ESEA Flexibility Waiver

1. ESEA Flexibility Waiver Florida’s Proposal November 14, 2011

2. Proposal Development Outreach Efforts • Fifty-eight (58) stakeholder groups have been contacted, with specific outreach to: • State Board of Education • Legislators and legislative staff • District superintendents • Leadership Policy Advisory Committee • Assessment and Accountability Advisory Committee • Title I Committee of Practitioners • Teachers and Principals • Website and e-mail hotline launched • Online survey to provide input on draft forthcoming

3. Timeline • Stakeholder Outreach: October-December 2011 • Waiver Proposal Due to USDOE: November 14, 2011 • Peer Review Process: November 2011-January 2012 • Anticipated Announcement of Status: January 2012 • Florida Legislative Session: January-March 2012

4. ESEA Flexibility Major Principles Adopt and implement college- and career-ready standards and aligned assessments Design and implement a rigorous statewide accountability system Design, pilot, and implement a system of teacher and leader evaluation based on achievement, over a number of years Evaluate and adjust as necessary state-level administrative and reporting requirements to reduce burden on districts and schools

5. Principle 1 Requirements • College- and Career-Ready Expectations • for All Students • Adopt college- and career-ready standards • Transition to college- and career-ready standards • Develop and administer annual, statewide, aligned assessments that measure student growth in knowledge and skills

6. Florida’s Proposal for Principle 1 • Evidence of: • Florida’s adoption of the Common Core State Standards in 2010 – school districts are implementing now for Kindergarteners • Florida’s membership in the Partnership for Assessment of Readiness for College and Careers in 2010 – common assessments first given in 2015

7. Florida’s Proposal for Principle 1 • Transition/implementation plan has been ongoing, including: • Outreach and communication on Common Core content and implementation • Professional Development for Teachers and Principals • Analysis of Linguistic Demands for English language learners • Analysis for Learning and Accommodation Factors for students with disabilities • Alignment of Instructional Materials • Expansion of Rigorous, Accelerated Coursework • College Placement Testing and postsecondary preparatory instruction • Educator Preparation Programs

8. Principle 2 Requirements • State-Developed, Differentiated Recognition, • Accountability, and Support • Develop and implement a state-based system of differentiated recognition, accountability, and support • Set ambitious but achievable annual measurable objectives • Identify Reward Schools • Identify Priority Schools • Identify Focus Schools • Provide incentives and supports for other Title I schools • Build SEA, LEA, and School Capacity to Improve Student Learning

9. Florida’s Proposal for Principle 2 • Use school grades alone to categorize all schools • Continue Differentiated Accountability program to target tiered supports and interventions based on school grades • Continue Florida School Recognition Program to reward schools with a grade of A and those improving at least one letter grade • Revise Annual Measurable Objectives (AMOs)

10. Florida’s Proposal for Principle 2 Categorize all schools by school grade

11. C = Prevent Schools • District monitors to ensure positive • achievement trends • District implements interventions in: • Educator Quality • Leadership • Professional Development • Florida Continuous Improvement Model • Monitoring Plans and Processes

12. D = Focus = Correct Schools • District and state monitor to ensure improvement • District implements interventions in: • School Improvement • Leadership • Educator Quality • Professional Development • Florida Continuous Improvement Model • Monitoring Plans and Processes • State oversight increases • A school with three consecutive D grades must implement the district-managed turnaround intervention model

13. F = Priority = Intervene Schools • District and state provide oversight • of improvement plan • District implements interventions in: • School Improvement • Leadership • Educator Quality • Professional Development • Florida Continuous Improvement Model • Monitoring Plans and Processes • State oversight is high • Four intervention models already in law if improvement is not shown • Priority/Intervene Entry and Exit Criteria revised

14. Priority/Intervene Entry and Exit Criteria Revised • Entry Criterion • School grade of F • Exit Criteria • Earn school grade of C • Meet proficiency targets in math and reading set by the State Board of Education • “Hold Status” established • For schools meeting only one of the exit criteria • No longer than two years

15. Florida’s Proposed Annual Measurable Objectives (AMOs) • AMO-1, School Grade • Provides a comprehensive overview of the performance of the school including subgroup proficiency and student learning gains • AMO-2, Increase Student Performance in Reading and Mathematics • Focuses schools on increasing the proportion of students scoring at levels 3 and above and reducing the proportion of students scoring at levels 1 and 2 by 50% over six years

16. Florida’s Proposed Annual Measurable Objectives (AMOs) AMO-3, Adequate Progress of Students in the Lowest- Performing 25% in Reading and Mathematics Includes over representation of specific subgroups that are low-performing and focuses schools on raising their achievement and reducing achievement gaps AMO-4, Comparison of Florida’s Student Performance to the Highest Performing States and Nations National: NAEP outcomes for reading and mathematics in grades 4 and 8 International: TIMSS, PIRLS, PISA

17. Principle 3 Requirements • Supporting Effective Instruction and Leadership through Educator Evaluation • Develop and adopt guidelines for teacher and principal evaluation and support systems • Ensure LEAs implement evaluation and support systems

18. Florida’s Proposal for Principle 3 • Evidence of the following guidelines: • Student Success Act – Senate Bill 736, 2011 • Florida Educator Accomplished Practices • Florida Principal Leadership Standards • Race to the Top MOU

19. Florida’s Proposal for Principle 3 • Implementation of revised evaluation systems is supported by: • Statewide guidelines in law and rule • Involvement of teachers and principals in redesign activities (district teams) • Technical assistance at Redesign Academies (111 days) • Optional state model for instructional practices portion • Value-added Model to measure student growth selected by stakeholder committee • Other Race to the Top resources and FLDOE technical assistance

20. Principle 4 Requirements • Reducing Duplication and • Unnecessary Burden • “The state agrees to evaluate and, based on that evaluation, revise its own administrative requirements to reduce duplication and unnecessary burden on districts and schools.”

21. Florida’s Proposal for Principle 4 • Paperwork Reduction Task Force (2005) • House Bill 7087 (2006) • Districts are surveyed annually • State compiles annual report • State provides technical assistance on paperwork reduction as needed