Committee of PractitionersESEA Flexibility Waiver ReviewJune 25, 2014

Objective

• To obtain feedback from the Title I Committee of Practitioners regarding updates and amendments to Indiana’s ESEA Flexibility Waiver

Essential Questions

What additional resources, PD, Technical

Assistance will your schools and

corporations need?

What stands out to you?

How will these changes impact your work?

How can IDOE best communicate waiver

information to the field?

Consultation

Routine surveys of educators to better

assess needs of the field

Learning Connection Communities

Regular contact with teachers,

administrators, and stakeholders

Special Meetings

Outreach Division of School Improvement

Principle 1: College and Career Ready Expectations for All Students

Indiana Academic Standards – new standards adopted by State Board of Education on April 28, 2014

Students with Disabilities – equal access to college and career ready Indiana Academic Standards – Partnership with Indiana Resource Network

World-Class Instructional Design and Assessment (WIDA) November 2013

New Assessment

Principle 1: College and Career Ready Expectations for All Students

IDOE goals in

regards to

supporting LEAs,

schools, and

educators as they

transition to the new

college- and career-

ready standards:

100% responsiveness

needs assessment survey Spring 2014

100% awareness

new logo

desktop delivery models to provide

easy access to information

IDOE website, Learning Connection,

DOE Dialogue

Summer of eLearning – 19 conferences

WIDA Summer Training – 7 conferences

Fall PD – 10 Regional Conferences

100% support

resource documents provided June 2

100% engagement

launching online communities of

practice

Principle 2:State-Developed, Differentiated Recognition, Accountability, and Support Focus and Priority Schools

Leadership Element Interventions aligned with Turnaround Principles

(implemented for a minimum of three years) Work with Outreach Coordinators Create and implement Student Achievement

Plans Monitoring Visits and School Quality Reviews Additional requirements each year of priority

status Regional Meetings were conducted in December

2013 to share ESEA flexibility requirements and expectations for Focus and Priority schools

Principle 3: Supporting Effective Instruction and Leadership Six Priorities in Evaluations:

Performance evaluations for all certified employees Objective measures of student achievement and growth Rigorous measures of effectiveness, including

observations and other performance indicators Annual designation (Highly Effective, Effective,

Improvement Necessary, Ineffective) An explanation of the evaluator’s recommendations for

improvement, and time in which improvement is expected

A provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective

2014-2015 school year Charter Schools will be submitting evaluation plans and reporting data to IDOE

Principle 3: Supporting Effective Instruction and Leadership Professional Development Needs

Local administrators were surveyed at the end of the 2013-2014 school year

Highest frequency PD needs at the local level PD for teachers PD for administrators Results will inform collaborative development

of updated guidance and responsive PD

Summer/Fall PD: 9 Regional RISE Teacher Evaluation Trainings

Principle 3: Supporting Effective Instruction and Leadership Monitoring

2012-2013, 2013-2014: evaluation monitoring efforts primarily focused on statutory

compliance 2014-2015:

Review plans submitted in September for statutory compliance Robust monitoring process to verify implementation – leveraging

expertise and capacity Outreach Coordinators will annually conduct LEA-level evaluation

monitoring in three LEAs in their regions, including a Priority and Focus School

Office of Early Learning and Office of Grants Management Monitoring and Reporting will incorporate evaluation monitoring into their already occurring monitoring

Educator Effectiveness staff will conduct onsite monitoring for LEAs reporting high percentages of N/A (educators not evaluated)

Data collection will be compiled in June 2015