Evaluate teachers and principals on a regular basis
5. Provide clear, timely, and useful feedback to guide professional development
6. Will be used to inform personnel decisions
ESEA Flexibility U.S. Department of Education
TIMELINE
• LEAs to develop teacher and principal evaluation and support systems consistent with SEA guidelines by SY 2012–2013
• LEAs to pilot evaluation and support systems by SY 2013–2014
• LEAs to fully implement evaluation and support systems by SY 2014–2015
• SEA may amend ESEA flexibility request to request extension of timeline for using evaluation results to inform personnel decisions until 2016–2017
2011-12 2012-13 2013-14 2014-15
Adopt state guidelines
Implement local systems
Develop local systems
Pilot local systems
ESEA Flexibility U.S. Department of Education
FLEXITRAN: WHAT IS IT?
On June 18, 2013, the Secretary announced two new opportunities for flexibility:1. Additional time before using the results of
new evaluation systems, based in significant part on student growth on assessments, to inform personnel decisions
2. Waivers to avoid double testing students who participate in a field test of a new assessment aligned to CCR standards
ESEA Flexibility U.S. Department of Education
FLEXITRAN: TIMELINE FOR EVALUATION SYSTEMS
• Available to Window 1 and Window 2 SEAs only• Allows waiting until 20162017 before using
the results of new systems tied to growth on assessments to inform personnel decisions
• SEAs must still fully implement systems, and use results to inform professional development and support no later than 20142015
• SEAs can get the flexibility by submitting an ESEA flexibility amendment request (and RTT amendment, as needed)
ESEA FLEXIBILITY: RENEWAL PROCESS
Window 1 and 2 States
ESEA Flexibility U.S. Department of Education
BUILDING BLOCKS OF CONTINUOUS IMPROVEMENT
Part A Monitoring• Ensured each
SEA had the critical elements of ESEA flexibility in place to begin implementation of its plan in the 2012-2013 school year
Part B Monitoring• Deeper look at
implementation in the 2012-2013 and beginning of the 2013-2014 of Principles 1, 2, 3
• Follow Up - Part A Monitoring
• Conversation about continuous improvement
Renewal• Continue to
ensure implementation consistent with principles and timelines of ESEA Flexibility
• Address lessons learned in Part A, Part B next steps, data analysis, and plans for 2015-16
• Refinement of requests and existing plans
ESEA Flexibility U.S. Department of Education
RENEWAL
Under 9401(d), the Secretary may extend a waiver if the Secretary determines:
a) Waiver has been effective in enabling a State to carry out the activities for which the waiver was requested and the waiver has contributed to improved student achievement
b) Extension is in the public interest
ESEA Flexibility U.S. Department of Education
PURPOSE OF RENEWAL PROCESS
To ensure that States are improving student achievement and increasing the quality of instruction, and that schools and student groups are being served based on need by:1. Confirming that States are meeting
principles and timelines of ESEA Flexibility;
2. Strengthening requests to ensure the protection of all students; and
3. Providing States with an opportunity to refine their requests, as needed.
ESEA Flexibility U.S. Department of Education
FORMAT
Request form
Redlined
request
Renewal submissi
on
ESEA Flexibility U.S. Department of Education
TIMELINE FOR WINDOWS 1 AND 2Action Date
Draft guidance and draft request form to States
August 2013
States submit letter of intent to renew
December 2013
Final guidance and request form to States
October 2013
Renewal requests due from States
January-February 2014 [3 phases]
Renewal determinations Spring 2014
Extension of ESEA Flexibility Fall 2014 – Spring 2016 (two years)
ESEA Flexibility U.S. Department of Education
CONSULTATION
• Consultation should begin immediately.• SEAs must provide description and
evidence of ongoing consultation with stakeholders regarding:– implementation of ESEA flexibility and – changes and additions in revised
request
ESEA Flexibility U.S. Department of Education
1. MEETING REQUIRED PRINCIPLES & TIMELINES
• Evidence of SEA’s process for ensuring all LEAs are fully implementing college- and career-ready standards and evidence of implementation of that process with emphasis on teachers for English Learners, students with disabilities, and low-achieving students.
• Continued membership in Race to the Top Assessment consortia or evidence that SEA has met requirements to administer statewide aligned assessments no later than 2014-2015, including a robust transition plan.
ESEA Flexibility U.S. Department of Education
1. MEETING REQUIRED PRINCIPLES AND TIMELINES• Evidence of SEA progress in:– Adopting English Language Proficiency
standards and developing and administering aligned assessments;
– Developing and administering alternate assessments aligned with college- and career-ready standards for students with the most significant cognitive disabilities
– Phasing out alternate assessments based on modified achievement standards
• Evidence of meeting SEA and LEA reporting requirements under ESEA flexibility, consistent with February 2013 report card guidance
ESEA Flexibility U.S. Department of Education
1. MEETING REQUIRED PRINCIPLES & TIMELINES• Demonstration that the SEA is on track for
full implementation of its teacher and principal evaluation system in 2014-2015, including a process for collecting data and feedback on LEA implementation, including collecting and incorporating data on measures of student growth.
• The demonstration should also include a detailed timeline of when data will be collected and incorporated into ratings, when ratings will be given to teachers and principals, and when ratings will be used to guide professional development and make personnel decisions.
ESEA Flexibility U.S. Department of Education
EARLY CONCERNS & CHALLENGES
• Masking performance of individual student groups
• Varying inclusion of graduation rates in accountability systems
• Inadequate support to other Title I schools that are not priority or focus schools
• Insufficient leveraging of resources to support implementation of college- and career-ready standards
ESEA Flexibility U.S. Department of Education
2. STRENGTHENING REQUESTS: ALL STATES• Updated timeline for implementation of
interventions in priority and focus schools, including plan for 2014-2015 and 2015-2016 school years to identify future cohorts and address previously identified schools not meeting exit criteria
• Some states need to provide additional detail on:– how other Title I schools will provide
interventions and supports to low-achieving students that miss AMOs or graduation rate targets over a number of years
– How SEA is holding LEAs accountable for improving school and student performance, including a clear and rigorous process to provide differentiated recognition, accountability, and support to LEAs
ESEA Flexibility U.S. Department of Education
2. STRENGTHENING REQUESTS: ALL STATES• SEAs must describe the process for
ensuring that LEA’s use of Title II, Part A funds is aligned with the local needs assessment and provides evidence-based professional development that deepens educator knowledge of CCR standards and corresponding instructional practices, curricula, and high-quality assessments NE
W
ESEA Flexibility U.S. Department of Education
2. STRENGTHENING REQUESTS: ALL STATES• ESEA section 1111(b)(8)(C): requires an
SEA to ensure poor and minority children are not taught at higher rates than other children by inexperienced, unqualified or out-of-field teachers
• SEA must describe how it will transition to ensuring that poor and minority children are not taught at higher rates than other children by ineffective teachers.
• SEA must also provide an assurance that it will submit a comprehensive equity plan using effectiveness data from SY14-15.
NEW
ESEA Flexibility U.S. Department of Education
2. STRENGTHENING REQUESTS: INDIVIDUAL STATES
ED’s data analysis will use 2010-2011 and 2011-2012 data to determine the relationship between the following factors and school identification: • Student achievement for all ESEA subgroups•Graduation rate for all ESEA subgroups• Performance against AMOs and graduation rate targets for all ESEA subgroups• Participation rate on State assessments for all ESEA subgroups•Use of a combined subgroup (where applicable)•N-size over 30 (where applicable)
ESEA Flexibility U.S. Department of Education
QUESTIONS