CORE ESEA Flexibility Waiver Request February 2013

Transcription

1 CORE ESEA Flexibility Waiver Request February 2013

2 PRINCIPLE 1: COLLEGE AND CAREER READY EXPECTATIONS FOR ALL STUDENTS

3 PRINCIPLE 1: COLLEGE AND CAREER READY EXPECTATIONS FOR ALL STUDENTS 1A. Adopt College- & Career-Ready Expectations for All Students: CA SBE adopted Common Core State Standards (CCSS) in August 2010, fulfilling this waiver requirement. 1B. Transition to College- & Career-Ready Standards: State has initiated this work, but CORE s plan for implementation accelerates the pace and ensures logical support for Districts and schools. 1C. Develop & Administer Annual, Statewide, Aligned, High-quality Assessments that Measure Student Growth: California is a governing state in the SMARTER Balanced Assessment Consortium, but legislative action is required to adopt a new testing system once STAR sunsets in In preparation, CORE Districts are piloting aligned performance tasks to facilitate professional development and formative assessment.

4 PRINCIPLE 1 B. TRANSITION TO COLLEGE AND CAREER READY STANDARDS CORE CCSS Transition Timeline Building Shared Knowledge and Understanding Building capacity for transition to CCSS Transition Bringing life to the CCSS / Application Putting the CCSS in practice /

5 CORE Districts ESEA Flexibility Must Dos Principle 1: Transition to College and Career Ready Standards 1. Develop district CCSS instructional plans which include necessary pedagogical shifts for engaging all students to master all standards (with EL, SwD emphasis). 2. Identify ELD benchmarked learning targets within the CCSS and new CA ELD standards. 3. Develop district professional development plan for all teachers aligned to CCSS and SBAC. 4. Engage all teacher leaders in CCSS and SBAC based professional development for preparation of CCSS implementation. 5. Full district transition to CCSS in Agree to fully transition to SBAC assessments in , even if CA does not.

6 Principle 2: State Developed Differentiated Recognition, Accountability and Support

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10 AMOs and School Classification Metrics Sub groups All Students Black or African American American Indian or Alaska Native Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socio Economically Disadvantaged English Learners Students with Disabilities Met CST Proficiency Rates in ELA (67%) Met CST Proficiency Rates in Math(67%) Met API Growth target *All metrics disaggregated by numerically significant sub groups.

11 Implementation Steps for Academic Domain CORE AMOs Year Transition Year Baseline Year st Year Implementation nd Year Implementation Use CSTs and API as metrics for AMOs and school classification for recognition and interventions (until transition to SBAC in ) Administer SBAC/CCSS aligned District/CORE Assessments to inform initial goals for targets and cut points. CORE Growth Model development begins. (Based on the expectation that students who are not academically proficient shall achieve proficiency as soon as realistically possible.) Develop a scale for each indicator within the CORE Differentiated System of Accountability and Support the all students group and subgroups including: o Achievement targets o Growth targets Use CSTs and API as metrics for AMOs and school classification for recognition and interventions (until transition to SBAC in ) Targets and cut points established for the new SBAC assessments. CORE achievement targets and cut points shall increase over time for the highest grade in each school encouraging cross grade level articulation, collaboration and to determine school classification. CORE growth targets established New achievement targets and cut points applied to data to establish baselines for future years of accountability. CORE growth model development finalized for first year implementation in Achievement targets and cut points applied to and data. Targets and cut points shall increase over time for the highest grade in each school CORE Growth Model applied and data Achievement targets and cut points applied using through data. CORE Growth Model applied using through data.

12 Implementation Steps for Social/Emotional Domain CORE AMOs Year Transition Year Initial identification and development of indicators and measures to monitor access, equity and success in the following specific areas will be developed by the CORE Districts in the spring/summer of suspension and expulsion chronic attendance non cognitive skills The agreed upon indicators and measures will be piloted in the Transition Year. Targets and cut points (AMOs) will be established during the Transition Year Baseline Year st Year Implementation nd Year Implementation The CORE Districts will review the Social Domain AMOs pilot data targets and cut points from Transition Year for monitoring and effective decision making. Recommended adjustments may be made if necessary. Social/Emotional Domain targets and cut points applied to and collected data. Targets and cut points shall increase over time for the highest grade in each school encouraging cross grade level articulation, collaboration and school intervention methods and strategies. Social/Emotional Domain targets and cut points applied using through collected data.

13 Implementation Steps for School/District Culture and Climate Domain CORE AMOs Year Transition Year Baseline Year st Year Implementation nd Year Implementation Initial identification and development of indicators and instruments to monitor School/District Culture and Climate in the following specific areas will be developed by the CORE Districts in the spring/summer of School/District Culture and Climate Domain o o o o Students Perception Surveys Parents Perception Surveys Special Education identification (disproportionality) English Language Learners (entry and exit) The agreed upon survey instruments will be piloted in the Transition Year. Targets and cut points (AMOs) will be established during the Transition Year. The CORE Districts will review the School/District Culture and Climate Domain AMOs pilot data targets and cut points from Transition Year for monitoring and effective decision making. Recommended adjustments may be made if necessary. School/District Culture and Climate Domain targets and cut points applied to and collected data. Targets and cut points shall increase over time for the highest grade in each school encouraging cross grade level articulation, collaboration and school intervention methods and strategies. School/District Culture and Climate Domain targets and cut points applied using through collected data.

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15 CORE Schools Pyramid of Interventions

16 CORE Districts ESEA Flexibility Must Dos Principle 2: Differentiated Recognition, Accountability and Support 1. Share district data a. summative and formative achievement data b. graduation rates (Using CORE agreed upon calculation formula) c. Attendance (chronic absenteeism) d. discipline (suspension/expulsion) e. special education identification f. college and career readiness framework indicators (tbd) 2. Submit requested data to CORE for accountability reporting monitoring at defined intervals 3. Employ defined interventions for priority and focus schools a. Share Schools of Distinction coaching teams of teachers/administrators with other districts for priority and focus school interventions b. Accept coaching for priority and focus schools from Schools of Distinction. c. Persistently low performing schools could result in closure or charter restructure 4. Adhere to and monitor schools and districts performance using CORE accountability model a. AMO s (tbd) in three domains i. Year-end achievement data at final schools grade level ii. All students and NCLB subgroups growth, gaps and achievement b. Growth model (tbd)

17 Principle 3: SUPPORTING EFFECTIVE INSTRUCTION AND LEADERSHIP

18 Principle 3: SUPPORTING EFFECTIVE INSTRUCTION AND LEADERSHIP Implementation Timeline Build Shared Knowledge and Understanding Building capacity for new educator evaluation systems Design & Pilot Design new, modify or pilot educator evaluation systems aligned to local district contexts / Implementation Implementation of new educator evaluation systems CORE Districts will collaboratively engage in the phase in model.

19 Principle 3: SUPPORTING EFFECTIVE INSTRUCTION AND LEADERSHIP Implementation Timeline and Steps Year Based on recommendations from Greatness by Design Design or refine educator evaluation system (teacher, principal and superintendent) to align with CORE Districts agreed up common effectiveness indicators which are associated with and Teacher and Administrator Evaluation Framework and the CORE accountability model including: a. Student achievement as a significant component b. Development of additional or modify local measures to exercise four levels of effectiveness ratings c. Develop systems for support and remediation d. Include educator effectiveness/multiple measures from evaluations when making staffing decisions Pilot new or redesigned educator evaluation systems Implement new or redesigned educator evaluation systems

20 Adopted from Greatness by Design, State Superintendent of Public Instruction Tom Torlakson s Taskforce on Educator Excellence, September 2012

21 CORE Districts ESEA Flexibility Must Dos Principle 3: Supporting Effective Instruction and Leadership 1. Ensure that District teacher/principal evaluation system is aligned to the CORE Districts agreed-upon common standards. If necessary for alignment, modify or design teacher/principal/superintendent evaluation systems by the spring of 2014, if current one does not align to the required elements. Districts have the flexibility to design evaluation systems and instruments that best meet local context needs given District existing systems, processes, and relationships with labor unions. a. Includes student learning as a significant component (this may need to be bargained) b. Is aligned to the pedagogical shifts required by CCSS c. Ensure data collection with sufficient frequency to provide a basis for evaluation d. Employ ratings that meaningfully differentiate among teaching effectiveness using at least four categories 2. If a new or redesigned system is needed, pilot newly designed or modified teacher/principal/superintendent evaluation systems mentioned above during to inform full implementation in Share aggregate evaluation system data, reports and evidence regarding progress in increasing student outcomes and closing the achievement gap by: a. Tracking and reporting the aggregate distribution of teachers and principals at the district level by performance level data starting for the school year.