ESEA Directors Institute August 23, 2016 Dr. Candice McQueen | Commissioner of Education

OUR VISION Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark upon their chosen path in life. Commissioner McQueen This is our unifying vision – success for all students post graduation from high school. This is how Tennessee Succeeds.

Commissioner McQueen

OUR BELIEFS We believe: Tennessee has laid a solid foundation with Improved standards Increased accountability Aligned assessments   Tennessee’s focus on all students has been critical to our success  K-12 must align to postsecondary and workforce needs Commissioner McQueen

GOALS 2 1 3 All students take ACT NEW: ACT required for graduation The average ACT score in Tennessee will be a 21, allowing more students to earn HOPE scholarships. 1 3 Tennessee will continue rapid improvement and rank in the top half of states on the Report Card. The majority of Tennessee high school graduates will earn a certificate, diploma, or degree. All students take ACT NEW: ACT required for graduation NEW: Every student given one ACT retake NEW: ACT in accountability model NEW: 50 districts & 100 high schools giving department’s elective ACT prep course NEW: Read to be Ready campaign NEW: Kindergarten Entry Inventory NEW: All PreK & K teachers required to complete portfolio for accountability NEW: 2nd grade assessment option NEW: Statewide reading training & coaching NEW: Standards roll-out Tennessee Promise NEW: Reducing fees and increasing training for AP NEW: Increasing the number of students that dual enroll in TCATs Ongoing: expanding dual credit options NEW: Creating foundation to accurately track early postsecondary credit and industry certifications To ensure our students are ready for postsecondary success, we must meet the following goals.

OUR PRIORITIES

Building skills in early grades to contribute to future success Early Foundations & Literacy Building skills in early grades to contribute to future success Rolling out Kindergarten Entry Inventory with a small set of pilot districts this fall and a larger pilot in 2017 Creating a new second grade assessment to monitor students’ progress in early grades Increasing the number of educators enrolled in or completing state reading courses to 3,200 educators Sharing vision for elementary reading proficiency developed by Early Literacy Council Partnering with over 80 districts on the Read to be Ready coaching initiative Awarded 20 Read to be Ready Summer Grants; each region received at least one grant to fund summer instructional programs. The department joined a consortium of states to develop a Kindergarten Entry Screener that will roll out with a small set of pilot districts this fall, with a larger pilot in 2017. The Tennessee Early Literacy Council developed a vision for elementary reading proficiency that is now being disseminated across the state. We are creating a new second grade assessment that will further the ability to monitor students’ progress in early grades. Over 80 districts have expressed interest in partnering with the department on our Read to be Ready coaching initiative. More than 3,200 teachers have enrolled in or completed state reading courses this year. The department awarded 20 Read to be Ready Summer Grants; each region received at least one grant to fund summer instructional programs.

Early Foundations & Literacy Sharing vision for elementary reading proficiency developed by Early Literacy Council

Preparing significantly more students for postsecondary completion High School & Bridge to Postsecondary Preparing significantly more students for postsecondary completion Offering department’s elective ACT preparation course in 100 high schools across 50 districts in 2016-17. Expanding access to early postsecondary courses by reducing fees and increasing training for Advanced Placement courses, increasing the number of students that dual enroll in TCATs, and expanding dual credit options Creating foundation to accurately track early postsecondary credit and industry certifications through new partnerships with the Tennessee Board of Regents, TCATs, and industry certification groups. Launched the Career Forward Task Force, composed of business, education, and community leaders, to explore ways to better engage students in their academic preparation, personal development, and workplace readiness.  About 50 districts encompassing about 100 high schools will offer the department’s elective ACT preparation course in the 2016-17 school year. The department launched or expanded a series of initiatives to expand access to early postsecondary courses, including ones focused on reducing fees and increasing training for Advanced Placement courses, increasing the number of students that dual enroll in Tennessee Colleges of Applied Technology, and expanding dual credit options. The department is creating the foundation to more accurately track early postsecondary credit and industry certifications through new partnerships with the Tennessee Board of Regents, TCATs, and industry certification groups. The department launched the Career Forward Task Force, composed of business, education, and community leaders, to explore ways to better engage students in their academic preparation, personal development, and workplace readiness. 

High School & Bridge to Postsecondary Launched the Career Forward Task Force

All Means All Providing individualized support and opportunities for all students, with a focus on those who are furthest behind Delivering RTI2 training to high school staff in preparation for RTI2 in high schools in the upcoming school year Revisiting RTI2 training and requirements in department’s cross-division Tier I working group to highlight best practices and develop new ways to ensure that schools remain focused on solid Tier I/core instruction Distributed human capital reports highlighting patterns around teacher quality and equitable access to highly effective teachers Kicked off Student Advisory Council meetings to help the department better understand the challenges facing all types of students as they chart their paths through high school and beyond The department has been delivering RTI2 training to high school staff and revising RTI2 (Response to Instruction and Intervention) implementation materials in preparation for RTI2 in high schools in the upcoming school year. The department’s cross-division Tier I working group is revisiting RTI2 training and requirements to highlight best practices and develop new ways to ensure that schools remain focused on solid Tier I/core instruction. All districts have received human capital reports that highlight patterns around teacher quality within the district and whether different student groups are receiving equitable access to highly effective teachers. Student Advisory Council meetings, led by department staff, kicked off this spring to help the department better understand the challenges facing all types of students as they chart their paths through high school and beyond.

All Means All Student Advisory Council meetings Led by department staff kicked off this spring Helped the department better understand the challenges facing all types of students as they progress through high school The department has been delivering RTI2 training to high school staff and revising RTI2 (Response to Instruction and Intervention) implementation materials in preparation for RTI2 in high schools in the upcoming school year. The department’s cross-division Tier I working group is revisiting RTI2 training and requirements to highlight best practices and develop new ways to ensure that schools remain focused on solid Tier I/core instruction. All districts have received human capital reports that highlight patterns around teacher quality within the district and whether different student groups are receiving equitable access to highly effective teachers. Student Advisory Council meetings, led by department staff, kicked off this spring to help the department better understand the challenges facing all types of students as they chart their paths through high school and beyond.

Quotes from students: Student Advisory Council meetings All Means All Quotes from students: Student Advisory Council meetings “[I would like to see] more honors classes and college credit classes. We only have a few. Like you can't even take any as a freshman.” “Sometimes you as an individual could understand something very well but the majority of the class doesn't. The whole class will be staying on that subject until everyone gets it. That should be addressed more. More personalized.” “This is kind of out there, but I'd like to see more communications between schools because I feel like at [my school] we're in our own little world.” “I would have to say that every single teacher in our school has a personal relationship with at least one student in their group.  Every teacher has at least somebody that they will help out with something.” The department has been delivering RTI2 training to high school staff and revising RTI2 (Response to Instruction and Intervention) implementation materials in preparation for RTI2 in high schools in the upcoming school year. The department’s cross-division Tier I working group is revisiting RTI2 training and requirements to highlight best practices and develop new ways to ensure that schools remain focused on solid Tier I/core instruction. All districts have received human capital reports that highlight patterns around teacher quality within the district and whether different student groups are receiving equitable access to highly effective teachers. Student Advisory Council meetings, led by department staff, kicked off this spring to help the department better understand the challenges facing all types of students as they chart their paths through high school and beyond.

Educator Support Supporting the preparation and development of an exceptional educator workforce Provided additional flexibility for teacher evaluation composite Expanding portfolio assessment options to more districts and more subject areas, including pre-K and kindergarten teachers Testing incentive programs that differentiate salaries, including the Tennessee Teacher Leader Network, throughout the state Pairing teachers in an increasing number of schools through the Instructional Partnership Initiative to provide data-based opportunities for personalized professional learning Launched the Governor’s Academy for School Leadership for 24 assistant principals and the Transformational Leadership Council to guide the state’s direction across multiple leadership initiatives. Educators have additional flexibility for their evaluation composite this year, only having to include data from 2015-16 if it benefits their overall score. Portfolio assessment options are expanding to more districts and more subject areas, including pre-K and kindergarten teachers. A variety of incentive programs that differentiate salaries, including the Tennessee Teacher Leader Network, are being tested throughout the state. The Instructional Partnership Initiative is being rolled out to an increasing number of schools, pairing teachers to provide data-based opportunities for personalized professional learning and leverage in-school expertise. (add document with research/data on IPI) 24 assistant principals are participating in the inaugural Governor’s Academy for School Leadership. In addition, the department has launched the Transformational Leadership Council to guide the state’s direction across multiple leadership initiatives.

Educator Support In 2014–15, an expanded Instructional Partnership Initiative pilot welcomed 93 schools across the state. Below are findings comparing IPI schools to non-IPI schools: Students in IPI schools scored significantly higher on TCAP than students in non-IPI schools. Teachers improved their TVAAS scores, were more likely to feel supported by school leadership and more likely to view evaluations as fair and focused on improving their practice. For teachers with low evaluation scores, participating in a partnership increased their students' TCAP scores by 12 points relative to those of similar teachers in non-IPI schools Administrators in IPI schools were more likely to feel appreciated for their job than those in non-IPI schools. Schools in IPI saw improvements to school culture and increases in morale.

Educator Support Supporting the preparation and development of an exceptional educator workforce Provided additional flexibility for teacher evaluation composite Expanding portfolio assessment options to more districts and more subject areas, including pre-K and kindergarten teachers Testing incentive programs that differentiate salaries, including the Tennessee Teacher Leader Network, throughout the state Pairing teachers in an increasing number of schools through the Instructional Partnership Initiative to provide data-based opportunities for personalized professional learning Launched the Governor’s Academy for School Leadership for 24 assistant principals and the Transformational Leadership Council to guide the state’s direction across multiple leadership initiatives. Educators have additional flexibility for their evaluation composite this year, only having to include data from 2015-16 if it benefits their overall score. Portfolio assessment options are expanding to more districts and more subject areas, including pre-K and kindergarten teachers. A variety of incentive programs that differentiate salaries, including the Tennessee Teacher Leader Network, are being tested throughout the state. The Instructional Partnership Initiative is being rolled out to an increasing number of schools, pairing teachers to provide data-based opportunities for personalized professional learning and leverage in-school expertise. (add document with research/data on IPI) 24 assistant principals are participating in the inaugural Governor’s Academy for School Leadership. In addition, the department has launched the Transformational Leadership Council to guide the state’s direction across multiple leadership initiatives.

Educator Support 24 assistant principals are participating in the inaugural Governor’s Academy for School Leadership. In addition, the department has launched the Transformational Leadership Council to guide the state’s direction across multiple leadership initiatives.

District Empowerment Providing districts with the tools and autonomy they need to make the best decisions for students Added chronic absenteeism and teacher equity data, and district BEP funding to ePlan to better supports districts’ planning and funding processes Launched the $5 laptop program, allowing districts to provide students with state-of-the-art laptops for a low cost Working with 23 districts to offer a pilot for Algebra I and Integrated Math I, which use principles of personalized learning and blended learning Launched first district networked improvement communities (NICs) in Upper Cumberland and East Tennessee, with seven districts taking part Focus of NICs is on innovation and improvement in early literacy ePlan now better supports districts’ planning and funding processes. The planning module now includes chronic absenteeism and teacher equity data, and district BEP funding has also been integrated into ePlan. The department has launched the $5 laptop program, allowing districts to provide students with state-of-the-art laptops for a low cost. The department is working with 23 districts to offer a new pilot for Algebra I and Integrated Math I, which is uses the principles of personalized learning and blended learning environments to create opportunities for all students. The first district networked improvement community kicked off in the Upper Cumberland and East Tennessee regions, with seven districts taking part in a new collaboration aimed at spurring innovation and improvement in early literacy.

District Empowerment Kicked off the first district networked improvement community Upper Cumberland and East Tennessee regions, with seven districts taking part in new collaboration Aimed at spurring innovation and improvement in early literacy

Assessment Update

Partnership with Questar Based in Apple Valley, Minnesota and founded in 1976 History of success with other states Mississippi, New York, Indiana, Missouri Proven to work on developing assessments quickly and at scale Online platform is user-friendly and continuously improving Focus on high-quality scoring that provides useful, timely feedback History of including teachers in item development

2016-17 Assessment Changes Students will spend about 30% less time taking state tests Single testing window towards the end of the school year Part I eliminated for all TCAP tests Partnership with vendor to ensure scores are timely and meaningful to students, parents, and educators Students will take the test in a series of shorter subparts Social Studies test in grades 3-8 will be a field test Computer-based testing will be phased in over the next three years We are committed to a computer-based assessment in the long-term. Computer-based testing will be phased in over the next three years. All grade 3-8 testing will be paper/pencil for 2016-17 Optional online testing for HS based on successful proof points in early fall 2016 The preparation that the state, districts, and schools have taken over this past year to get ready will both support this transition and, most importantly, our students’ education.

Overview: ESSA in Tennessee

Stakeholder Feedback

ESSA State Plan - Overarching Goal To develop a Tennessee-specific ESSA state plan, aligned with the department’s strategic plan and informed by meaningful consultation with stakeholder groups. Eve Carney

Timeline for Developing TN’s ESSA Plan Kick- off Stakeholder Input Writing the Plan Stakeholder Feedback Approving the Plan May 2016 June–Sept. 2016 Sept.–Nov. 2016 Dec. 2016– Jan. 2017 Feb.–March. 2017 Stakeholders will include directors of schools, principals, educators, parents and students, legislators, governor’s office, state board of education, school board members, CORE offices, community organizations, and advocacy groups.

ESSA State Plan Working Groups Six working groups: Accountability Standards and Assessment English Learners Educator Support and Effectiveness Student Support School Improvement Working groups are comprised of individuals who are Geographically diverse Represent multiple stakeholder groups Representative of both policy and practitioner points of view The state’s ESSA plan must be developed with input from stakeholders. Six primary working groups have been established to address key plan requirements. The working groups will meet twice in-person and hold other meetings as needed. In addition to the diverse membership of these six working group, input will be collected from other advisory groups, task forces, committees, and through the online feedback form. The online form is live through August 15, and provides the opportunity for public comment outside of the designated groups. What groups have met already?

Other Opportunities for Input ESSA working lunch on Thursday Received about 300 comments through online feedback form Many of the current task forces and advisory committees will be hosting input/feedback sessions: Career Forward Task Force Teacher Advisory Council Governor’s Teachers Cabinet SWD Advisory Council CPM Advisory Committee Personalized Learning Task Force Assessment Task Force 2.0 TSBA Regional Meetings TOSS Urban League StudentsFirst SCORE TEA and PET TASL and TLA