indiana esea flexibility waiver

Indiana ESEA Flexibility Waiver

Background-Indiana was a part of cohort 1

-Why cohort 1?-USED Approval February 2012

-Approval through 2013-14 School Year-USED issued option for one year extension to all SEAs

What Flexibility Provides for States

-The NCLB waiver primarily provides the state with flexibility across three dimensions:

1. States can utilize its own state accountability system-our A-F system-for purposes of both federal and state accountability, instead of using both the AYP system and also

the A-F system;

2. Indiana has flexibility at the state level to allocate federal Title I funds to support out D and F schools

3. Schools have full flexibility at he local level to utilize Title 1 funds to improve academic performance

Note: -AYP represents the annual academic performance targets in reading and math that the

state, school districts and schools must reach to be considered on track for 100% proficiency-Section 1111(b)(2)(F) of the ESEA Act of 1965, as amended by the Federal NCLB Act of 1002

requires each state to establish a timeline for adequate yearly process. The timeline must ensure that not later than the 2014-15 school year, all students will meet or exceed the

state's standards for academic proficiency.

Goals of Flexibility as Outlined by USED

-will provide educators and State and local leaders with flexibility regarding specific requirements of the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State-Developed plans designed to improve educational outcomes for

all students, close achievement gaps, increase equity, and improve the quality of instruction.

Goals of Flexibility as Outlined by USED

-flexibility is intended to build on and support the significant State and local reform efforts already underway in critical areas such as transition to college-and career-ready standards and assessments; developing systems of differentiated recognition, accountability , and support; and evaluating and supporting teacher and principal

effectiveness.

USED Monitoring of State WaiversDesktop/On-Site Monitoring

Part APart BPart C

Waiver Design

SEA Systems & Processes: Monitoring

Technical Assistance Data Collection & Use

Family & Community Engagement and Outreach

Principle 1- College and Career Ready Expectations for All Students

Principle 2- State Developed Differentiated Recognition, Accountability and Support

Principle 3-Supporing Effective Instruction and Leadership

Elements Meeting Expectation

SEA Systems & ProcessesData Collection & Use

Principle 1Adopt English Language Proficiency Standards

Develop and Administer Alternate Assessments

Principle 2Develop and Implement a State-Based System of Differentiated Recognition, Accountability, and Support

Reward SchoolsOther Title I Schools

State and Local Report Cards

Elements Not Meeting ExpectationSEA Systems & Processes

MonitoringTechnical Assistance

Family & Community Engagement and Outreach

Principle 1Transition to and Implement College-and Career-ready Standards

Develop and Administer High-Quality Assessments

Principle 2Priority SchoolsFocus Schools

Principle 3Teacher Evaluation and Support SystemsPrincipal Evaluation and Support Systems

Full Approval

Conditional High Risk Waiver Revocation

Part B Monitoring Reflected…

Conditions being placed on Indiana’s Waiver based upon implementation

since approval in February 2012-August 21-22

Part B Monitoring Reflected…

From USED… “Part B monitoring aims to continue the collaborative relationship

begun during the request approval process, provided ED with a deeper

understanding of each SEAs goals and approaches to implementing

flexibility…”

Part B Monitoring Next Steps…

“Indiana will have until 60 days from May, that is Monday, June 30, to submit its

extension request for approval of Flexibility through the 2014-2015 school year, which

will include its responses to the next steps.”

Part B Monitoring Next Steps

-Indiana as an assigned USED technical team

-USED technical team lead has been an ongoing collaborative partner with IDOE

-According to USED same team lead will act as our point person for planning calls, and for ongoing technical

assistance on submitted amendment draft work

Timeline

5/14/14 Submit hierarchical call schedule to USED

5/16/14 - 6/6/14 Twice weekly USED Topic Specific Calls

Deadline of Draft on Topic to USED within 2 weeks of call

6/4/14 Formal Update Presentation to State Board of Education

6/20/14 Complete Body of Work Deadline for Final Edit to Superintendent of Public Instruction

6/25/14 Submission to USED

Response Options from USED

Option 1-Full Approval*Option 2- Conditional

Option 3-High Risk StatusOption 3- Revocation

High Quality PlansPrinciple 1

College and Career Ready Expectations for All Students

Transition to and Implement College-and Career ready Standards

(1.B)

Waiver 2012 Commitments Continued the transition to Common Core State Standards for all K-

12 students statewide.

Provide technical assistance to educators of all students, including teachers of students with disabilities and English Learners, for the transition to Common Core State Standards by the end of the 2013-2014 school year.

Develop and administer annual, statewide, aligned high-quality assessments by 2014-2015. Indiana participated in an assessment consortium.

Waiver 2012 Commitments CompletedContinue the transition to Common Core State Standards for all K-12 students statewide.

Completed delivery of online and live professional development for educators and administrators on the Common Core standards.

Completed live and online technical assistance for Common Core Standards. Completed a curriculum map for Common Core Standards. Completed grade level resources for educators aligned to the Common Core

Standards.

Waiver 2012 Commitments for English Learners Adopt and transition to college and career-ready standards Monitor the work of World-class Instructional Design and Assessment (WIDA)

and use this to inform the revision of ELP standards Develop and disseminate new English Language Proficiency (ELP) standards that

are college and career ready. Utilize WIDA standards Develop and internal stakeholder group that will review the WIDA standards Develop an internal/external work group to review/revise/and propose

changes to the WIDA work Roll out the revised ELP standards providing WebEX and potential regional

workshops Revise as appropriate with the involvement and support of key stakeholders,

Work Group, and Advisory Group

Waiver 2012 Commitments for English LearnersProvide technical assistance to educators of all students , including teachers of students with disabilities and English Learners, for the transition to Common Core State Standards by the end of the 2013-2014 school year.

Support English learner and content teachers in in the transition to new ELP standards

Provide professional development for teachers of English learners to prepare teachers to teach them

Recruit and onboard a strong Coordinator of ELDevelop and administer annual, statewide, aligned high-quality assessments by 2014-2015

2012 Waiver Commitments Completed for English Learners

Adopt and transition to college and career ready standards Work began in November 2012 with a white paper submitted to IDOE from INTESOL

recommending moving forward with WIDA. An internal key stakeholder group was created with representatives from the Office of English

Learning and Migrant education, college and career readiness, and content area specialists. The purpose of this group is to review the work done by the external workgroups and the external advisory group.

External work group complete an alignment study for each grade span to ensure all current Indiana English language proficiency standards were covered. Three groups met to complete this work on July 19th, 23rd, and 25th 2013. This group had representatives from around the state from K-12 teachers, instructional coaches, administrators, and higher education professionals.

The internal key stakeholder group met on July 29th 2013 to discuss the information from the external work groups and make a recommendation to move forward.


Adopt and transition to college and career-ready standards - 2• The external advisory group was developed to review the work done by the external work

groups and dissect public comment. This group was comprised of K-12 district administrators, high education professionals, and educators.

• The proposed WIDA standards were posted for public comment on August 19th through September 19, 2013. This information was disseminated through DOE Dialogue, INTESOL leadership group listserv, and the Title III and NESP Learning Connection community.

• The comments received spanned from educators to administrators and parents. The overall score for the standards was a 4.43 out of a possible 5 points.

• The internal key stakeholder group met on September 23, 2013 to discuss the public comments and make a recommendation for moving forward. The group unanimously suggested to move forward with the adoption of the WIDA ELD standards.

• The standards were adopted in October 2013.


Provide technical assistance to educators of all students, including English Learners

October 3rd held a northern region Title III Directors meeting and reviewed ESEA flexibility waiver requirements and the new CCR ELD standards transition in Logansport.

October 4th presented in Chesterton, IN and reviewed ESEA flexibility waiver requirements and the new CCR ELD standards transition.

October 11th presented at Christel House Academy in Indianapolis and reviewed ESEA flexibility waiver requirements and the new CCR ELD standards transition.

EL and Migrant Education Coordinator and El Specialist attended the WIDA conference on October 17-19th to gather plans for technical assistance surrounding the new implementation.

October 30th presented to INTESOL Leadership group and reviewed ESEA flexibility waiver requirements and the new CCR ELD standards transition.


Provide technical assistance to educators of all students, including English Learners - 2

November 1st presented at Central Indiana Education Service Center and reviewed ESEA flexibility waiver requirements and the new CCR ELD standards transition.

November 13th presented at East Central Education Service Center and reviewed ESEA flexibility waiver requirements and the new CCR ELD standards transition.

November 8th held a southern region Title III Directors meeting and reviewed ESEA flexibility waiver requirements and the new CCR ELD standards transition in Columbus.

November 19th presented at Muncie Community Schools and reviewed ESEA flexibility waiver requirements and the new CCR ELD standards transition.

December 4th-5th WIDA ELD standards were reviewed at the EL Academy professional development session with over 15 school districts.

December 11th held EL Leadership group meeting and discussed WIDA ELD standards transition as well was ESEA flexibility waiver requirements.

December 16th, IDOE met with WIDS professional development department to plan statewide training. Presented a WIDA overview in MSD of Wayne Township in January 13th to EL and classroom teachers.



January 15th presented at Breeman Public Schools, February 20th provided 2 breakout sessions at the Wabash Valley Conference regarding the WIDA

standards, January 21st presented at Southern Indiana Education Center and reviewed ESEA flexibility waiver

requirements and the new CCR ELD standards transition. February 7th and 21st presented at the Excel Center and reviewed ESEA flexibility waiver requirements

and the new CCR ELD standards transition. February 28th presentation to INTESOL Leadership group from Jessee Markow on the transition to the

WIDA ELD standards. March 11th presented at Tri-Central Community Schools and reviewed ESEA flexibility waiver

requirements and the new CCR ELD standards transition. March 14th presented at Region 8 service center in Decatur, Indiana and reviewed ESEA flexibility

waiver requirements and the new CCR ELD standards transition. March 31st announcement of WIDA standards training and resource guide with 5 locations around the

state. (June 10th, June 12th, June 24th, June 27th, July 17th)



April 29th added 2 additional WIDA standards training sessions (June 13th and July 16th) due to high demand.

Currently exploring adding 3 more locations around the state in order to meet demand and ensure teachers are ready to utilize the newly adopted CCR ELA and Math standards in conjunction with WIDA. We currently have over 600 confirmed attendees for these events.

April 30th presentation to INTESOL Leadership group about WIDA and the Indiana CCR standards (2014). Participants were guided through utilizing the new CCR standards (2014) to create lessons and objectives incorporating WIDA standards.

All summer of eLearning standards presentations will include professional learning on college and career ready standards and English learners.


Develop and administer annual, statewide, aligned high-quality assessments

Reviewed CCR assessment February 18, 2014 through current vendor CTB McGraw-Hill. Feb. 27th reviewed WIDA ACCESS assessment aligned to WIDA standards. Received draft approval from Attorney General to move forward with joining the WIDA

consortium (not in violation of HEA 1427) in January and a final approval in May. Met with the finance department to review and allocate funds to adopt a new CCR

assessment for English learners in April 2014. Coordinated with the Office of Student Assessment to determine next steps and contract

requirements. The Office of Student Assessment is currently working with WIDA to complete a contract

for the full implementation of a CCR assessment by the 2014-2015 school year.

Waiver 2012 Commitments for Students with DisabilitiesProvide technical assistance to educators of all students , including teachers of students with disabilities and English Learners, for the transition to Common Core State Standards by the end of the 2013-2014 school year.

(p.25) IDOE’s Office of Special Education has TA Centers focused on multiple areas of education benefitting students with disabilities. Three centers are able to incorporate into their current efforts training and professional development that will support and prepare teachers to educate students with disabilities to the CCSS.

(p.25) Develop a guidance document for LEAs that addresses how to select, administer, and evaluate the use of accommodations for instruction and assessment of students with disabilities.

Waiver 2012 Commitments for Students with Disabilities

Provide technical assistance to educators of all students , including teachers of students with disabilities and English Learners, for the transition to Common Core State Standards by the end of the 2013-2014 school year.

(p.27) Ensure that students who take the alternate assessment are being transitioned to college and career readiness.

(p.27) IDOE is addressing the needs of students participating in Indiana’s modified assessment (IMAST) by providing the RtI model for supporting all students in high-quality Tier 1 instruction.


(p.25) For students who are participate in the alternate assessment, IDOE will: (a) provide guidance on how to assess and align grade level content for students with the most significant cognitive disabilities, (b) identify instructional activities and supports that relate to CCSS for this population of students, embedding communication, motor, and social skills into curriculum.


(p.35) Indiana participates in the General Supervision Enhancement (GSEG) Grant through the National Alternate Assessment Center which focuses on creating a new alternate assessment to replace Indiana’s current ISTAR alternate assessment. The National Center and State Collaborative (NCSC) grant http://www.ncscpartners.org/ is dedicated to providing substantive professional development on how to appropriately and effectively teach students with cognitive impairments. It centers on how to provide appropriate instruction in ELA and Math. The professional development will involve the curriculum, the standards of which will be the ‘core connectors’ to the CCSS.

http://www.ncscpartners.org/


Develop and administer annual, statewide, aligned high-quality assessments by 2014-2015.

(p.26) IDOE will work collaboratively with parent advocacy groups (INSOURCE) and Effective Evaluations Resource Center to develop guidance for districts regarding the change in assessment options.



(p.35) Indiana participates in the General Supervision Enhancement (GSEG) Grant through the National Alternate Assessment Center which focuses on creating a new alternate assessment to replace Indiana’s current ISTAR alternate assessment. The National Center and State Collaborative (NCSC) grant http://www.ncscpartners.org/ is dedicated to providing substantive professional development on how to appropriately and effectively teach students with cognitive impairments. It centers on how to provide appropriate instruction in ELA and Math. The professional development will involve the curriculum, the standards of which will be the ‘core connectors’ to the CCSS.

http://www.ncscpartners.org/

Waiver 2012 Commitments for Students with Disabilities Completed


TA Centers Project SUCCESS, the newest of 7 Indiana Resource Networks, was specifically

created to assist teachers of students with the most significant cognitive disabilities in the transition to CCR standards and to a new alternate assessment.



Accommodations for Instruction http://www.doe.in.gov/sites/default/files/assessment/accommodations-resource-guide-and-toolkitfinaljp.pdf

http://www.doe.in.gov/sites/default/files/assessment/accommodations-resource-guide-and-toolkitfinaljp.pdf





Transition to college and career readiness: ongoing TA/PD provided by IRNs: Indiana Secondary Transition Resource Center, Indiana IEP Resource Center, and Project SUCCESS



In addition to what was promised, in the spring of 2014 the Office of Student Assessment, Office of Special Education, and INSOURCE (parent resource center) collaborated on a series of webinars to assist teachers and parents in the transition away from Indiana Modified Assessment (IMAST): http://www.doe.in.gov/specialed. 3 of 5 are completed.

http://www.doe.in.gov/specialed



Guidance on how to align grade level content and identify instructional activities and supports - Project SUCCESS provides TA and PD using NCSC materials in a variety of formats. (ongoing)



Project SUCCESS provides TA and PD using National Center and State Collaborative (NCSC) materials in a variety of formats. (ongoing)



Guidance for and by parent advocacy groups about the change in assessment options.

Accommodations for Instruction http://www.doe.in.gov/sites/default/files/assessment/accommodations-resource-guide-and-toolkitfinaljp.pdf







Creating a new alternate assessment to replace Indiana’s current ISTAR alternate assessment. Indiana is piloting the NCSC Alternate Assessment for ELA and Math (May 2014) and writing (fall 2014)

Waiver 2012 Commitments Completed Regarding Communication about the Waiver to Parents & Diverse Stakeholders

English Language learners, and other diverse stakeholders understand the implications of the SEA’s ESEA flexibility plan for LEAs, schools, teachers, and students. The following activities have been completed:

Included in Migrant Parent Advisory Councils at three events in spring of 2014 Presented at conferences and included the importance and essential information of

the ESEA Flexibility Waiver that should be communicate to stakeholders Provided PD to district leaders at the INTESOL leadership group on communicating

the ESEA Flexibility to parents Included a “Flexibility Corner” with essential information to share with parents and

stakeholders Parent stakeholder groups will begin in Fall 2014

Waiver 2012 Commitments Completed Regarding Communication about the Waiver to Parents & Diverse Stakeholders, Cont’d

Planned INTESOL conference to include opportunities for ESEA Flexibility information.

Title I presented a New Title I Program Administrator Meeting in September 2013 Slides providing a brief overview of Indiana’s ESEA Flexibility Waiver included an brief

history of Indiana’s approval process, alignment between state and federal accountability system, and Indiana’s categories of school improvement (including Focus, Priority, and Focus-Targeted)

Waiver 2012 Commitments Regarding Communication about the Waiver to Parents & Diverse Stakeholders, Cont’d

Shared information with the Indiana Council of Administrators of Special Education (ICASE) on the transition to the new Indiana Academic Standards and the new aligned assessment, and transition away from IMAST to ISTEP

Shared information with the State Advisory Council (SAC - ARC is a member) Housed an IN*SOURCE parent advocate with IDOE’s Office of Special Education to

share information about transition to the new Indiana Academic Standards and aligned assessment

Created IMAST transition webinar in cooperation with IN*SOURCE

Next Steps for Standards Monitoring IDOE’s Office of Accreditation will continue the collection of

principal and superintendent assurances that locally developed curriculum and instruction is aligned to the new standards (2014).

A cross department team created to support and monitor statewide implementation of the new Indiana Academic Standards with focus on differentiated LEA implementation needs.

Next Steps for Implementing the new Indiana Academic Standards IDOE will release a correlation (aka crosswalk) side-by-side document to indicate the similarities and differences

between standards currently in use and the newly adopted college and career ready (CCR) standards (2014). This document will allow corporations and schools to align their curriculum and instruction to the new standards.

IDOE will issue assessment guidance to help corporations and schools focus their locally developed curriculum and instruction for future assessment. This will allow them to identify key CCR standards to target their curriculum and instruction.

IDOE will create teacher resource guides for the new CCR standards, which will include a glossary of terms, a comprehensive text complexity rubric (with quantitative, qualitative and task analysis criteria) for corporations and schools to use in the local development of reading lists.

IDOE will launch online communities of practice to create a peer to peer network of support in sharing resources, best practices, and tips in aligning locally developed curriculum to the new CCR standards.

Next Steps for Implementing the new Indiana Academic Standards, Cont’d

During the summer months and the beginning of the 2014-2015 school year, IDOE staff will deliver online and live professional development for educators and administrators on the new CCR standards.

Next Steps for Assessing the New Indiana Academic Standards

By mid- June, IDOE will submit the blueprint to USED for the College and Career Readiness Transition Assessment (CCRTA) to be offered in conjunction with ISTEP+ for the spring of 2014-2015. This will allow for exposure to TE items and the new Indiana Academic Standards.

During the summer months of 2014, IDOE will work with the State Board of Education Assessment Subcommittee to develop the required procurement paperwork to identify

and select the next vendor to create the new aligned assessment.

Request for Information (RFI) out in for public review now.

Request for Proposals (RFP) to be developed this summer based on feedback from RFI respondents.

Next Steps for English Learners

Provide technical assistance and supports to educators of ELs for the transition to CCR standards in the 2013-2014 school year and beyond and adopt CCR assessment for English learners.

Development of Indiana specific Model Performance Indicators (MPIs) and WIDA implementation guide.

Indiana Academic Standards and WIDA alignment webinars. Train the Trainer Workshops. Translated parent resources and communication. Assessment and data analysis. Monitor through on-site and desktop monitoring. WIDA standards and assessment assurances will be included in Title III and NESP

applications. Continue meeting with all established stakeholder and work groups.

Next Steps for Students with Disabilities

TA Centers Project SUCCESS, the newest IRN, was specifically created to assist

teachers of students with the most significant cognitive disabilities in the transition to CCR standards and to a new alternate assessment.

We partner with IN*SOURCE, a parent advocacy group, and the remaining 5 IRNs on numerous projects to develop resource documents on standards and assessments.

Additionally, ongoing TA/PD provided by IRNs: Indiana Secondary Transition Resource Center, Indiana IEP Resource Center, and Project SUCCESS

Next Steps for Students with Disabilities Project SUCCESS provides TA and PD using NCSC materials in a variety of

formats. (ongoing) Final 2 IMAST transition webinars (standards based IEP goals and Universal

Design for Learning) will be completed with the help of 2 resource centers (IEP Resource Center and PATINS (Promoting Achievement through Technology and Instruction for all Students) by the fall of 2014

Indiana is piloting the NCSC Alternate Assessment for ELA and Math (May 2014) and writing (fall 2014)

High Quality PlansPrinciple 2

State Developed Differentiated Recognition, Accountability and

Support

Priority Schools(2.D)

Waiver 2012 Effect change in priority schools by ensuring that each LEA with

1 or more priority schools implements meaningful interventions aligned with the turnaround principles for 3 years.

IDOE school improvement planning tools used to select interventions for non-SIG priority schools must accurately reflect the turnaround principles.

Training materials for IDOE and LEA staff must accurately and consistently define the turnaround principles.

Waiver 2012 School improvement planning tools & monitoring reports must

be sufficiently aligned to facilitate evaluation of concurrent implementation of all turnaround principles in non-SIG priority schools.

Must provide evidence that each non-SIG priority school superintendent reviewed the performance of the priority school principal & made a determination regarding whether to keep or replace the principal based on the ability to lead the turnaround effort and data to support a past track record of student achievement success.

Next Steps Outlined in MonitoringBegin full implementation of interventions in non-SIG priority

schools in the 2014-15 school year, including a high quality plan to adjust its school improvement planning and monitoring process by:1) describing the ESEA flexibility turnaround principles within

related tools, documents, training materials and other supports

2) align planning and monitoring tools to facilitate the determination that each school is implementing all ESEA flexibility turnaround principles for three years

Designed in Consultation with USED since Monitoring

(Work Complete and Amendment Impetus)

Created a monitoring rubric and process to provide schools with feedback on the implementation of the 8 turnaround principles.

The 8 Turnaround Principles1. School Leadership: Ensuring that the principal has the ability to lead the turnaround

effort; 2. School Climate and Culture: Establishing school environments with a climate conducive

to learning and a culture of high expectations; 3. Effective Instruction: Ensuring teachers utilize research-based effective instruction to

meet the needs of all students; 4. Curriculum, Assessment, and Intervention System: Ensuring teachers have the

foundational documents and instructional materials needed to teach to the rigorous college and career ready standards that have been adopted;

5. Effective Staffing Practices: Developing the skills to better recruit, retain and develop effective teachers;

6. Enabling the Effective Use of Data: Ensuring school-wide use of data focused on improving teaching and learning, as well as climate and culture;

7. Effective Use of Time: Redesigning time to better meet student needs and increase teacher collaboration focused on improving teaching and learning; and

8. Effective Family and Community Engagement: Increasing academically focused family and community engagement.

Indicators for Turnaround Principle 1: Ensuring Strong Leadership

Quality School Review Rubric Indicators SCHOOL LEADERSHIP TURNAROUND PRINCIPLE 1: Ensure that the principal has the ability to lead the turnaround effort.

INDICATORS 1.1 The principal uses data to establish a coherent vision that is understood and supported by the entire school community 1.2 The principal develops and promotes a coherent strategy and plan for implementing the school vision, which includes clear measurable goals, aligned strategies and a plan for monitoring progress and driving continuous improvement. 1.3 The principal uses data to work collaboratively with staff to maintain a safe, orderly and equitable learning environment. 1.4 The principal communicates high expectations to staff, students and families, and supports students to achieve them. 1.5 The principal ensures that a rigorous and coherent standards-based curriculum and aligned assessment system are implemented with fidelity. 1.6 The principal ensures that classroom level instruction is adjusted based on formative and summative results from aligned assessments. 1.7 The principal uses informal and formal observation data and on-going student learning outcome data to monitor and improve school-wide instructional practices and ensure the achievement of learning goals for all students (including SWD and ELLs). 1.8 The principal ensures that the schedule is intentionally aligned with the school improvement plan in order to meet the agreed upon school level learning goals. 1.9 The principal effectively employs staffing practices (recruitment and selection, assignment, shared leadership, job-embedded professional development, observations with meaningful instructional feedback, evaluation, tenure review) in order to continuously improve instructional and meet student learning goals. 1.10 The principal uses data and research-based best practices to work with staff to increase academically-focused family and community engagement.

Monitoring Rubric for Priority Schools



Created a Student Achievement Plan to supplement the School Improvement Plan for all Focus and Priority Schools.

Student Achievement Plan (Year)

(Name), Principal

(School Address)

School Name________________________________ Corporation:________________________

Approved By:________________________________ Date:____________________ (Principal Signature) (Month, day, year)

Approved By:_________________________________ __________________________________ (Superintendent Signature) Superintendent Name

Developing SMART Goals

Creating S.M.A.R.T. Goals Specific Measurable Attainable Realistic (or Results Oriented) Timely Specific: A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions: *Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame. *Which: Identify requirements and constraints. *Why: Specific reasons, purpose or benefits of accomplishing the goal. EXAMPLE: A general goal would be, “Get in shape.” But a specific goal would say, “Join a health club and workout 3 days a week.”

Measurable: Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal. To determine if your goal is measurable, ask questions such as…… How much? How many? How will I know when it is accomplished?

Attainable: When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overloo ked opportunities to bring yourself closer to the achievement of your goals. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self -image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.

Realistic/Results Oriented: To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardes t jobs you ever accomplished actually seem easy simply because they were a labor of love.

Timely: A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you want to lose 10 lbs., when do you want to lose it by? “Someday” won’t work. But if you anchor it within a timeframe, “by May 1st”, then you’ve set your unconscious mind into motion to begin working on the goal. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal. T can also stand for Tangible – A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible you have a better chance of making it specific and measurable and thus attainab le.

IDOEAssisted LEAs In Identifying SMART GoalsDriven by Data

DATA

SMART GOALS Academic Achievement Goals:

1. Example: By May 2014, ___School will raise 3rd grade reading proficiency by 5% (75% Prof./Advanced to 80%

Prof./Advanced) as measured by _____. 2. Example: By May 2014, ___School will raise 5th grade math proficiency by 4% (79% Prof./Advanced to 83%

Prof./Advanced) as measured by_____.

I. PAI Focus (Select One)___Student Proficiency (Pass Rate)___Student Growth___Graduation Rate___College and Career Readiness

I. Subject (Select One)___Math___English/Language Arts___English 10___Algebra I

I. Grade(s)

I. Subgroup or Improvement Focus (Select One)___Bottom 25% (Elementary and Middle School only)___Top 75% (Elementary and Middle School only)___Improvement from 8th to 10th Grade (High School only)___Improvement from 10th to 12th Grade (High School only)

I. Description of PAI – What Do We Notice as THE PROBLEM?

(For example, “Data shows an overall negative trend in English/Language Arts performance over the past 4 years. In order to earn above a ‘D’ for this subject area, student proficiency will have to increase 13%. Increasing the performance of all students in grades 3 through 8 will also increase the overall performance of the bottom 25%”)

I. Root Cause of PAI – The Most Important WHY?

(For example, “In 2010, our school discontinued an English/Language Arts Intervention program and redirected it towards the purchase of technology. Although we have been able to use technology to enrich learning, our students’ proficiency in E/LA has decreased since the end of the intervention program. The absence of the intervention program is the only major change in our E/LA program since the scores started to decline. Thus, we believe that the root cause of PAI 1 is the absence of an effective E/LA intervention program.”

Root Cause Analysis Priority Area for Improvement – PAI #____Using the provided 2012-2013 student data on the school’s A-F Report Card, identify a PAI based on low levels of student proficiency or growth, low graduation rates, or low College and Career Readiness indicators (*You should have two or three PAI’s in total*).

Instructions for completing Interventions aligned to Turnaround Principles

Priority Schools – ALL 8 principles should have interventions that align to the bullet points Focus Schools – Following an analysis of data and identification of specific populations performing

below expected growth or achievement levels, interventions should align with those specific Turnaround Principles that address the disaggregated data needs identified.

On each page, there are multiple tables as shown below. You are free to copy/paste extra tables for more interventions. As you select your interventions, please include those that are pertinent to the goals and PAIs. The intent of this is for schools to be focused and intentional about what they are doing to drive the school improvement work. It is also important to note that the Outreach Coordinators will monitor progress based upon the interventions that are listed.

PAI Addressed – please mark which PAI this particular intervention addresses. Driver – who is the person responsible for leading this intervention and checking the progress? Intervention Description – a brief description of the research-based intervention should be provided. Evidence – The evidence that is chosen for this intervention should be shown to the Outreach Coordinator during the monitoring visits. Action Steps – These should be benchmark steps to implement the intervention with fidelity. Implementing with fidelity means the intervention is applied consistently and intentionally while following the best-practice protocols for the selected intervention. Target Date – provide a benchmark date for each of the action steps. Doing this will help the school focus on being intentional with the implementation. Status – Please share your current status of the action step (ongoing, current, in progress, completed, etc.)

Intervention

PAI Addressed 1 2 3 Driver Name/Title Provide a brief description of your intervention Evidence – What evidence will you utilize to show success for the intervention?

Action Steps – Provide specific action steps to implement the intervention

Target Date

Status

TURNAROUND PRINCIPLE #1: SCHOOL LEADERSHIP

Strategies must be included for the following: Principal must be provided with operational flexibility in the areas of scheduling, staff, curriculum, and budget The principal uses data to establish a coherent vision that is understood and supported by the entire school community The principal develops and promotes a coherent strategy and plan for implementing the school vision, which includes clear

measurable goals, aligned strategies and a plan for monitoring progress and driving continuous improvement. The principal uses data to work collaboratively with staff to maintain a safe, orderly and equitable learning environment. The principal communicates high expectations to staff, students and families, and supports students to achieve them. The principal ensures that a rigorous and coherent standards-based curriculum and aligned assessment system are

implemented with fidelity. The principal ensures that classroom level instruction is adjusted based on formative and summative results from aligned

assessments. The principal uses informal and formal observation data and on-going student learning outcome data to monitor and improve

school-wide instructional practices and ensure the achievement of learning goals for all students (including SWD and ELLs). The principal ensures that the schedule is intentionally aligned with the school improvement plan in order to meet the agreed

upon school level learning goals. The principal effectively employs staffing practices (recruitment and selection, assignment, shared leadership, job-embedded

professional development, observations with meaningful instructional feedback, evaluation, tenure review) in order to continuously improve instructional and meet student learning goals. The principal uses data and research-based best practices to work with staff to increase academically-focused family and community engagement.

Ensure that the principal has the ability to lead the turnaround effort. Under the definition of “turnaround principles” in the document titled ESEA flexibility, an LEA that has reviewed the performance of the current principal in a priority school and determined that it would like to retain that principal to lead the turnaround effort must “demonstrate to the SEA that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort” The SEA has the responsibility of ensuring that an LEA has either made this demonstration or replaced the principal for each priority school that is implementing interventions aligned with the turnaround principles.

Intervention

PAI Addressed 1 2 3 Driver Name/Title Provide a brief description of your intervention Evidence – What evidence will you utilize to show success for the intervention?


Target Date

Status

Intervention

PAI Addressed 1 2 3 Driver Name/TitleProvide a brief description of your intervention Evidence – What evidence will you utilize to show success for the intervention?


Target Date Status

Intervention

PAI Addressed 1 2 3 Driver Name/TitleProvide a brief description of your intervention Evidence – What evidence will you utilize to show success for the intervention?


Target Date Status

Priority Schools completed this Student Achievement Plan template for each of the 8 Turnaround Principles.



Created a system to monitor the implementation of interventions with fidelity in all Priority Schools for three years.

Outreach Coordinator Monitoring Protocol

Characteristic Rating EvidenceClassroom Environment safety order visible and invisible structures academic atmosphere student-centeredness peer support purposeful/practical space arrangement student-work displays

Low High

1

2

3

4

Classroom Culture high expectations achievement rigor relationships respect tolerance collaboration urgency

Low High

1

2

3

4

Behavior Management efficiency effectiveness respect rules and routines consistency compliance

Low High

1

2

3

4

Instructional Execution objective-driven knowledge or skill development levels of connections being made rigor differentiation student practice scaffolding concepts pacing progress charting higher order thinking students interests and backgrounds

Low High

1

2

3

4

Engagement compliance level “on-task” students’ personal interest level making relevant connections

Low High

1

2

3

4

1 - Very little or no evidence observed that the practice presently exists 2 - Some evidence observed, but there are a number of practices needing improvement or opportunities for strengthening

3 -Much evidence observed, but there are a few practices that could be strengthened

4 – Much evidence observed and it would be difficult to find ways to improve

Additional Comments:

Beginning Time: ________________

Ending Time: ________________

Number of Students in classroom School

Observer Date Room # Teacher

On-Site Monitoring: Classroom Observation Form

Turnaround Principle Rating Evidence

TURNAROUND PRINCIPLE 1:School Leadership

1 Ineffective 2 Improvement Necessary3 Effective/Implemented with Fidelity4 Highly Effective

TURNAROUND PRINCIPLE 2:School Climate and Culture


TURNAROUND PRINCIPLE 3:Effective Instruction


TURNAROUND PRINCIPLE 4:Curriculum, Assessment & Intervention System


Preliminary On-Site Monitoring Summary

TURNAROUND PRINCIPLE 5:Effective Staffing Practices


TURNAROUND PRINCIPLE 6:Enabling the Effective Use of Data


TURNAROUND PRINCIPLE 7:Effective Use of Time


TURNAROUND PRINCIPLE 8:Effective Family and Community Engagement


Additional Comments:

I. Summary of Actual Progress and Results Monitoring Visit: First, Second, etc. Date: Click here to enter a date.

Data Analysis of PAI #1 Provide a detailed analysis of the data collected from the benchmark assessment that was used to track progress towards the S.M.A.R.T. goal set to address PAI1



Intervention Strengths of PAI #1 Based on the data collected, reflect on the effectiveness of the intervention selected to address PAI1



Intervention Weaknesses of PAI #1 Based on the data collected, reflect on the gaps that exist in the effectiveness of the intervention selected to address PAI1



Update to Intervention Selection of PAI #1 Based on your reflection, what (if anything) will you change moving forward to ensure progress towards your S.M.A.R.T. goal?



II. Site-Visit Observations Classroom Observations Faculty/Student Group Interview Responses PAI

Intervention

III. Recommended Action Steps Monitoring Visit: First, Second, etc. Date: Click here to enter a date.

Target Progress Updates to Intervention Selection PAI1

Action Step. Action Step. Action Step.

PAI2


PAI3


On Pace

Adjustments Needed

On Pace

Adjustments Needed

On Pace

Adjustments Needed

Turnaround Principle Ineffective Improvement Necessary Effective/Implemented with Fidelity

Highly Effective

1. School Leadership

1. School Climate & Culture

1. Effective Instruction

1. Curriculum, Assessment & Intervention System

1. Effective Staffing Practices

1. Enabling the Effective Use of Data

1. Effective Use of Time

1. Effective Family & Community Engagement

Summative Rubric SummarySchool Name ____________________________________________________________ Corporation #___________ School # _________Date of Visit _________________________ Outreach Coordinator Name: ___________________________________________________

As a result of the Outreach Division of School Improvement monitoring visit, the above named school is found to be performing at the indicated level. N/A indicates that the focus school has not identified that principle as a focus in their plan. Priority schools are evaluated in all eight (8) areas. Summary page should be submitted to Assistant Superintendent of Outreach no later than June 15. Outreach Coordinator Signature _______________________________________________________ Date ___________________________



Created documents and process to ensure strong leadership in all Priority Schools.

Turnaround Principle One: Ensuring Strong Leadership Guidance

(i) providing strong leadership by: (1) reviewing the performance of the current principal; (2) either replacing the principal if such a change is necessary to ensure strong and effective leadership, or demonstrating to the IDOE that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and (3) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget

Priority Schools 2011-2012 2012-2013 Priority School D D Priority School D or F D or F Priority School F

For Identified Priority Schools the following process must be completed by February 28, 2014.

1. Use the form, “Principal Ensuring Strong Leadership Rubric and Superintendent Verification for Priority Schools” (PRINTP1) to evaluate principals to determine:

a. Ability to lead the turnaround work b. Past track record of improving student achievement (It is important to note that

when evaluating this component, the IDOE will look at the principal evaluation being used by the local district and whether or not the principal has met the bar for improving student achievement as reported on the local principal evaluation.)

c. Based on the evaluation, evidence, data, and length of years a principal has served in a priority school, the superintendent will complete either step 2, 3, or 4 below.

2. ____By February 28, 2014: For principals serving in a Priority school three or more years, if the superintendent evaluates the principal and determines the principal meets the requirements for leading a priority school, (ability to lead the turnaround work, and past track record of student success) the superintendent must submit**:

The “Principal Ensuring Strong Leadership Rubric and Superintendent Verification for Priority Schools” form with the documented evidence used to determine an effective rating on

1. each of the indicators included on the principal evaluation form. The actual evidence and supporting documentation used to determine effective must also be submitted with the form. For a principal to remain in a priority school, he/she must be rated effective on each of the 10 indicators.

2. The principal’s resume 3. The data to support the “past track record of student

achievement success” requirement 4. The superintendent’s signature on the “Verification Form” 5. The “Ensuring Strong Leadership” (ENSURETP1) document

including data to IDOE

1. ____By February 28, 2014: If the superintendent evaluates the principal and determines a new principal is needed to lead the turnaround work in a priority school, the “Removal and Replacement Principal” (REPLACETP1) document needs to be completed, including the criteria used to evaluate and determine the new principal has the ability to lead the turnaround work and a past track record of student success.

2. ____By February 28, 2014: For principals serving in a Priority school either year 1 or year 2, the Superintendent must submit an “Assurance Letter” (YEAR1or2TP1) and include the criteria used to determine the principal’s ability to lead the turnaround work and the past track record of student success.

Additional Legal Requirements for Priority Schools: 1. Analyze school data 2. Identify “Primary Areas for Improvement” (PAIs), minimum three 3. Create “SMART” goals 4. Determine specific interventions – a minimum of three interventions are required for

Priority schools 5. Interventions must be aligned to all 8 of the Turnaround Principles for Priority schools 6. ____By February 1, 2014: Submit the Student Achievement Plan to IDOE 7. ____Spring 2014: Participate in two monitoring visits 8. Collaborate with IDOE Outreach Coordinators to identify needs and secure resources to

assist school improvement 9. ____By March 1, 2014: Conduct a public hearing and allow public testimony concerning

the school’s improvement status 10. ____By April 1, 2014: Submit your public hearing notice to IDOE

SCHOOL LEADERSHIP

TURNAROUND PRINCIPLE 1

Ensure that the principal has the ability to lead the turnaround effort.

INDICATORS

Sources of Evidence

1 Ineffective

2

Improvement N ecessary

3

Effective / I m plem en ted with F id elity

4

Highly Effective

1.1 The principal uses data to establish a coherent vision that is understood and supported by the entire school community.

• School plan • School vision, belief

statements • School climate survey • School focus groups • School documents,

meetings, and artifacts showing vision, core beliefs in action

• There may be a school mission and vision but it is not evident in the daily life at the school.

• The vision and underlying core beliefs do not influence and guide decision-making and student achievement.

• The actions and comments from staff contradict the vision and its core beliefs about what students are capable of achieving.

• The principal uses data from multiple sources to develop a school mission and vision and articulates it to the school community.

• The mission and vision is focused on student achievement and school outcomes.

• The mission and vision are referenced in public forums.

• The principal and some teachers may be the only visible champions of the vision.

• There are no benchmarks or milestones to monitor progress towards the realization of the vision.

• Using multiple sources of data in its development, school mission is clearly articulated, understood and supported by all staff.

• The mission and vision include a focus on student academic excellence (college/ career readiness) and healthy social/ emotional development.

• The principal continuously articulates and inspires the school community to enact the vision.

• There is visible alignment between school practices and rituals and the vision.

• The principal uses benchmarks to check the progress of the vision and regularly communicates these milestones to the school community.

• With data from multiple sources, the principal establishes a coherent vision, developed collaboratively with stakeholders, that guides leadership actions and decisions.

• The vision and underlying core beliefs direct, influence, and guide decision-making at all levels of the school community;

• The principal and other staff members continuously articulate and inspire the school community to enact the vision.

• The school community demonstrates commitment to the school vision and core beliefs through behaviors and actions consistent with the vision.

• The school community engages in step-backs to take a data-based assessment of their progress towards the realization of the school vision.

Ensuring Strong Leadership Principal Evaluation and Superintendent Verification. Principals must be evaluated as effective on all indicators to successfully meet the foundational requirements of being able to lead the turnaround work. The Superintendent Verification is Due by February 28, 2014 to the Indiana Department of Education.

Indicators of Principal Evaluation

Sources of Possible Evidence Evidence Provided Evaluation of Evidence

1.1The principal uses data toestablish a coherent vision that is understood and supported bythe entire school community.

• School plan• School vision, belief statements• School climate survey• School focus groups• School documents, meetings, and artifacts showing vision, core beliefs in action

Please list the evidence you are attaching to meet the EFFECTIVE level of proficiency for each indicator on the left:

To be Completed by IDOE The evidence provided meets the criteria for an Effective Rating. ______Yes ______No

1.2The principal develops andpromotes a coherent strategy and plan for implementing the school vision, which includes clear measurable goals, aligned strategies and a plan for monitoring progress and drivingcontinuous improvement.

• School Improvement Plan

• School vision and mission statements• School climate survey• School focus groups

• Evidence of monitoring of action plan goalsfrequently and continuously• Administrative WalkThrough Data• Formative AchievementData


1.3The principal uses data to workcollaboratively with staff to maintain a safe, orderly and equitable learning environment.

• Administrative Walkthrough Data – studentengagement indicator• School climate survey• School focus group• School Discipline Plan• School Faculty/StudentHandbook• Individual Teacher Observations/Evaluations• Master & Bell Schedules


Superintendent’s submitted by February 28, the following rubric and evidence. The IDOE responded on April 15, 2014 to the submittal with a yes or no (we still need more evidence) letter. IDOE will respond by May 15 to the additional evidence.

Superintendent Verification

Ensuring Strong Leadership Evaluation

After evaluating the principal, , of _______________________ school, I have determined he/she is able to lead the turnaround effort and can effectively

Principal Name School Name and Number

implement all of the turnaround principles with fidelity. I am submitting the evidence I have documented above to support this determination. I have also submitted the principal’s resume and evidence of the principal’s past track record of student success data, and the ensuring strong leadership document required by the Indiana Department of Education (IDOE). I understand the IDOE will review the evaluation and the evidence submitted and notify our school district once a determination is made regarding the status of meeting the foundational requirements for ensuring strong leadership in a priority school. I understand after I receive notification of the determination I will be given 30 days to appeal the decision and if evidence is not supplied and a positive determination made, I will need to replace the principal of the priority school for the 2014-15 school year.

___________________________________ _____________________________ ___________________________

Superintendent’s Signature Superintendent’s Printed Name School District Name and Number

PRINTP1 Revised January 21, 2014 IDOE Due February 28, 2014

Superintendent Verification Form

YEAR 1 OR YEAR 2 PRINCIPAL ASSURANCE LETTER

To whom it may concern: The undersigned assures that Principal [NAME OF PRINCIPAL] (“Principal”) placed in [INSERT NAME OF SCHOOL] (“Turnaround School”) was an intentional placement by [SCHOOL CORPORATION] (“Corporation”). The Corporation placed the Principal in the Turnaround School on the belief that Principal had the abilities to lead the Turnaround School. It is understood that this assurance is provided in lieu of other evaluation documents due to the Principal’s limited time at the Turnaround School.

1. I used the following criteria as evidence the principal has a past track record of student success a. It is important to note that when evaluating this component, the IDOE will look at the principal

evaluation being used by the local district and whether or not the principal has met the bar for improving student achievement as reported on the local principal evaluation.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. I used the following criteria as evidence the principal can lead the turnaround effort and effectively implement the 8 turnaround principles:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. I am attaching the principal’s resume. ____________________________________________ _______________ Superintendent Signature Date

Scoring Rubric for Ensuring Strong Leadership

CORPORATION NAME: ______________________________________________________

CORPORATION NUMBER: ___________________________________________________

SUPERINTENDENT NAME: ___________________________________________________

SCHOOL NAME: _____________________________________________________________

SCHOOL NUMBER: __________________________________________________________

PRINCIPAL NAME: __________________________________________________________

EVALUATOR: _______________________________________________________________

REVIEW CYCLE: ONE TWO

DETERMINATION: EFFECTIVE INEFFECTIVE

IDENTIFIER

DEMONSTRATED

NOT DEMONSTRATED

Using multiple sources of data in its development, school mission is clearly articulated, understood & supported by all staff

The mission & vision include a focus on student academic excellence (college/career readiness) & healthy social/emotional development

The principal continuously articulates & inspires the school community to enact the vision

There is visible alignment between school practices & rituals & the vision

The principal uses benchmarks to check the progress of the vision & regularly communicates these milestones to the school community

TOTAL

DETERMINATION (circle one) Effective Ineffective

INDICATOR 1.1: Principal uses data to establish a coherent vision that is understood & supported by the entire school communityLEA must demonstrate all identifiers to prove effectiveness of principal

Response from IDOE to school leadership: Approved

M E M O R A N D U M TO: X, Superintendent FROM: , Outreach Specialist DATE: SUBJECT: Principal Leadership Approval Thank you for submitting documentation for ensuring that your district has selected strong leadership in the following Priority school: Your documents have been reviewed and demonstrate that the LEA met its requirement to hire an effective principal to lead the school’s turnaround efforts. No further documentation is required at this time.

Response from IDOE to school leadership: Not Approved

M E M O R A N D U M TO: X, Superintendent FROM: , Outreach Specialist DATE: SUBJECT: Principal Leadership – Not Approved Thank you for submitting documentation for ensuring that your district has selected strong leadership in the following Priority school: Your documents have been reviewed and have not demonstrated that the LEA met its requirement to hire an effective principal to lead the school’s turnaround efforts. Further documentation in the areas identified in the rubric (attached) is required. Please submit the additional documentation to XYZ by May 15, 2014.

Response from IDOE to school leadership following resubmittal: Not Approved

M E M O R A N D U M TO: X, Superintendent FROM: , Outreach Specialist DATE: SUBJECT: Principal Leadership – Not Approved Thank you for re-submitting documentation for ensuring that your district has selected strong leadership in the following Priority school: Your documents have been reviewed again and have not demonstrated that the district met its requirement to hire an effective principal to lead the school’s turnaround efforts. Your district must replace the principal of this school by the first day of the upcoming school year. The district must also submit the Remove/Replace Principal Letter to IDOE by July 1, 2014.



Provided technical assistance to schools and shared expectations for Focus and Priority Schools and how schools would be monitored. December 2013: 6 Regional Meetings for all Focus

and Priority School Leadership Teams (Central Indianapolis, West Indianapolis, Elkhart, Merrillville, Bedford, and Evansville) Partnered with the M.A. Rooney Foundation and provided data analysis tools.

Priority Schools 2011-2012 2012-2013 Priority School D D Priority School D or F D or F Priority School F

Legal Requirements for Priority Schools:

1. Analyze school data 2. Identify “Primary Areas for Improvement” (PAIs), minimum three 3. Create “SMART” goals 4. Determine specific interventions – a minimum of three interventions are required for Priority schools 5. All interventions must be aligned to all 8 of the Turnaround Principles for Priority schools 6. ____By February 1, 2014: Submit the Student Achievement Plan to IDOE 7. Evaluate principals to determine:

a. Ability to lead the turnaround work b. Past track record of improving student achievement

8. ____February 28, 2014: For principals serving in a Priority school three or more years, the superintendent must submit the “Ensuring Strong Leadership” document including evidence and data to IDOE and follow the ensuring strong leadership guidance provided.

9. ____By February 28, 2014: For principals serving in a Priority school either year 1 or year 2, the Superintendent must submit an “Assurance Letter”.

10. ____By February 28, 2014: If the principal is being removed and replaced, the Superintendent must submit the “removal and replacement” letter.

11. ____Spring 2014: Participate in two monitoring visits 12. Collaborate with IDOE Outreach Coordinators to identify needs and secure resources to assist school

improvement 13. ____By March 1, 2014: Conduct a public hearing and allow public testimony concerning the school’s

improvement status 14. ____By April 1, 2014: Submit your public hearing notice to IDOE

IDOE January 2014

TRAINING SESSIONS

Due to the complexity of the statutory and ESEA waiver requirements for focus and priority schools, regional meetings will be conducted for school leadership teams to outline requirements for school districts and provide technical support. It is imperative for the superintendent of the school district or his/her designee, the school principal, and up to two instructional leaders or instructional coaches for each focus and priority school to attend the regional Focus and Priority Overview session being provided by the Indiana Department of Education. These sessions will be offered: December 9:

8:30-11:00 EST Indianapolis Public Schools – Forest Manor Professional Development Center; 4501 E. 32nd street, Indianapolis, 46218 2:00-4:30 EST MSD of Decatur Township - Blue and Gold Academy 5650 Mann Rd, Indianapolis, IN 46221

December 17:

8:30-11:00 CST – Merrillville High School Freshman Center (Entrance J); 276 East 68th Place, Merrillville, IN 46410 3:00-5:15 EST - Elkhart Community Schools Memorial High School Little Theater; 2608 California Rd., Elkhart, IN 46514

December 19: 8:30 – 11:00 CST – Southern Indiana Career and Technical Center

1901 Lynch Rd, Evansville, Indiana 47711 3:00 – 5:30 EST - Bedford North Lawrence High School 595 Stars Blvd, Bedford, IN 47421

We look forward to providing assistance to Indiana schools as we implement statutory and ESEA Waiver requirements for our focus and priority schools. If you have additional questions, you may contact me at [email protected] or 317-232-0524.

Excerpt from Memo sent on December 2, 2013, to Principals and Superintendents of Focus and Priority Schools

Next Steps Designed in Consultation with USED since Monitoring

(Work Outlined to be Complete and Amendment Impetus)

Best Practice Interventions will be provided to schools within each Turnaround Principle to guide selection. (This process was initiated in March and needs to be completed.)

All documents will be reviewed this summer for potential revisions.

Further conversations are needed around the concept of “implemented with fidelity vs. achieving results”

Focus Schools(2.E)

Waiver 2012 Ensure that each LEA implements interventions in focus schools

based on reviews of the specific academic needs of the school and its students

implement a school improvement process of sufficient quality to ensure that interventions selected to address reasons for identification of focus schools are implemented

LEA and IDOE accountability plans and implementation status reports adequately align with each other

Next Steps Outlined in Monitoring

As part of its ESEA flexibility extension request, IDOE will submit a high-quality plan for adjusting and aligning its SIP and monitoring processes to facilitate the determination of whether its focus schools are implementing those interventions selected based on the performance of its lowest-performing ESEA subgroups.


(Work Complete and Amendment Impetus) Created a Student Achievement Plan, monitoring tools,

and technical assistance to inform the selection of the appropriate intervention for Focus Schools, determined by data, to support the lowest performing subgroups.

Requirements for Indiana’s Focus and Priority Schools Indiana Federal

Indiana State Requirements for Schools IC 20-31-9-2; IC 20-31-9.5

Elementary and Secondary Education Act (ESEA Waiver) Requirements for Schools: February 2012

Year 1: Schools placed in lowest category; must issue a public notice of the school’s lack of improvement; must hold a public hearing in which public testimony is received concerning the lack of improvement; the committee shall revise the school’s plan, which may include: shifting resources, changing personnel or requesting the state board appoint an outside team to manage the school or assist in the development of a new plan.

Year 1: Priority Schools (Labeled as F): Schools must use data to determine the scope of their improvement work, align scientifically-based interventions to all turnaround principles and develop goals intentionally aligned with data identified needs. Schools must choose at least three interventions that will address all of the turnaround principles. Schools must ensure strong leadership by either: a. Replacing the principal or b. Submitting evidence to the IDOE that the principal has the ability to lead the turnaround work in all turnaround principles and has a past track record of success. The IDOE must respond with a either an acceptance or denial to the district that a priority school principal meets the threshold to do turnaround work. Schools must also ensure that the teaching staff has the ability to do the turnaround work. Schools must also ensure that ineffective teachers do not have the ability to transfer to a priority school. Schools are monitored a minimum of two times each year. Year 1: Focus Schools (Labeled as D): Schools must use data to determine the scope of the improvement work, align scientifically-based interventions to the most appropriate turnaround principles, after conducting a root cause analysis to ensure areas of need are intentionally addressed. Schools are monitored a minimum of one time each year.

Year 3: (following 4th failing grade): The state board shall establish and assign an expert team to the school. The expert team must include representatives from the community or region that the school serves; and may include: school superintendents, members of governing bodies, and teachers from school corporations that are in high categories or designations, and special consultants or advisers. The expert team shall: assist the school in revising the school’s plan, and recommend changes in the school that will promote improvement, including the reallocation of resources or requests for technical assistance. The governing body of the school corporation may petition the state board to immediately restructure the school. The board shall determine the scope of the review and appoint an expert team.

Year 2: Focus Schools (Labeled as D two consecutive years or labeled D following a year labeled as F): Schools become priority schools and subject to all of the requirements listed above.

Year 5: (following 6th failing grade): The state board shall: hold at least one public hearing in the school corporation where the school is located to consider and hear testimony concerning the following options for school improvement: Merging the school with a nearby school that is in a higher category; Assigning a special management team to operate all or part of the school; The department’s recommendations for improving the school; Other options for school improvement expressed at the public hearing, including closing the school; Revising the school’s plan in any of the following areas: Changes in school procedures or operations; Professional development; Intervention for individual teachers or administrators.

Exit from School Improvement Status: School moves from the lowest category to a higher category.

Exit from Priority School Status: To exit priority status, a school must maintain a “C” or better for at least two consecutive years or earn the status of being a reward school for one year. The ESEA flexibility waiver requires a priority school to continue to fully implement with fidelity interventions for three years to effect dramatic, systemic, whole-school change.

Focus Schools

2011-2012 2012-2013 Focus School A, B, or C D

Legal requirements for Focus Schools:

1. Analyze school data 2. Identify “Primary Areas for Improvement” (PAIs), minimum two 3. Create SMART goals 4. Determine specific interventions - no minimum number of interventions are required for Focus schools 5. Align interventions to the Turnaround Principle(s) that are most appropriate for the identified needs -

no minimum number of Turnaround Principles are required for Focus schools 6. ____By February 1, 2014: Submit the Student Achievement Plan to IDOE 7. ____Spring 2014: Participate in one monitoring visit 8. Collaborate with IDOE Outreach Coordinators to identify needs and secure resources to assist school

improvement

Monitoring the work…In addition to reviewing the data and Student Achievement Plan alignment, Outreach Coordinators visit Focus Schools once in the Spring 2014 and provide school leaders with a summative report based on the onsite visit and evidence submitted.

Next Steps Designed in Consultation with USED since Monitoring

(Work Outlined to be Complete and Amendment Impetus)

On-going continuous improvement and review of the process during the summer of 2014.

.Summary of IDOE’s Intentional Action since the USDE August Monitoring Visit:

The Outreach Division of School Improvement was created by Superintendent Ritz in the summer of 2013 to provide 13 field staff to directly support and monitor our struggling schools around the state.

Since its inception, the division has created a Student Achievement Plan, a rubric, monitoring tools, and a process to ensure that Indiana schools are implementing the 8 Turnaround Principles with fidelity.

The Outreach Coordinators have monitored the 98 Focus Schools and 203 Priority Schools and have completed over 500 onsite visits to assist Indiana’s struggling schools. The schools have been given specific and intentional feedback on each of the 8 Turnaround Principles.


Schools have been given technical assistance and professional development to assist them with data analysis, intervention strategies, student engagement practices, and many other best academic practices.

All Focus and Priority School leaders will receive a summative monitoring report by the end of the school year to inform decisions for the next school year.

Outreach Coordinators have served on Work Councils and participated in many community organizations to provide connections to schools and align our work to community resources.

An intentional process was implemented to ensure that all Priority Schools have strong leadership and an intentionally placed leader for the 2014-15 school year.


By the end of May we will have conducted 7 School Quality Reviews for our Year 4 schools to assist the State Board of Education with their technical assistance to schools and to identify first priorities for the 14-15 School Improvement Plans. The School Quality Reviews are aligned to the 8 Turnaround Principles.

A partnership with AdvancED was created to give our Priority Schools a rigorous and comprehensive tool to use for School Improvement Planning. This work is aligned to the 8 Turnaround Principles.

IDOE renewed its contract with Mass Insight to provide technical assistance to the SEA on Turnaround work.

Next Steps Outlined in MonitoringBegin full implementation of interventions in non-SIG priority

schools in the 2014-15 school year, including a high quality plan to adjust its school improvement planning and monitoring process by: describing the ESEA flexibility turnaround principles within

related tools, documents, training materials and other supports

align planning and monitoring tools to facilitate the determination that each school is implementing all ESEA flexibility turnaround principles for three years

Next Steps Outlined in Monitoring

As part of its ESEA flexibility extension request, IDOE will submit a high-quality plan for adjusting and aligning its SIP and monitoring processes to facilitate the determination of whether its focus schools are implementing those interventions selected based on the performance of its lowest-performing ESEA subgroups.

Teacher and Principal Evaluation and Support Systems (3.B)

Waiver 2012• Develop training modules and support documents for teacher and

principal evaluation systems• Ensure effective implementation of teacher and principal evaluation

systems• Principal evaluations should tie to LEA personnel decisions (mirror

the requirements for teacher evaluations to inform personnel decisions)

• Regional Education Service Centers (ESCs) provide PD to districts throughout the state

• School districts will outline a clear process for review and refinement of evaluation systems

Next Steps Outlined in Monitoring Report• Reduce the weight of student growth in the State evaluation model for

teacher evaluations based on the 2012-2013 school year data only

• Provide monitoring and technical assistance supports around teacher and principal evaluation systems beginning in the 2014-2015 school year

• Develop high quality plan for how it will ensure that its principal evaluation results will be used to inform personnel decisions based on the 2015-2016 ratings

Designed in Consultation with USED since Monitoring (Work Complete and Amendment Impetus)

• Staff Performance Evaluation Data annual reporting • 249 districts and 1993 schools reported certified employee final

evaluation data for the 2012-13 evaluation year per IC 20-28-11.5-9• LEA aggregate evaluation data available on IDOE website by school,

district and teacher prep program per IC 20-28-11.5-9• Alignment of teacher evaluation data to A-F school accountability

grading transparent• Teacher and Principal Evaluation Monitoring

• 13 Outreach specialists monitored over 200 principal evaluations which included implementing teacher evaluation systems and informed LEA personnel decisions in Priority Schools


• Districts annually submit Accreditation Legal Standard 12-- Evaluation Plan with assurance that the LEA evaluation plan is statutorily compliant with IC 20-28-11.5. Plans are posted on the IDOE website

• IDOE reviewed over 200 LEA compensation plans linked to compliant evaluation plans for compliance with IC 20-28-9-1.5; these plans are posted on IDOE website; review required annually

• IDOE surveyed LEAs in fall 2013 on evaluation plan implementation with over 700 educators responding. Results are being used to guide development of technical assistance and guidance documents for 2014-15.


• IDOE began working with the IU Center for Education and Lifelong Learning in 2011 on the Indiana Teacher Appraisal and Support System (INTASS) tool when the state evaluation model was first implemented. IDOE has a representative on the INTASS advisory board.

• INTASS is a tool for LEAs to assess the effectiveness of their evaluation system and to identify opportunities for improving their evaluation plans and implementation; INTASS tool is currently being piloted; will be ready for LEA use in 2014-15 school year.

• New principal licensure exam (effective 2/2014) is aligned to RISE 2.0 Principal Effectiveness Rubric

Next Steps Designed in Consultation with USED since Monitoring (Work Outlined to be Complete and Amendment Impetus)

• Priority schools will be targeted to receive technical assistance to develop more Highly Effective teachers and principals in partnership with IDOE Outreach staff

• IDOE will offer competitive grant opportunities for schools to retain and develop Highly Effective educators.

• IDOE will augment guidance materials for creating SLOs for SPED and EL in collaboration with IDOE EL and SPED staff

• IDOE will identify resources to assist LEAs to develop SLOs in non-state tested subjects, such as the Northern IN Assessment and Evaluation Consortium


• Partner with Outreach Coordinators and IASP “Schools to Watch” to match leaders in high performing middle schools as mentors to leaders struggling with instructional leadership and effective staff support

• IDOE will continue to partner with the IU Center for Education and Lifelong Learning and the INTASS advisory board in the development of online modules for evaluator training using best practices, projected to be available by the 2015-16 school year


• IDOE will provide feedback to LEAs based on onsite monitoring of implementation of teacher and principal evaluation systems to inform professional development and identify best practices to be shared across districts in the state

• Educator Effectiveness staff will monitor districts in each region that reported high percentages of N/A (staff not evaluated)

• Continue IDOE’s partnership with Great Lakes Comprehensive Center (GLCC) to assess and refine IDOE’s monitoring process and provide LEAs with enhanced technical assistance

• Outreach Coordinators will continue to monitor Focus and Priority Schools teacher and principal evaluation systems through Turnaround Principles


●Amend the ESEA Waiver request to reflect the current version of the state evaluation model (RISE 2.0)

●Amend the ESEA Waiver request to reflect the modification of the weighting of student growth and achievement data in the summative evaluation component of the state evaluation model for the 2012-13 school year only (RISE 2.5) due to state testing disruptions that compromised public confidence in the data; reflect that weighting percentages have returned to the levels in RISE 2.0 for 2013-14 and onward


●Collaborate with IASP, IAPSS and IDOE Outreach to identify, develop and deliver needed technical assistance to support principal evaluation systems through web ex, video, conferences, ESC personnel, etc.

● Collaborate with Outreach to support LEA personnel decisions that ensure strong leadership in Priority schools by analyzing evaluation ratings and student achievement results relative to Priority school principals’ performance.

Expectations from USED

-Receive Waiver Amendments/High Quality Plans no later than June 30, 2014

-3 Documents Required

1. Chart of amendments2. Amendments/High Quality Plans

3. Red Line Copy Linking Amendments/High Quality Plansto Waiver of 2012

Expectations of Indiana Department of Education

Full Approval of Waiver through June 30, 2015

indiana esea flexibility waiver

Documents

state accountability

support principle

state level

comprehensive state

significant state

students principle

goals of flexibility

outreach principle