ESSA Shifts in Accountability and Supports August 2, 2018

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Welcome & Introductions Jennifer Christian Shawna Moran Education Specialists District and School Effectiveness ODE

Today’s Agenda Objectives for the day A Look at the “Big Shifts” for Districts & Schools under ESSA How will the State Support Districts and Schools Most in Need? Timeline and Next Steps Wrap-up

Today’s Objectives Today we will: Discuss how ODE will identify schools and districts for supports Discuss how ODE will provide supports for all districts and schools Understand timelines for districts and schools

Where we’ve been and where we’re headed Big Shifts Where we’ve been and where we’re headed

I’m from the state, and I’m here to help. For a variety of reasons, we wrote into the our FLEX Waiver exit criteria that forced districts to “chase numbers.” The motivation was to get off of a list and while we believed that elements of the TOA were sound, we learned a lot.

Under the Flexibility Waiver….. Emphasized accountability data as the driver for improvement efforts Wrestled with “exit” vs. “improvement” Some schools “improved” quickly Non-identified schools were struggling Schools that made gains had strong district support / engagement Schools that struggled had inconsistent or nonexistent district support / engagement Given the quick improvement by some schools and the number of schools that weren’t identified that would have fallen into the bottom 5% of Title I schools a year or two after identification, we really dug into questions around “the right schools.” When “school improvement” was seen as something larger than a state initiative, and there was strong engagement and support at the district level, we saw improvements. When we saw schools struggling to implement and sustain improvement efforts, we traced this information back to a lack of commitment from the district and in some cases, that the central office / district office was a primary source of barriers to improvement.

Shifts under ESSA Shifts under ESSA Strengthen district systems and capacity to support continuous improvement Continuous improvement for all – Title I, alternative and charter schools Describe supports, not schools Emphasizing collaboration and partnership between: SEA & LEA LEA & Schools Schools & Communities Shifts under ESSA Directly linked to lessons learned from the Waiver, we know that LEAs must be engaged in this work. The law touches on this, but we wanted the district to be the central point of change. We also wanted to change the conversation around progressive interventions, so district plans will emphasize local routines to evaluate and adjust initiatives based on combinations of qualitative and quantitative data. Instead of waiting until the end of the identification window to see if the efforts were effective, we want stronger TOAs and implementation plans that impact system improvement. Instead of doing this work “to” schools and districts, we want to approach the work under the spirit of partnership. This further removes the notion of sanctions or progressive interventions and establishes a sense of urgency and shared ownership over the work. We know that there are data and information that are incredibly meaningful to districts, schools and communities that don’t make it into accountability models. We are attempting to incorporate these data into the process to establish needs and determine the right supports for schools and districts. We also want to emphasize these data sources to establish improved systems’ health over time. This helps appropriately situate the accountability data and model as outputs and pushes our collective thinking on improving inputs and systems – teaching, learning, professional development, resource allocation, etc,.

Turn and Talk Turn and Talk How do the over-arching shifts described in Oregon’s accountability and support model resonate or align with your experiences with school improvement? Take a few moments at your table to reflect upon the shifts relative to your experience.

Continuous Improvement Process Set direction/ vision Assess Needs Develop plan (informed by needs assessment) Implement plan Monitor work and adjust Continuous Improvement Process A Note About Plans All districts have a CIP and all schools receiving Title Funds must have an improvement plan

ESSA Requirements ESSA Requires Meaningful Differentiation Comprehensive Support & Intervention Schools Targeted Support & Intervention Schools ESSA Requirements Bottom 10% (Level 1) for at least half of the indicators for all students or graduation rate below 67% This would identify about 80 schools Bottom 10% (Level 1) for at least half of the indicators for specific student groups This would identify about 100 schools ESSA requires states to meaningfully differentiate schools for CSI and TSI supports In our listening sessions, stakeholders told us we needed to strengthen district systems and that school performance is directly related to district performance. Half of all schools are Title 1 CSI & TSI schools combined include 70+ districts

Levels of statewide support Top Tier of Supports Second Tier of Supports General Supports Levels of statewide support Levels of Statewide Support We’re working on a tiered approach to supports…. All districts review accountability and local data / information through an evidence-based needs assessment. (General supports) CS would be offered to districts with significant number of CSI / TSI schools … again, changing the conversation from identifying schools to describing supports and relationships. Supporting districts in developing priority driven plans (funding plans, not planning for funds) and braiding resources based on need, not allowability.

General Supports General Supports 100 Districts Let’s begin with general supports – these include nearly half of Oregon’s districts and schools 100 Districts

General supports pt 2 General Supports All districts must develop a continuous improvement plan Access to technical assistance and guidance Supports and resources for all at the district-level Access to Measure 98 funds Access to Title funds General supports pt 2

Second Tier of Supports 55 Districts

Second Tier of Supports pt 2 Who receives second tier supports? Second Tier of Supports pt 2 Approximately 55 districts 70 total schools 38 CSI Schools 32 TSI Schools What does it mean to receive targeted supports? Targeted supports are designated for those schools… We have initiatives targeted at supports for student groups based on data ODE will support 76 districts and 172 schools in the top tier and second tier combined. USING PRELIMINARY DATA

Second Tier of Supports pt 3 Second Tier Supports All districts must develop a continuous improvement plan Access to technical assistance and guidance Supports and resources for all at the district-level Access to Measure 98 funds Access to Title funds Districts with two or fewer combined CSI and TSI schools will have access modest financial resources for improvement activities Additional supports may be leveraged based on a review of data, context, and existing improvement initiatives. Second Tier of Supports pt 3

Top Tier of Supports Top Tier of Supports 21 Districts Now let’s discuss comprehensive supports…

USING PRELIMINARY DATA Top Tier of Supports Who receives top tier supports? Top Tier pt 2 Approximately 21 districts 102 total schools 33 CSI Schools 65 TSI Schools USING PRELIMINARY DATA

Top Tier pt 3 Top Tier Supports All districts must develop a continuous improvement plan Access to technical assistance and guidance Supports and resources for all at the district-level Access to Measure 98 funds Access to Title funds Districts with three or more combined CSI and TSI schools will also have access to facilitation (District Improvement Liaison) to support needs assessment, stakeholder engagement, and planning processes Financial resources for improvement activities will be allocated based on the size of the district and identified schools. Top Tier pt 3

Talking Points Talking Points What’s your “elevator pitch” about Oregon’s new ESSA accountability and supports model? What is important to take back and share with others in your district? Talking Points

What’s Next? Summer 2018 Fall 2018 Take a dive into data and learn more about improvement supports with ODE staff at COSA’s Teaching, Learning, and Assessment Institute August 1-3 Fall 2018 Publish a Needs Assessment tied to research Build CIP planning templates for districts and schools to use Disseminate supportive guidance documents and handbooks for districts and ODE-funded coaches New district and school report cards released Outreach to districts with identified schools CSI and TSI supports begin

Questions. Shawna. moran@ode. state. or. us Jennifer. christian@ode Questions? Shawna.moran@ode.state.or.us Jennifer.christian@ode.state.or.us