TITLE IA COMMITTEE OF PRACTITIONERS

1. TITLE IA COMMITTEE OF PRACTITIONERS Wednesday, November 30, 2016

2. Presented by the Oregon Department of Education 11/30/16 Every student succeeds act (ESSA)Update on Oregon’s State Plan

3. Oregon state plan timeline

4. Revised implementation timeline

5. Consolidated State Plan Consolidated State Plan Maximizing funding flexibility and aligning funds to state priorities

6. Draft components

7. Standards & ASSESSMENT Academic Assessments • Districts will be allowed to use a nationally recognized alternative assessment, approved by the state, for high schools in place of the statewide assessment • Locally selected, nationally recognized high school assessments ODE will establish a process to review potential nationally recognized assessments in order to determine which may be approved for local selection. This process will include: • A Request for Information (RFI) to assessment vendors; • Committee developed evaluation criteria; and • Process for use of any approved assessments

8. Accountability & school/district improvement • Oregon’s proposed accountability system features: • No overall school rating • Each indicator will be rated • Additional indicators for English learner (EL) progress and for school quality/student success • Indicators will be grouped into three categories: Opportunity to Learn, Academic Success, and College &Career Readiness • Some data collected for accountability purposes; some data for reporting purposes and not used to identify schools

9. Accountability & school/district improvement • Indicator Categories: • Opportunity to Learn • reflects whether the school has created an environment that fosters excellent teaching and student learning • Academic Success • reflects traditional academic outcomes • College and Career Readiness • reflects how well schools have prepared students for their next steps

10. Accountability & school/district improvement • Draft Indicators (those in italics not used to identify schools)

11. Accountability & school/district improvement • Redesign School and District Report Cards • Implement a multiple measures dashboard • Create a brief (i.e., two-page) summary report card that can be printed and sent to parents • Move much of the detailed data reporting to an on-line application, reducing the reliance on paper reports

12. Accountability & school/district improvement Mock-Up of Report Card • Additional data available on “details” reports and on the web • This is just an example. We will need to develop a process for determining the dashboard look and feel

13. Accountability & school/district improvement • Identification of Lowest Performing Schools • Comprehensive Support (Title I schools) • Lowest rating in xx or more accountability indicators • All indicators in the lowest two levels • Schools with graduation rates below 67% (all schools) • Targeted Support (All schools) • Same criteria above but using data for student groups (EL, economically disadvantaged, children with disabilities) • Schools with persistent or large achievement gaps

14. Accountability &school/district improvement • Identification of Schools for Comprehensive and Targeted Improvement Support • Phase 1 – Initial identification using Accountability Data • Opportunity to Learn • Academic Success • College and Career Readiness • Other Measures • Phase 2 – Vetting of identification using Reporting Data • Additional student performance data (local) • Additional culture / climate measures (TBD)

15. Educator effectivenessEducator Evaluations& Professional Learning • Eliminate the Oregon Matrix as the required method for determining a summative rating in educator evaluations; make it optional or replace it • Focus educator evaluations on key areas of the Oregon Teaching Standards: (A) The Learner and Learning, (B) Content, (C) Instructional Practices and (D) Professional Responsibilities • Make optional the use of student statewide summative assessment data in educator evaluations • Clearly define “effective educator” for purposes of evaluation and professional growth

16. Educator effectivenessEducator Evaluations & Professional Learning • Establish a culture and systems for comprehensive professional learning • Elevate data-driven, differentiated professional learning informed by observation data, teacher reflection and district / school improvement priorities • Needs-driven and continuous learning that emphasizes culturally responsive pedagogy and practice • Incentivize partnerships to elevate successful strategies and learning networks • Use Title IIA 3% set-aside for state activities to strengthen administrator and teacher leadership

17. Educator effectiveness • No HQT - Teachers must meet state licensure/ certification requirements • Equitable Access to Excellent Educators • Must ensure low-income and minority students not served at disproportionate rates by “ineffective, out-of-field, or inexperienced teacher” • Develop Systems of Educator Development, Retention, and Advancement • Key strategies • Human capital management • Ongoing professional learning • Teacher and principal preparation

18. Supporting All StudentsWell-Rounded and supportive Education Includes courses, activities, and programming in: • English, reading, language arts, writing • STEM - science, technology, engineering, mathematics • computer science, • foreign languages, arts, music, • civics and government, economics, history, geography, • CTE - career and technical education, • health, physical education, • others Core  Well-Rounded

19. Title IV-A: Student Support and Academic enrichment grant • New block grant based on Title IA formula • Based on their needs assessment, districts receiving $30K or more must:

20. Title IV-A examples

21. Your Questions?Comments?

22. Feedback on Draft State Plan Oregon’s Draft State Plan and feedback survey will be posted on the ODE ESSA Webpage • http://www.ode.state.or.us/search/results/?id=399

23. Thank you!