1 / 21

Superintendents’ Webcast

Superintendents’ Webcast. January 19, 2012 9:00 – 10:00 a.m. ET. Changes to Kentucky’s ESEA Waiver Request Required by USDOE Affecting 703 KAR 5:222, Categories for Recognition, Support and Consequences. PRINCIPLES FOR IMPROVING STUDENT ACHIEVEMENT AND INCREASING THE QUALITY OF INSTRUCTION.

courtney
Download Presentation

Superintendents’ Webcast

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Superintendents’ Webcast January 19, 2012 9:00 – 10:00 a.m. ET

  2. Changes to Kentucky’s ESEA Waiver Request Required by USDOE Affecting 703 KAR 5:222, Categories for Recognition, Support and Consequences

  3. PRINCIPLES FOR IMPROVING STUDENT ACHIEVEMENT AND INCREASING THE QUALITY OF INSTRUCTION 1. College- and Career-Ready Expectations for All Students 2. State-Developed Differentiated Recognition, Accountability, and Support 3. Supporting Effective Instruction and Leadership

  4. Principle 1: College- and Career-Ready Expectations for All Students: To support States in continuing the work of transitioning students, teachers, and schools to higher standards Revisions: • Added specific language about professional learning opportunities for teachers of students with disabilities and English language learners.

  5. Principal 1: Examples of Revisions • Described the CIITS professional development module implementation and the focus on PD360 resources aligned to supporting educators and diverse learners. • Submitted an attachment of the specific strategies, including the use of Universal Design for Learning, for working with diverse learners. The attachment outlined the year-long action plan for the support provided to special educators through literacy and math specialists housed in the special education cooperatives. • Included the KDE proficiency and gap delivery plans that highlight KDE strategies for improving the learning results of students in the gap populations.

  6. Principle 2: State-Developed Differentiated Recognition, Accountability, and Support: To support states’ efforts to move forward with a next-generation accountability system Revisions: • Added an annual Graduation Goal for high schools. • Goal is set by subtracting the baseline from 98 and dividing by 11 years. • Example: Baseline of 76 is 22 from 98. 22 divided by 11 years is an annual goal of 2. • If the goal is missed, the school would not have made its AMO goal. • If a school misses its AMO goal, the school cannot be labeled as Progressing, but will still receive an overall category of Needs Improvement, Proficient, or Distinguished.

  7. Principle 2: Revisions (Cont’d) • Added an annual Tested Participation Rate for all schools. • All schools must test at least 95% of their students to meet the goal. • If the school misses the goal, the school would not meet its AMO goal. • Reduced AMO Rate of Growth. • Technical reviewers suggested that making growth of a full standard deviation in five years was too high. • KDE adjusted rate from an annual goal of .2 standard deviation growth to .07 annual growth. • Adjusted exit rules for Priority and Focus Schools. • To exit Priority and Focus status, a school would need to have a 70% graduation rate.

  8. Principle 2: Revisions (Cont’d) • Explained how the overall accountability system addressesimproving the achievement of students with disabilities and English learners. • Clarified how the state’s District 180 process for working with Priority Schools addresses the needs of English learners and students with disabilities. • Referenced KDE gap and proficiency delivery plans that highlight KDE strategies for improving the learning results of students in these and other gap populations.

  9. Principle 2: Examples of strategies provided in waiver request for working with gap/subgroup populations • ASSIST electronic planning and monitoring tool to collect additional data on subgroups and allow for targeted planning. • Professional development to address gap closure, use of collaboration models, instructional strategies, etc. • Additional digital learning opportunities. • Intentional use/monitoring of proficiency strategies. • Methods to track ongoing progress of students in alternative programs, students with disabilities, and English learners.

  10. Principle 2: Revisions (cont’d) • Explained how the accountability system provides incentives and support to close achievement gaps for all students. • Schools that do not meet AMOs are not eligible for recognition. • ASSIST process allows for identification of root causes and electronic development and monitoring of plans to address these issues. • Explained how a combination of state and federal funds would be used to ensure sufficient support for interventions in Priority, Focus and other schools needing assistance.

  11. Principle 3: Supporting Effective Instruction and Leadership: To support SEA and LEA development of evaluation systems that go beyond NCLB’s minimum HQT standards. Revisions: • Cited specific references for the design of Kentucky’s Professional Growth and Effectiveness System that ensure KY is considering the challenges in implementation related to appropriate ways to determine effectiveness for specialty teachers and educators working with students with disabilities and ELs.

  12. Principle 3: Examples of changes • Clarified the role and inclusion of teachers of students with disabilities and EL educators in the design, implementation, and sustainment of the new professional growth and effectiveness system. • Acknowledged the challenges in the implementation timeline and considered extending the timeline to allow KY an additional year before full scale implementation for accountability purposes. • Provided clarification on the use of local Title II funding to support research-based strategies for improving educator effectiveness.

  13. Career Readiness Indicators for Accountability

  14. Career and Technical Education (CTE) Procedures • Only CTE students can earn Career Readiness because: • Only CTE students can earn the required career/technical requirements of KOSSA and Industry Certificates. • Testing of non-CTE students with ASVAB and ACT WorkKeysis acceptable, but those students won’t be able to earn Career Readiness in the accountability system. 2. How will the data collection be fixed for CTE students? • KDE is working on a fix in the TEDS system with the hope of having it operational by summer 2012. a. TEDS will add two new screens: ASVAB and ACT WorkKeys. • All KDE data will be loaded into TEDS for local district review and quality control. c. Districts will have the ability to add missing data into TEDS. d. TEDS data will be sent to the accountability system.

  15. Kentucky RTTT 3 Requirements

  16. Local District Assurances • In December, Kentucky was awarded a grant under Phase 3 of the Race to the Top (RTTT) Grant program. Kentucky's grant award is $17, 037,544. Just over one half of the grant ($8,537,544) will be awarded to local districts based on each district’s share of Title I funding. • In order to receive its portion of the RTTT funding a district will be required to assure the following: • The district has a plan in place that describes how the district will implement the various elements of the CIITS and will use RTTT funds to ensure all elements of the CIITS are implemented. • By 2015, all educators in the district will be using the CIITS system to make instructional decisions and to ensure quality professional growth and educator effectiveness through the elements of the system, particularly the formative assessment and Educator Development suite, which includes professional development resources.

  17. Digital Learning Report and Recommendations

  18. Digital Learning 2020 • In December 2011, OpenEd Solutions presented to the Kentucky Board of Education (KBE) a report titled "Digital Learning 2020". The report was delivered to the KBE as an informational item. It outlined 11 recommendations related to various aspects of digital learning. While the KBE did not take any action on the bill, staff recommended that the following three of the recommendations be the focus for any legislative action: • Make the shift to more digital instructional resources and away from a focus on only printed textbooks. • Move KDE away from the role of provider of digital learning through the Kentucky Virtual School to that of a regulator of digital learning services to be provided by outside vendors. • Modify the funding formula so that a small portion (5-10%) of the formula be performance-based rather than based on Average Daily Attendance (ADA).

  19. Legislative Highlights

  20. Questions?E-mail questions to:maryann.miller@education.ky.gov

More Related