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Secretary of education’s priorities

Secretary of education’s priorities. ESEA Flexibility. May 21, 2012. ESEA Flexibility Core policies. Set a high bar for students and schools. “This voluntary opportunity will provide educators and State and local leaders with flexibility … to improve educational outcomes for

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Secretary of education’s priorities

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  1. Secretary of education’s priorities

  2. ESEA Flexibility May 21, 2012

  3. ESEA Flexibility Core policies Set a high bar for students and schools “This voluntary opportunity will provide educators and State and local leaders with flexibility … to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.” ─ Secretary Duncan Protect all students Provide flexibility to move forward with reform

  4. Flexibility to improve achievement and instruction • Flexibility regarding the 2013-2014 timeline for achieving 100 percent proficiency • Flexibility regarding district and school improvement and accountability requirements • Flexibility related to the use of Federal education funds

  5. PRINCIPLES FOR IMPROVING ACHIEVEMENT AND INSTRUCTION College- and career-ready expectations for all students 1. State-developed differentiated recognition, accountability, and support 2. Supporting effective instruction and leadership 3.

  6. PRINCIPLE 1: COLLEGE- AND CAREER-READY EXPECTATIONS • Adopt college- and career-ready standards in reading and mathematics • Transition to and implement standards statewide for all students and schools • Develop and administer aligned, high-quality assessments that measure student growth • Adopt corresponding English language proficiency standards and aligned assessments Adopt CCR standards Implement CCR standards and pilot assessments Administer assessments 2011-12 2012-13 2013-14 2014-15

  7. Principle 2: Differentiated Recognition, Accountability & Support • Develop system to ensure continuous improvement in all Title I schools • Set ambitious but achievable performance targets • Provide recognition for high-progress and highest-performing schools • Effect dramatic, systemic change in the lowest-performing schools • Identify and implement interventions in schools with the greatest achievement gaps and with subgroups that are furthest behind • Build state, district, and school capacity to improve student learning in all schools Set new targets Recognize schools, implement interventions & build capacity 2011-12 2012-13 2013-14 2014-15

  8. Principle 3: supporting effective instruction & leadership • Teacher and principal evaluation and support systems that: • Will be used for continual improvement of instruction • Meaningfully differentiate performance • Use multiple valid measures, including student growth • Evaluate teachers and principals on a regular basis • Provide clear, timely, and useful feedback • Will be used to inform personnel decisions Adopt state guidelines Develop local systems Pilot local systems Implement local systems 2011-12 2012-13 2013-14 2014-15

  9. STATUS OF STATE REQUESTS

  10. Process and timeline • New partnership with States to support innovation and reform • Peer review to help maintain a high bar and ensure accountability • Provide feedback and opportunities for States to submit revised requests • Support States as they implement ESEA flexibility ESEA Flexibility released States revise requests States revise requests States revise requests Principle 3 guidelines reviewed 1st round requests 2nd round requests 3rd round requests SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP 2nd round peer review 1st round peer review ED monitoring and TA begins States develop requests 1st round approvals 2nd round approvals begin

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