National Association of State Directors of Special Education Tuesday, October 23, 2012 Michael Yudin and Deb Delisle

U.S. Public Education System 2 Size and Complexity 50 million students 3.2 million teachers 95,000 schools 14,000 School Districts 50 States 1 Federal Government

Our Uncompromising Mission Prepare the children of today for a world that has yet to be created, for jobs yet to be invented, and for technologies not yet dreamed.

This Requires a Strategic Transformation Prepare the children of today for a world that has yet to be created, for jobs yet to be invented, and for technologies yet undreamed.

Students are Depending Upon Us As Leaders

Every decision we make tells students what it is that we value.

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

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

PRINCIPLES FOR IMPROVING ACHIEVEMENT AND INSTRUCTION State-developed differentiated recognition, accountability, and support Supporting effective instruction and leadership College- and career-ready expectations for all students Reducing duplication and unnecessary burden

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

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

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

Principle 3: Supporting effective instruction & leadership Teacher and principal evaluation and support systems that: – Will be used for continual improvement of instruction – Meaningfully differentiate performance – Use multiple valid measures, including student growth – Evaluate teachers and principals on a regular basis – Provide clear, timely, and useful feedback – Will be used to inform personnel decisions Adopt state guidelines Implement local systems Develop local systems Pilot local systems

STATUS OF STATE REQUESTS So far, 34 States and DC have been approved for ESEA flexibility. Seven States, Puerto Rico, and the Bureau of Indian Education (BIE) submitted requests that are currently under review in Window 3. Approved Requested

Flexibility and Students with Disabilities All State requests must demonstrate a strong commitment to equity in education for students with disabilities, by: Ensuring that all students with disabilities are taught to college- and career-ready standards; Holding all schools accountable for subgroup performance; and Evaluating and supporting the effectiveness of teachers of students with disabilities.

Flexibility and Students with Disabilities Standards and Assessments (cont.) Every State is continuing the so-called “one percent cap” on the use of proficient scores for students with the most significant cognitive disabilities who take AA-AAS. States administering AA-MAS will continue the “two percent cap” on the use of these scores and provided plans to transition away from the use of these assessments by the 2014­-15 school year.

Flexibility and Students with Disabilities Accountability Approved States must develop accountability systems that: Provide significant protections for all students; Continue to set ambitious annual measurable objectives (AMOs) and transparently report progress against those AMOs for all subgroups in all schools; and Use AMOs to guide supports and interventions in more meaningful ways for subgroups than is currently happening under NCLB.

Flexibility and Students with Disabilities Standards and Assessments State examples: MA is designing new professional development for teachers of students with disabilities on a tiered system of support to reach all students using the new standards. KY is using literacy specialists in the State’s special education cooperatives to support all teachers of students with disabilities. OK included specific supports and interventions for students with disabilities in their transition plan to college- and career-ready standards.

Flexibility and Students with Disabilities Accountability Approved States must develop accountability systems that: Provide significant protections for all students; Continue to set ambitious annual measurable objectives (AMOs) and transparently report progress against those AMOs for all subgroups in all schools; and Use AMOs to guide supports and interventions in more meaningful ways for subgroups than is currently happening under NCLB.

Flexibility and Students with Disabilities Accountability State examples: Several States lowered their “n-size” to hold more schools accountable for individual subgroups. CO will require schools that miss AMOs for students with disabilities to provide targeted interventions as part of their Unified Improvement Plan. FL is changing its long-standing state policy on the inclusion of students with disabilities in its State grading system, and will now fully include all students with disabilities in all aspects of its grading system.

Flexibility and Students with Disabilities Data Collection All States will continue to collect and report data on the performance and progress of students with disabilities, including: Achievement on State assessments; Participation rate on State assessments; Cohort graduation rate; Performance against AMOs; and Other State-specific data.

Important Roles YOU Play 22 Strongest advocate ever for SWDs Active participant in committees and teams: Flexibility, SIG, etc. Engaging in policy AND actions Modeling actions, decisions, initiatives, etc. for LEAs Establishing meaning networks of those engaged in the work Representing voices of stakeholders Etc., etc., etc……..

Join Me To: Create our students’ future together today! Keep kids central to all that we do. Recognize that what we offer to our students tells them what it is that we value. Remember that behind every piece of data, every number, is the heart and soul of a child wanting to achieve. Stand strong, link arms, and let our minds be bold! Write an enhanced story about education.