1. Federal Program Directors Spring Meeting
Proposed ESEA Flexibility Request
March 12, 2013
11/13/2018

2. ESEA Flexibility Request
Principle 1
College and Career Ready Expectations for All Students
Principle 2
State-Developed Differentiated Recognition, Accountability, and Support
Principle 3
Supporting Effective Instruction and Leadership
11/13/2018

3. Principle 1: College- and Career-Ready Expectations for All Students
Adopt college-and career-ready standards
1.B
Transition to college- and career-ready standards
1.C
Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth
Principle 2: State-Developed Differentiated Recognition, Accountability, and Support
2.A
Develop and implement a State-based system of differentiated recognition, accountability, and support
2.B
Set ambitious but achievable annual measurable objectives
2.C
Reward schools
2.D
Priority schools
2.E
Focus schools
2.F
Provide incentives and supports for other Title I schools
2.G
Build SEA, LEA, and school capacity to improve student learning
Principle 3: Supporting Effective Instruction and Leadership
3.A
Develop and adopt guidelines for local teacher and principal evaluation and support systems
3.B
Ensure LEAs implement teacher and principal evaluation and support systems
These are the subsections of each of the principles
This is how we’ll organize the information presented today
3 sections for Principle 1 – primarily an explanation of work already determined and actions already taken
7 sections for Principle 2 – this is where we are asking for most flexibility
this is also where you’ll see the work dovetail with your intent to revamp the accreditation system
please keep that in mind as you look at this particular section – how can we marry the two into a
unified system
2 sections for Principle 4 – a mixture of actions taken and some explanation of the work ahead
ALL portions are up for peer review – not just what we’re asking for flexibility – they can ask us to change items in all three sections
11/13/2018

4. ESEA Flexibility Request
Principle 1
College and Career Ready Expectations for All Students
Principle 2
State-Developed Differentiated Recognition, Accountability, and Support
Principle 3
Supporting Effective Instruction and Leadership
Standards and Assessments
Differentiated Recognition Accountability Support
Educator Evaluation and Support
11/13/2018

5. Differentiated Recognition Accountability Support
Educator Evaluation and Support
Standards and Assessments
11/13/2018

6. Differentiated Recognition Accountability Support
Educator Evaluation and Support
Standards and Assessments
11/13/2018

7. Student Learning
11/13/2018

8. Principle 1 College- and Career-Ready Expectations for All Students
1.A: Adopt college- and career-ready standards
1.B: Transition to college- and career-ready standards
1.C: Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth
11/13/2018

9. Principle 1 College- and Career-Ready Expectations for All Students
1.A: Adopt college- and career-ready standards
1.B: Transition to college- and career-ready standards
“Menu of Supports”
Learning and Accommodation Factors for all Students
Professional Development and Supports for all teachers
1.C: Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth
11/13/2018

10. Professional Development Schedule
2011
2012 K
(0) 1 2 3 4 5 6 7 8 9 10 11 12
2013
(1)
2014
(2)
2015
(3)
2016
(4)
Professional Development Schedule: Kindergarten
First, Fourth, Fifth, and Ninth Grade
Second, Third, Sixth, Seventh, and Tenth Grade
Eighth, Eleventh, Twelfth Grade
11/13/2018

11. CCSS-Aligned Professional Development and Implementation Schedule
2011
2012 K
(0) 1 2 3 4 5 6 7 8 9 10 11 12
2013
(1)
2014
(2)
2015
(3)
2016
(4)
Legend for CCSS-Aligned Professional Development and Implementation Schedule
PD/Implementation Schedule: First Year of PD/Implementation for Grade K
Grades 1, 4, 5, and 9
Grades 2 and 3, 6 – 8, and (0)(1)(2)(3) Number of Years of Standards Implementation this cohort of students has experienced by this school year
Red Text: First year of CCSS-aligned assessment
11/13/2018

12. Discussion
Discuss your county’s plan for supporting the transition to the Next Generation Common Core and Smarter Balanced Assessment? How does your county’s systemic approach support student learning?
Differentiated Recognition Accountability Support
Educator Evaluation and Support
Standards and Assessments
11/13/2018

13. Principle 3 Supporting Effective Instruction and Leadership
3.A: Develop and adopt guidelines for local teacher and principal evaluation and support systems
3.B: Ensure LEAs implement teacher and principal evaluation and support systems
11/13/2018

14. 80% 15% 5% Evaluation System for Teachers
Four
Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Advanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
Oct. 1
Self Reflection (standards/rubrics)
80%
Observation (2)
Observation (4)
None Required*
Evidence
2 Student Learning Goals
15%
Nov. 1
Al;ksdjf
Summative Conference/Evaluation by June 1 5%
School-wide Growth - Reading
School-wide Growth - Mathematics
11/13/2018

15. How are Principal 3 Federal Guidelines being met?
SUPPORTING CONTINUOUS IMPROVEMENT
Focused Support Plan
Proactive, preventative
Area(s) of concern in one or more performance standards
Support meets individual needs
Corrective Action Plan
Unsatisfactory performance shown in a completed evaluation
Identified timeline and support
Determinative
Support for Improving Professional Practice (SIPP) Guidelines
To create a comprehensive infrastructure that routinely supports a continuous process for improving teaching and learning. Its focus is on developing strong teaching and school leadership, without which effective learning does not occur.
High-quality teacher preparation, induction and evaluation;
Universal support for emerging teachers  
Data-driven, job embedded, sustained professional development  
11/13/2018

16. Differentiated Recognition Accountability Support
Educator Evaluation and Support
Standards and Assessments
11/13/2018

17. Discussion
Describe one way that the revised evaluation system can support the transition to Next Generation Common Core?
11/13/2018

18. 80% 15% 5% Evaluation System for Teachers
Four
Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Advanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
Oct. 1
Self Reflection (standards/rubrics)
80%
Observation (2)
Observation (4)
None Required*
Evidence
2 Student Learning Goals
15%
Nov. 1
Al;ksdjf
Summative Conference/Evaluation by June 1 5%
School-wide Growth - Reading
School-wide Growth - Mathematics
11/13/2018

19. Monongalia County Schools Leader Student Learning Goal – Middle Schools
GOAL: 1. By the end of the year SMI benchmark assessment, both all students and randomly selected Economically Disadvantaged sixth through eighth grade students will show a decrease (5%) in below-mastery range scores and an increase (8%) in mastery and above mastery range scores. ASSESSMENT: SMI for Math
Donna

20. Discussion
Discuss your county’s plan for supporting the transition to the revised educator evaluation system? How does your county’s systemic approach support student learning?
Differentiated Recognition Accountability Support
Educator Evaluation and Support
Standards and Assessments
11/13/2018

21. Principle 2 State-Developed Differentiated Recognition, Accountability, and Support
2.A: Develop and implement a State-based system of differentiated recognition, accountability, and support
2.B: Set ambitious but achievable annual measurable objectives
2.C: Reward schools
2.D: Priority schools
2.E: Focus schools
2.F: Provide incentives and supports for other Title I schools
2.G: Build SEA, LEA, and school capacity to improve student learning
READ IT.
Again, we found that WV could easily meet these assurances and had the capacity to seek flexibility in this area because of the work with Title I schools, the office of school improvement. This is the area that provided the most interest to us in seeking flexibility – how we determine AYP, etc.
So, feeling good about principle 2, we moved on the Principle 3.

22. Recognition, Monitoring Exemption, Local Flexibility
State Developed Differentiated Recognition, Accountability and Support System
All Schools
WV Accountability
Index &
AMOs
Current Metrics: WESTEST RLA & Math
Achievement
Growth
GAP
Attendance/Grad. Rate
Potential Metrics:
Others?
Highest Performing
Highest Improvement
TRANSITION
SUCCESS
PRIORITY
FOCUS
SUPPORT
REWARD
Recognition, Monitoring Exemption, Local Flexibility
11/13/2018

23. Recognition, Monitoring Exemption, Local Flexibility
State Developed Differentiated Recognition, Accountability and Support System
All Schools
WV Accountability
Index &
AMOs
Current Metrics: WESTEST RLA & Math
Achievement
Growth
GAP
Attendance/Grad. Rate
Potential Metrics:
Others?
Highest Performing
Highest Improvement
TRANSITION
SUCCESS
PRIORITY
FOCUS
SUPPORT
REWARD
Recognition, Monitoring Exemption, Local Flexibility
11/13/2018

24. What is “State-Developed Differentiated Recognition, Accountability, and Support”?
What it WAS
What it IS
State Developed
11/13/2018

25. What it WAS What it IS State Developed
Accountability measures and AMO targets developed through a USDE mandated process
Inequitable system for large/small schools
Minimizing negative consequences – balancing unrealistic expectations … gaming the system
11/13/2018

26. What it WAS What it IS State Developed
Accountability measures and AMO targets developed through a USDE mandated process
Inequitable system for large/small schools
Minimizing negative consequences – balancing unrealistic expectations … gaming the system
Accountability measures and AMO targets/process different for each state
Create a fair and transparent system for all schools regardless of school size
State developed –places ownership at the state, regional, district and school level
11/13/2018

27. What it WAS
What it IS
Differentiated
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28. Old Adequate Yearly Progress
Participation Rates
Annual Measurable Objectives (Proficiency Rates)
Attendance/ Graduation Rates
11/13/2018

29. What it WAS What it IS Differentiated On/Off AYP switch
Based on time “not making AYP”
11/13/2018

30. What it WAS What it IS Differentiated On/Off AYP switch
Based on time “not making AYP”
Schools will no longer be designated “making” or “not making” AYP
Now 5 Categories of Designation
Making/not making progress at the school or subgroup level- Did the school designation change?
11/13/2018

31. What it WAS
What it IS
Recognition
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32. What it WAS What it IS Recognition
No credit for moving from below mastery to partial mastery
Designation solely based on Achievement (no way to recognize growth/improvement in “old system”)
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33. What it WAS What it IS Recognition
No credit for moving from below mastery to partial mastery
Designation solely based on Achievement (no way to recognize growth/improvement in “old system”)
Credit for student growth- credit for moving from below mastery to partial mastery
Through “Reward” criteria, schools will be recognized for achievement AND growth
High performing schools will be recognized and receive more flexibility
11/13/2018

34. What it WAS
What it IS
Accountability
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35. What it WAS What it IS Accountability
Subgroups resulted in total On/Off switch
N size of 50
Same starting point for all
Steep targets to 100% in 2014
11/13/2018

36. What it WAS What it IS Accountability
Subgroups resulted in total On/Off switch
N size of 50
Same starting point for all
Steep targets to 100% in 2014
Schools are still held to high standards for subgroup achievement (e.g. GAP is included in the Index)
N size of 20
Account for school context (i.e. starting point)
Steep targets to 2020
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37. What it WAS
What it IS
Support
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38. What it WAS What it IS Support
Sanctions were primary drivers of change
Support is not meaningfully articulated in NCLB
11/13/2018

39. What it WAS What it IS Support
Sanctions were primary drivers of change
Support is not meaningfully articulated in NCLB
“Sanctions” no longer required (e.g. Supplemental services, choice)
Supports are differentiated depending on identified deficiency
Support are spelled out in negotiated MOU and consider various providers (e.g. district, RESA, state)
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40. What it WAS
What it IS
Support (Improvement Planning)
11/13/2018

41. What it WAS What it IS Support (Improvement Planning)
Five-Year Strategic Plan for School Improvement
Same size fits all
Included multiple program requirements for funding & compliance
11/13/2018

42. What it WAS What it IS Improvement Planning
Five-Year Strategic Plan for School Improvement
Same size fits all
Included multiple program requirements for funding & compliance
Basic plan with targeted & extended sections for schools designated as Transition, Focus, Support or Priority
Individualized to meet school/county needs & resources
Will include multiple updated & streamlined program requirements for funding & compliance
11/13/2018

43. State Developed Differentiated Recognition, Accountability and Support System
All Schools
WV Accountability
Index &
AMOs
Current Metrics: WESTEST RLA & Math
Achievement
Growth
GAP
Attendance/Grad. Rate
Potential Metrics:
Others?
Highest Performing
Highest Improvement
TRANSITION
SUCCESS
PRIORITY
FOCUS
SUPPORT
REWARD
Recognition, Monitoring Exemption, Local Flexibility
Self Reflection/HQ Standards, Diagnostic Visit, Data Analysis (e.g. Personnel Evaluations) ID Strengths & Weaknesses
Required Optional
Extended Plan + Analysis Turnaround Interventions
LEA & State support
Extended Plan LEA Interventions,
LEA & RESA support
Extended Plan + Analysis Targeted Interventions
LEA & State support
Basic Plan + Extension Regular Monitoring
Local Account.
Basic Plan
Monitoring Exemption
Local flexibility
11/13/2018

44. Discussion
Discuss your county’s plan for supporting the transition to the Differentiated Recognition, Accountability and Support System? How does your county’s systemic approach support student learning?
Differentiated Recognition Accountability Support
Educator Evaluation and Support
Standards and Assessments
11/13/2018

45. Questions / Comments? THANK YOU!
11/13/2018