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Committee of Practitioners ESEA Flexibility Waiver Review June 25, 2014.

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Presentation on theme: "Committee of Practitioners ESEA Flexibility Waiver Review June 25, 2014."— Presentation transcript:

1 Committee of Practitioners ESEA Flexibility Waiver Review June 25, 2014

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

3 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?

4 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

5 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

6 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

7 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

8 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

9 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

10 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

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