HERE - CCSSO State Consortium on Educator Effectiveness

Report
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
Set a high bar for students and schools
Protect all students
Provide flexibility to move forward with reform
ESEA Flexibility
U.S. Department of Education
CURRENT STATUS OF ESEA FLEXIBILITY
34 States plus
D.C. approved in
Windows 1 & 2
• Generally approved for 2 years
• Option for renewal at end of
2013-2014 school year
7 States approved • Generally approved for 2 years
thus far in
• Option for renewal at end of
Windows 3 & 4
2014-2015 school year
ESEA Flexibility Package
U.S. Department of Education
SUPPORTING EFFECTIVE
INSTRUCTION AND LEADERSHIP
ESEA Flexibility
U.S. Department of Education
SUPPORTING EFFECTIVE INSTRUCTION
AND LEADERSHIP
Highly Qualified Teachers
(HQT) Requirements in
NCLB
ESEA Flexibility
Focused exclusively on a teacher’s
entering qualifications
States and districts develop teacher and
principal evaluation and support systems
focused on improving teacher and leader
effectiveness
Static; no emphasis on improvement
Evaluation and support systems must provide
useful feedback and guide professional
development
Divorced from student achievement
and instructional practice
Must take into account multiple measures,
including student growth and measures of
professional practice
Ignored need for better school leaders
Focus on supporting and improving leaders
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
Adopt state
guidelines
2011-12
Develop
local systems
2012-13
Pilot local
systems
2013-14
Implement
local systems
2014-15
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 20162017 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 20142015
• 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
Renewal
Part B
Monitoring
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
• 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
• 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
submission
ESEA Flexibility
U.S. Department of Education
TIMELINE FOR WINDOWS 1 AND 2
Action
Draft guidance and draft request form
to States
States submit letter of intent to renew
Date
August 2013
Final guidance and request form to
States
Renewal requests due from States
October 2013
Renewal determinations
Extension of ESEA Flexibility
December 2013
January-February 2014
[3 phases]
Spring 2014
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
NEW
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
QUESTIONS
U.S. Department of Education

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