Supporting Teaching and Learning Arkansas Department of Education Dr. Tom Kimbrell, Commissioner May 11, 2012

Today’s Topics for Teaching and Learning 1.Teacher Excellence and Support System 2.Partnership for Assessment of Readiness for College and Careers (PARCC) – Technology Specs 3.ESEA Flexibility Request – Targeted Achievement Gap Groups (TAGG) – Accountability, Reporting & Responding

Teacher Excellence and Support System Act 1209 of 2011 – Teacher Excellence and Support System (TESS) Rules are out for public comment until May 18 Charlotte Danielson’s Framework for Teaching – Based on 4 Domains and 22 Components Appropriate external measures of assessment for teachers of non-tested areas Incorporate student learning into Danielson’s framework Training for 35,000 teachers and administrators

Teacher Excellence and Support System  Measure individual teacher performance.  Guide for teachers as they reflect upon and improve their effectiveness.  Serve as the basis for instructional improvement.  Focus the goals and objectives of schools and districts - support, monitor and evaluate their teachers.

Regional Meetings held throughout the state to gain input and inform stakeholders. ARKANSAS TEACHER EXCELLENCE SUPPORT SYSTEM (TESS) 11 Schools Pilot – TESS Using Teachscape Software and 360° cameras *Training of Evaluators - 1 day face-to-face training held at co-ops will kick off the 30 hours of on-line training and certification test Jan – May 2013 Pilot Year All districts will pilot TESS. Committee of stakeholders will obtain input and feedback from pilot First Year of Full Implementation All districts will implement TESS; Data from 14-15, 15-16, and will be published on school report cards in Training of Teachers – Half- day face-to-face training held at districts and co- ops will kick off 18 hours on-line training. June – Aug 2013 Train the Trainers 80 to 100 trainers located throughout the state will be trained Fall Schools Pilot New Evaluation System Act 1209 Passed in March 2011 Rules and Regs approved by State Board of Education Summer Teacher Eval. Task Force Comprised of 36 members representing all stakeholder groups *The face-to-face training will take place in January and February 2013 – Evaluators will need to complete the on-line training and certification test by August 2013

Spring Fall 2012Jan 2013 Summer Schools in Principal Evaluation Pilot Dr. Connie Kamm w/ Doug Reeves Leadership and Learning Center facilitates training ARKANSAS PRINCIPAL EVALUATION SYSTEM TIMELINE 10 Schools Pilot –Year 2 Training and Support will continue w/ pilot schools to obtain feedback, gather data, and determine professional development needs- Work will also begin on revising rubrics for asst prin., curr specialists, etc. Work w/ Stakeholders and Legislators for legislation of principal evaluation system to mirror TESS Pilot Year All districts will pilot principal evaluation system. Committee of stakeholders will obtain input and feedback from pilot First Year of Full Implementation All districts will fully implement principal evaluation system –Data will be collected on system Training for Principals and Superintendents All principals and superintendents will be trained on principal evaluation system - Conduct Meetings with appropriate stakeholders to receive input for principal evaluation system and possible legislation – Explore options for on-line platforms Act 222 Council develops principal evaluation system based on ISLLC standards Revisions made to evaluation rubric, forms, etc., based on feedback from piot ACT 222 of 2009 School Leadership Council Set up Council of Educational Assoc, and Leadership Groups to aid in development of evaluation tools

Partnership for the Assessment of Readiness for College and Careers The PARCC assessments have six priority purposes, which are driving the design of the system: Determine whether students are college- and career-ready or on track Assess the full range of the Common Core Standards, including standards that are difficult to measure Measure the full range of student performance, including the performance high and low performing students Provide data during the academic year to inform instruction, interventions and professional development Provide data for accountability, including measures of growth Incorporate innovative approaches throughout the system

Partnership for the Assessment of Readiness for College and Careers (PARCC) PARCC will develop an assessment system comprised of four components. Two summative, required assessment components designed to: Make “college- and career-readiness” and “on-track” determinations, Measure the full range of standards and full performance continuum, and Provide data for accountability uses, including measures of growth. Two non-summative, optional assessment components designed to: Generate timely information for informing instruction, interventions, and professional development during the school year. An additional third non-summative component will assess students’ speaking and listening skills

Partnership for the Assessment of Readiness for College and Careers (PARCC) Minimum Guidelines for New Hardware Purchases

ESEA Flexibility Request Why ? Core values Reduce complexity Fairness & sensitivity Measure what is important—proficiency, growth/progress, gap closure Honor history—use data & lessons learned to improve system Fairness is not always simple-parsimony vs. simplicity Infuse incentives & rewards Credit schools for progress & growth All efforts support & ensure path to CCR Anticipate & minimize unintended consequences Do what is best for Arkansas’s children.

Accountability System and Feedback Loop

TAGG: Targeted Achievement Gap Group Students from low income families; Students with disabilities; and English learners

TAGG: Targeted Achievement Gap Group Reduces unintended consequences – Students may belong to several groups, stakeholders have been concerned this exaggerates school failure. Focuses more schools on achievement gaps – 90% of schools have a TAGG – Differentiates accountability and response for students with lowest performance AMOs for ESEA subgroups Reporting ESEA subgroups with N ≥ 10

Accountability, Reporting & Responding Accountability: Classification of Schools – 95% tested – Proficiency Gap-Combined Population & TAGG – Growth Gap-Combined Population & TAGG – Graduation Rate Gap-Combined Population & TAGG College & Career Ready Indicators developed during transition to PARCC Reporting & Responding with Interventions (N ≥ 10) – 95% tested – Proficiency Gap-Combined Population, TAGG & ESEA Subgroups – Growth Gap-Combined Population, TAGG & ESEA Subgroups – Graduation Rate Gap-Combined Population, TAGG & ESEA Subgroups College & Career Ready Indicators reported

ESEA Flexibility Request Arkansas is one of 26 states, along with the District of Columbia, in the second round of ESEA Flexibility applications. Application was submitted February 28, Following peer review, the state has been involved in an iterative process with the USDE to provide clarification and coherence. Has submitted the third revision this week. Hope to receive approval within next two weeks.

Supporting Teaching and Learning Arkansas Department of Education For more information contact: TESS—Dr. Karen Cushman, Assistant Commissioner Human Resources/Licensure PARCC—Dr. Laura Bednar, Assistant Commissioner Learning Services ESEA Flexibility—John Hoy, Assistant Commissioner Academic Accountability

Questions and Answers?