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Committee of Practitioners

Committee of Practitioners. ESEA Flexibility Waiver Review June 25, 2014. Objective. To obtain feedback from the Title I Committee of Practitioners regarding updates and amendments to Indiana’s ESEA Flexibility Waiver. Essential Questions.

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Committee of Practitioners

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  1. Committee of Practitioners ESEA Flexibility Waiver Review June 25, 2014

  2. Objective To obtain feedback from the Title I Committee of Practitioners regarding updates and amendments to Indiana’s ESEA Flexibility Waiver

  3. Essential Questions What additional resources, PD, Technical Assistance will your schools and corporations need? What stands out to you? How will these changes impact your work? How can IDOE best communicate waiver information to the field?

  4. Consultation • Routine surveys of educators to better assess needs of the field • Learning Connection Communities • Regular contact with teachers, administrators, and stakeholders • Special Meetings • Outreach Division of School Improvement

  5. Principle 1:College and Career Ready Expectations for All Students • Indiana Academic Standards – new standards adopted by State Board of Education on April 28, 2014 • Students with Disabilities – equal access to college and career ready Indiana Academic Standards – Partnership with Indiana Resource Network • World-Class Instructional Design and Assessment (WIDA) November 2013 • New Assessment

  6. Principle 1: College and Career Ready Expectations for All Students • IDOE goals in regards to supporting LEAs, schools, and educators as they transition to the new college- and career-ready standards: • 100% responsiveness • needs assessment survey Spring 2014 • 100% awareness • new logo • desktop delivery models to provide easy access to information • IDOE website, Learning Connection, DOE Dialogue • Summer of eLearning – 19 conferences • WIDA Summer Training – 7 conferences • Fall PD – 10 Regional Conferences • 100% support • resource documents provided June 2 • 100% engagement • launching online communities of practice

  7. Principle 2:State-Developed, Differentiated Recognition, Accountability, and Support • Focus and Priority Schools • Leadership Element • Interventions aligned with Turnaround Principles (implemented for a minimum of three years) • Work with Outreach Coordinators • Create and implement Student Achievement Plans • Monitoring Visits and School Quality Reviews • Additional requirements each year of priority status • Regional Meetings were conducted in December 2013 to share ESEA flexibility requirements and expectations for Focus and Priority schools

  8. Principle 3: Supporting Effective Instruction and Leadership • Six Priorities in Evaluations: • Performance evaluations for all certified employees • Objective measures of student achievement and growth • Rigorous measures of effectiveness, including observations and other performance indicators • Annual designation (Highly Effective, Effective, Improvement Necessary, Ineffective) • An explanation of the evaluator’s recommendations for improvement, and time in which improvement is expected • A provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective • 2014-2015 school year Charter Schools will be submitting evaluation plans and reporting data to IDOE

  9. Principle 3: Supporting Effective Instruction and Leadership • Professional Development Needs • Local administrators were surveyed at the end of the 2013-2014 school year • Highest frequency PD needs at the local level • PD for teachers • PD for administrators • Results will inform collaborative development of updated guidance and responsive PD • Summer/Fall PD: 9 Regional RISE Teacher Evaluation Trainings

  10. Principle 3: Supporting Effective Instruction and Leadership • Monitoring • 2012-2013, 2013-2014: • evaluation monitoring efforts primarily focused on statutory compliance • 2014-2015: • Review plans submitted in September for statutory compliance • Robust monitoring process to verify implementation – leveraging expertise and capacity • Outreach Coordinators will annually conduct LEA-level evaluation monitoring in three LEAs in their regions, including a Priority and Focus School • Office of Early Learning and Office of Grants Management Monitoring and Reporting will incorporate evaluation monitoring into their already occurring monitoring • Educator Effectiveness staff will conduct onsite monitoring for LEAs reporting high percentages of N/A (educators not evaluated) • Data collection will be compiled in June 2015

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