introduction to the core district waiver for interested local education agencies (leas) may 2013
TRANSCRIPT
Introduction to the CORE District
Waiver for Interested Local
Education Agencies (LEAs)
May 2013
ESEA WAIVER OVERVIEW
WAIVER OVERVIEW
Principle One: College- and Career-Ready Expectations For All Students
All districts have committed to transitioning to Common Core State Standards (CCSS) and Smarter Balanced Assessments (SBAC);
Member districts have agreed upon a strategic implementation timeline, including detailed activities for each phase. Districts have already begun to implement these activities; and
CORE, working closely with district leaders and teacher-leaders, has developed pilot assessment materials to better prepare teachers for this transition
Principle Two: Differentiated Recognition, Accountability, and Support
CORE and its member districts have established a rigorous accountability structure based on achievement targets in the academic, social, and school climate domains; and
Districts have built consensus on a framework and implementation timeline for identifying and supporting Reward, Priority, and Focus schools
Principle Three: Supporting Effective Instruction and Leadership
Districts have agreed to refine educator evaluation systems to align with the common effectiveness indicators developed as part of Principle Two, and a timeline for doing so; and
CORE will support districts in this effort and will develop guidelines for classroom observation procedures and data collection, as well as provide a forum for further educator collaboration
ESEA Waiver Core Principles
Principle One College- and Career-Ready
Expectations For All Students
Principle Two Differentiated Recognition,
Accountability, and Support
Principle Three Supporting
Effective Instruction and
Leadership
Following California’s decision to forgo applying for an ESEA Waiver, in 2012 CORE districts began laying the groundwork for seeking the first-ever district level ESEA waiver. To date, CORE and its member districts have made significant progress in
the 3 core principles of the waiver application:
PRINCIPLE 1. TRANSITION TO COLLEGE- AND CAREER-READY
STANDARDS
Building Shared Knowledge and Understanding
Building capacity for transition to CCSS
2011-12
TransitionBringing life to the
CCSS2012-13/2013-14
ApplicationPutting the CCSS in
practice2013-14/2014-15
CORE CCSS Transition Timeline
College and Career-Ready Graduates
Academic Domain Social/ Emotional Domain
School/District Culture & Climate
DomainElimination of Disparity and Disproportionality
Achievement and Growth
All StudentsNCLB Subgroups
Gaps
Graduation RatePersistence Rate
Suspension/ Expulsion
Chronic Absenteeism
Non-Cognitive Skills
Shareholder Voice/ Perceptions
Students, Staff,Parents
Special EducationIdentification
English LearnerEntry/Exit
PRINCIPLE 2. DIFFERENTIATED RECOGNITION, ACCOUNTABILITY,
AND SUPPORT
Standardized annual Achievable Measurable Objectives for all schools will provide a system to reward, support and intervene as
needed
Districts will use CORE-defined AMOs to identify Reward, Priority, and Focus schools and to implement intervention and support as
needed
District Guidelines: Teacher, Principal, Superintendent Evaluation
& Support System
(For both CORE and non-CORE LEAs)
A common set of educator effectiveness indicators agreed upon by CORE member districts with input from non-member LEAs
Classroom observation procedures that provide teachers with quality feedback regarding instructional practice, aligned to adopted educator effectiveness standards
At least one significant component based on a measure of student academic growth
Data collection with sufficient frequency to provide a basis for evaluation
Ratings that meaningfully differentiate among teaching effectiveness using at least four categories
Support for growth and capacity building
Increase in teacher collaboration to inform classroom instruction for increased academic achievement
Principle 3: Supporting Effective Instruction and Leadership
Participating districts will create or redesign their evaluation systems to include the principles agreed upon by CORE districts as
part of the waiver process
Notes: Above framework adopted from Greatness By Design, State Superintendent of Public Instruction Tom Torlakson’s Taskforce on Educator Excellence, September 2012
Implementation of redesigned evaluation systems will take place over 3 years
Build Shared Knowledge and Understanding
Building capacity for new educator evaluation systems
2012-13
Design & PilotDesign new, modify or pilot educator evaluation systems aligned to local
district contexts2013-14 / 2014-15
ImplementationImplementation of new educator
evaluation systems2015-16
• Districts engage bargaining units, administrators, and other stakeholders to build support for tenets of waiver application
• Districts participate in CORE-facilitated cross-district collaboration sessions
• Design or refine educator evaluation system (teacher, principal and superintendent) to align with CORE Districts agreed upon common effectiveness indicators
• Districts will begin to pilot refined evaluation systems in 2014-2015 school year
• CORE will continue to offer support and facilitate collaboration sessions in order for district leaders to learn from one another’s implementation efforts
Update on Timing
February 28: CORE ESEA Waiver Application Submitted
April 19: Peer review complete; US ED feedback
sent to CORE
Mid-April to Mid-May: CORE, member districts, and other stakeholders review and address peer reviewer key feedback areas with particular focus on further refining Accountability System and AMOs
March April May
End of May: Target for revised application submission
CORE and member districts have received feedback from US ED and peer reviewers and have an ambitious plan to improve on the
Waiver application
Comment Review and Waiver Revision
LEA’s Next Steps
Carefully review all waivers (pg. 12), assurances made (pg. 13) and accountability, implementation, and improvement plans outlined in CORE waiver
Gather input from teachers, administrators, and other key stakeholders to ensure adequate community engagement
Record stakeholder meeting dates, attendees, and meeting notes; send to CORE in tracking document (included as attachment)
Sign MOU with CORE (once finalized) by June 30th
Immediate(Or by May, 2014
for inclusion in SY ‘14-’15 waiver)
Post-waiver approval
Principle 1 Must-Dos
Develop district CCSS instructional plans which include necessary pedagogical shifts for engaging all students to master all standards (with EL, SwD emphasis)
Identify ELD benchmarked learning targets within the CCSS and new CA ELD standards
Develop district professional development plan for all teachers aligned to CCSS and SBAC
Engage all teacher leaders in CCSS and SBAC based professional development for preparation of CCSS implementation
Prepare for full district transition to CCSS in 2014-15
Agree to fully transition to SBAC assessments in 2014-15, even if CA does not
Must-Dos for participation in CORE ESEA Waiver
Must-Dos for participation in CORE ESEA Waiver
Post-waiver approval
Principle 2 Must-Dos
Post-waiver approval
Principle 3 Must-Dos
Share district data, including: Summative and formative achievement data Graduation rates (Using CORE agreed upon calculation formula) Attendance (chronic absenteeism) Discipline (suspension/expulsion) Special education identification College and career readiness framework indicators (tbd)
Submit requested data to CORE for accountability reporting monitoring at defined intervals Employ defined interventions for priority and focus schools
Share “Schools of Distinction” coaching teams of teachers/administrators with other districts for priority and focus school interventions
Accept coaching for priority and focus schools from Schools of Distinction, and potential closure or charter restructure for persistently low performing schools
Adhere to and monitor schools and districts performance using CORE accountability model AMOs in three domains
Year-end achievement data at final schools’ grade level All students and NCLB subgroups growth, gaps and achievement
Growth model (tbd)
Ensure that district teacher/principal evaluation system is aligned to the CORE Districts agreed-upon common standards
If necessary, modify or design teacher/principal/superintendent evaluation systems by the spring of 2014
Ensure that system Includes student learning as a significant component (this may need to be bargained)
Ensure and set up systems for data collection with sufficient frequency to provide a basis for evaluation
Employ ratings that meaningfully differentiate among teaching effectiveness using at least four categories
Pilot newly designed or modified teacher/principal/superintendent evaluation systems during 2014-15
Implement in 2015-2016 Share aggregate evaluation system data, reports and evidence regarding progress in increasing
student outcomes and closing the achievement gap by: Tracking and reporting the aggregate distribution of teachers and principals at the district
level by performance level data starting for the 2015–2016 school year
Appendix
Supporting Document Links: Stakeholder Engagement
Supporting Documents
Feedback Form
Sample Statement of Support
Stakeholder Engagement Letter
Stakeholder Engagement Letter: A template letter district leadership can use to inform key stakeholders about the ESEA waiver process and to collect feedback
Feedback Form: To be filled out and sent to CORE. Form should include information about stakeholder engagement sessions, including date, attendees, and feedback received from teachers, administrators, and others
Statement of Support: A template letter to collect statements of support across all CORE and participating districts
Supporting Document Links: Application Process
Waiver: Official US ED waiver. All boxes should be checked before submitting to CORE and US ED
Assurances: To be reviewed and agreed to by participating districts. All boxes must be checked before submitting to CORE and US ED
MOU: To be reviewed and signed by participating districts’ superintendents. MOU must be signed in order to be included in
CORE waiver