P-20 Coordinating Council Statewide Longitudinal Data Systems and Use Task Force Meeting October 28, 2009 Welcome and

1. P-20 Coordinating Council Statewide Longitudinal Data Systemsand UseTask Force MeetingOctober 28, 2009Welcome and IntroductionsCathleen BartonTask Force Chair

3. Where we are: In less than two weeks, initial ideas for AZ education reform will be presented to the P-20 Council

4. Other Task Forces also discussing strawman approaches

5. Proposed outline for Race to the Top grant applicationEarly draft Introduction Vision for Arizona schools Theory of action Goals Current state of education in Arizona Unique characteristics of the State Legislative landscape Academic achievement Overview of Arizona's approach to education reform Broad-based initiatives Bold and innovative ideas

6. Recap: DQC-facilitated discussion at our most recent meeting helped identify some key gaps

7. Recap: Draft requirements specific to Statewide Longitudinal Data Systems assurance area Implementation of all 12 data elements specified by the America Competes Act A high-quality plan to ensure key stakeholders get access to and use state data Key stakeholders include parents, students, teachers, principals, LEA leaders, community members, unions, researchers, policymakers, and others Plan to increase educators' use of data-based tools to drive instruction These "instructional improvement systems" include instructional planning, formative or interim assessments, rapid-time reporting, interventions, and other actions Plan to support researchers with data from longitudinal and instructional improvement systems so they can evaluate what works

8. P-20 Coordinating Council Statewide Longitudinal Data Systemsand UseTask Force MeetingOctober 28, 2009Early Ideas on Coherent Planfor Education Reform Jody FoldesyBCG

9. Strawman approach for Standards and Assessments involves "system" linked to other assurance areas

10. Strawman approach to Great Teachers, Great Leaders highlights "the path" from recruitment to job placement

11. Strawman approach to Supporting Struggling Schools centers on "scaffolding interventions"

12. Strawman approach to Data Systems characterizes SLDS as powerful enabler, use of data as overarching goal

13. Strawman approach can be used to categorize initiativesInitiatives in italics are supported in current SLDS grant application

14. What would strawman approach mean for users?Draws upon the "killer questions"

15. Overarching questions to reflect on What are the interdependencies with other assurance areas? E.g., What are the data elements we need to collect/ link in order to enable our initiatives? (Note: "killer questions" provide a solid foundation from which to build) What is the timeline for access to longitudinal data across all key stakeholders What is the definition of teacher effectiveness that is to be tracked and used for assessing teacher evaluations, compensation, etc? What policy changes might we need to execute our plan for the SLDS assurance area? E.g., Authorization of teacher-student link and definition of use of these data Definition of data ownership and use across the P-20 spectrum Clearer roles and accountability for data entry and cleaning among LEA's What are the major initiatives we might undertake across all assurance areas? E.g., STEM (an explicit "competitive priority" in the draft RTTT guidance) 21st Century learning Poor rural areas Native American populations

16. P-20 Coordinating Council Statewide Longitudinal Data Systemsand UseTask Force MeetingOctober 28, 2009Discuss Draft ofSLDS Grant Application Don HoudeADE

17. Two outcomes we are seeking from discussion of current SLDS grant application Given what we've just discussed with the emerging RTTT plan, does the SLDS grant application look right? What are some specific plans that might effectively "fill out" some of the general initiatives in the SLDS grant (e.g., data tools to support teachers in the classroom)?

18. Five areas of focus in proposed SLDS planInitiatives in italics help make case for RTTT/ DQC applications

19. P-20 Coordinating Council Statewide Longitudinal Data Systemsand UseTask Force MeetingOctober 28, 2009Next StepsCathleen BartonTask Force Chair

20. At the next meeting we will incorporate feedback from the P-20 Council and the broader stakeholder community Meeting #1 Sept. 18 Introduction Current state RTTT criteria Approach for the next few months Agreement on team charter and the process forward

21. P-20 Coordinating Council Statewide Longitudinal Data Systemsand UseTask Force MeetingOctober 28, 2009Call to the PublicAdjournment Cathleen BartonTask Force Chair

23. America Competes data elements A unique statewide student identifier that does not permit a student to be individually identified by users of the system Student-level enrollment, demographic, and program participation information Student-level information about the points at which students exit, transfer in, transfer out, drop out, or complete P�16 education programs The capacity to communicate with higher education data systems A State data audit system assessing data quality, validity, and reliability Yearly test records of individual students with respect to assessments under section 1111(b) of the ESEA (20 U.S.C. 6311(b)) Information on students not tested by grade and subject A teacher identifier system with the ability to match teachers to students Student-level transcript information, including information on courses completed and grades earned Student-level college readiness test scores Information regarding the extent to which students transition successfully from secondary school to postsecondary education, including whether students enroll in remedial coursework Other information determined necessary to address alignment and adequate preparation for success in postsecondary education

24. Draft requirements specific to Standards and Assessments assurance area Participation in a consortium of states to develop common standards that are internationally benchmarked and build toward college- and career-readiness Participation in a consortium of states to develop common assessments that are high-quality and aligned with the consortium's standards Plan to support transition across the state to these standards and assessments, potentially including... Aligning assessments to high school exit criteria and college entrance requirements Developing curricular frameworks and materials, formative and interim assessments, or professional development materials Other strategies to translate the standards and information from assessments into classroom practice

25. Draft requirements specific to Great Teachers, Great Leaders assurance area Documentation of extent to which AZ provides alternative pathways for aspiring teachers High-quality plan to differentiate effectiveness of teachers and principals based on performance Includes use of data on student growth and using information on teacher and principal effectiveness when making decisions regarding compensation, promotion, tenure, etc. High-quality plan to ensure equitable distribution of effective teachers and principals Increase number of effective teachers at high-poverty schools and hard-to-staff subjects High-quality plan to report the effectiveness of teacher and principal preparation programs Link student achievement to teachers and principals, and to the programs where each of those teachers and principals was prepared for credentialing High-quality plan to use rapid-time student data to: Guide, continuously measure and improve support to teachers and principals, e.g., via professional development

26. Draft requirements specific to Supporting Struggling Schools assurance area The degree of intervention authority Arizona has at the "persistently lowest-performing schools"1 and LEAs The extent to which Arizona has a favorable stance toward charter schools, specifically with respect to... An absence of restrictions on the number of or enrollment at charter schools A performance-based framework to authorize, reauthorize and close charter schools, and specific evidence that non-performing charter schools are closed Evidence that charter schools receive equitable funding Access to facilities that is equal to that of traditional public schools A specific plan to identify at least five school turnaround opportunities per year Turnaround options include reconstitution, conversion to charter, closure and, as a last resort, hiring a new principal and providing intensive support

27. Draft charter for Standards and Assessments task force

28. Draft charter for Great Teachers, Great Leaders task force

29. Draft charter for Supporting Struggling Schools task force

30. Draft charter for Statewide Longitudinal Data Systems task force

31. Meeting agendas for Standards and Assessments

32. Meeting agendas for Great Teachers, Great Leaders

33. Meeting agendas for Supporting Struggling Schools