1

The Future of State Technology Support for Instructional Improvement Kentucky Department of Education Superintendents’ Webcast April 30,

The Impetus for CIITS  Senate Bill 1 (2009) laid out an aggressive plan to transform education in Kentucky – Unbridled Learning new more rigorous standards new assessments assessment literacy for educators new accountability system  Designed to better prepare students for life after high school and to compete globally  College/career-readiness for ALL 3

The Impetus for CIITS  In 2010, Kentucky wrote what would be the first of three Race to the Top Applications seeking funding to transform our education system by focusing on four key areas New core academic standards with aligned assessments New data systems to support educators New teacher and leader effectiveness systems New systems of support for the lowest performing schools 4

The Impetus for CIITS  The concept of CIITS in all three applications was described by Commissioner Holliday in Kentucky’s first oral presentation of its plan to the U.S. Department of Education and later affirmed by the Teacher Effectiveness Steering Committee: “CIITS will connect standards, electronically stored instructional resources, curriculum, formative assessments, instruction, professional learning and evaluation of teachers and principals in one place, thereby improving instructional outcomes, teacher effectiveness and leadership.” 5

Continuous Improvement Achieving the Vision 6

What outcomes were expected? I.(B)(3) Performance Measures Standards and Assessments End of SY End of SY End of SY Percentage of participating LEAs who create and publish aligned curriculum maps through the Continuous Instructional Improvement Technology System (IMS). 25% 31% 50% 54% 75% Percentage of teachers in participating LEAs who create and publish lesson plans through the Continuous Instructional Improvement Technology System (IMS). 20% 41% 50% 64% 75% 7

What outcomes were expected? (C)(3)Performance Measures Data Systems End of SY End of SY End of SY Percentage of educators in participating LEAs who have used the Assess Admin module to create assessments. (IMS) 25% 32% 50% 67% 75% Percentage of educators in participating LEAs who have used the School & District Data module to view key performance indicators to create reports to make decisions impacting classroom teaching and learning. (IMS) 25% 33% 50% 75% 8

What outcomes were expected? (D)(5) Performance Measures Effective Teachers and Leaders End of SY End of SY End of SY The percentage of educators in participating LEAs who participated in formal on-line or face to face professional learning experiences on the use of the Continuous Instructional Improvement Technology System (CIITS) to increase their knowledge of how to implement highly effective teaching and learning in the classroom. 30% 60% 55% 65% 85% Percentage of educators in participating LEAs accessing professional learning opportunities through the professional development arm of EDS. As evidenced in the at least annual review of each teacher’s professional growth plan. 25% 26% 50% 65% 75% 9

What outcomes were expected? (D)(5) Performance Measures Effective Teachers and Leaders End of SY End of SY End of SY Percentage of teachers in participating LEAs who were evaluated as exemplary under the common statewide evaluation system. <1% N/A <1% N/A 10% Percentage of teachers in participating LEAs who were evaluated as accomplished or developing under the common statewide evaluation system. <1% N/A <1% N/A 75% Percentage of teachers in participating LEAs who were evaluated as ineffective under the common statewide evaluation system. <1% N/A <1% N/A 15% 10

How much has CIITS cost? FY 2011FY 2012FY 2013FY 2014FY 2015*TOTAL IMS 2,109, ,089, ,857, ,704, ,516, ,276, EDS 4,237, , ,264, ,547, ,515, PD 360 4,493, ,000, ,493, ASSIST 1,000, ,000, ,109, ,326, ,817, ,969, ,064, ,286, *FY 2015 IMS and EDS are budgeted numbers PLEASE NOTE: Initial expenditures were paid for with a combination of one-time state and federal funds. Recurring annual expenditures are paid from several restricted funding sources, including federal administrative and indirect funding, and would not be transferable, in the event these projects ended at the state level. 11

CIITS – IMS By the Numbers ,700,958 Total Successful Log-ins 12

CIITS – IMS By the Numbers ,950 Unique Teacher Log-ins 95% Unique Log-ins as a % of Teachers 13

CIITS – IMS By the Numbers ,574 Unique Leader Log-ins 98% Unique Log-ins as % of Leaders 14

CIITS – IMS By the Numbers ,271,048 Total Student Log-ins 3.03 Average # Log-ins per student 15

CIITS – IMS By the Numbers , 772 Total Assessments Created 527,445 Total Lesson Plans Created 98 Districts with District Curriculum Maps 92,140 Instructional Resources Available Over 225 Reports Available 16

IMS Milestones It’s recognized as the best deployment of an IIS out of all the RTT states. All of the assessment data is in one place for the first time in KY history. 200,000 students are taking assessments each month. 17

EDS – By the Numbers Self Reflection23-Mar-1530-Mar-156-Apr-1513-Apr-1520-Apr-15 Submitted12,05312,00311,95111,93412,022 In Progress29,44929,59829,57829,68729,889 Total41,50241,60141,52941,62141,911 Total Unique Users35,74335,77735,77435,81935,853 PGPs Pending Approval6,5136,4796,3216,2646,173 Revisions Requested1,1641,1361,1061,1191,101 Approved34,10334,24534,31034,46734,840 Total41,78041,86041,73741,85042,114 18

EDS – By the Numbers Student Growth Goals23-Mar-1530-Mar-156-Apr-1513-Apr-1520-Apr-15 In Progress19,74019,43619,56819,49819,336 Draft7,4927,2667,0696,8516,618 Approved22,54122,45821,80421,26420,611 Completed Total50,63450,34850,82650,85451,125 Total Unique Users43,48443,53843,51443,61643,663 Observations In Progress10,89411,18110,98610,96310,737 Draft8,1228,1338,0048,0767,719 Complete39,45443,03345,76547,63550,832 Total58,47062,34764,75566,67469,288 Total Unique Users27,89828,69329,24629,67130,223 19

Overall IMS & EDS Combined Usage for ,691,874 Total Log-ins as of 4/20/

Overall IMS & EDS Combined Usage for ,700,957 Total Log-ins 21

IMS & EDS Combined Helpdesk Report for ,794 Total Helpdesk Tickets as of 4/20/

IMS & EDS Combined Helpdesk Report for ,087 Total Helpdesk Tickets 23

ASSIST – Challenges Stakeholders tell us that ASSIST: The tool is not always user-friendly. CSIPs/CDIPs are too cumbersome because you can’t print just your “plan” (Executive summary, title page, etc…). Consolidated Monitoring requires districts to upload too much information into ASSIST before the review. Superintendents are frustrated about having to upload SPGES assurances in ASSIST. 24

“Will we still have to?” If KDE decides to abandon CIITS, it doesn’t mean abandoning legal requirements:  PGES – All the requirements of 704 KAR 3:370 will still have to be met.  CSIP/CDIP – Each school and district must complete a CSIP or CDIP per 703 KAR 5:225.  KCAS – The Kentucky Core Academic Standards (704 KAR 3:303) are still in place and expectations of teaching and assessing those standards in each classroom are still an expectation. 25

The Decision Should KDE continue to provide a statewide solution for continuous improvement (IMS, EDS, ASSIST, PD360) for the SY? OR Should KDE abandon the statewide solution and allow districts to pursue local options? 26

Next Steps In the coming days: Look for a district online survey on CIITS via e- mail. Only (1) response is needed per district. The survey will be sent to the superintendent. How information is gathered to determine a district’s response is a local decision. Gathering feedback is up to the local superintendent. 27

Gathering Input on the Decision Options for superintendents to consider: Share the content of the survey with district and building leaders. Share the content of the survey with technology leaders. Share the content of the survey with teacher groups. Examine your current district usage for the various components vs. a conversation on the value from the feedback listed above. 28

Gathering Input on the Decision Options: After gathering feedback, discuss your district’s capacity to offer equivalent services. Discuss the district’s financial and human resource (time) impact regarding the options. Remember, state level buying power vs. local is hard to compare. Other considerations? 29

Where can I find more information on my district’s usage? ASSIST - All districts and schools upload their Improvement Plans in ASSIST each year. IMS EDS PD360 ges/CIITS-Metrics-and-Reports.aspx 30

For additional support Component Support IMS – Office of Next Generation learners or EDS – Office of Next Generation learners or PD 360 – Office of Next Generation learners or ASSIST – Office of Next Generation Schools and Districts or General Support Office of KIDS or Chief of Staff - Tommy Floyd or

32

 In , 13 districts were approved to participate in the program which was authorized to grant up to 10 days under KRS (9). BoyleLawrenceTaylor Corbin IndependentLeslieTodd GrantOwsleyWashington JessaminePikeWolfe Johnson  Districts requested approval for the following number of days: 5 districts – 10 days1 district – 6 days 1 district – 9 days3 districts – 5 days 2 districts – 8 days1 district – 4 days  Average rate of student participation – 91.37%  Average rate of teacher participation – 97.94%  Multiple measures of evidence including: Review of learning outcomes and results, daily staff duties, and sample lesson plans. 33

34

35

36  Superintendents follow and use the PPGES Summative Evaluation Process website.PPGES Summative Evaluation Process  Principals follow and use the Summative Evaluation Process Resources.Summative Evaluation Process Resources  OPGES pilot follows the same process. All participants must have submission of final ratings as part of pilot procedure. Completion as of April 20 th Principals Teacher OPGES Pilot

37

38

 Kentucky’s accountability model is all- inclusive.  It depends on testing every student.  Full inclusion ensures that all schools and districts are serving all students and that gaps in categories of students are identified, addressed, and closed. 39

 Students may only be excused from statewide assessments upon completion and approval of the Nonparticipation Form (i.e., Medical or Extraordinary Circumstances).  Your District Assessment Coordinator works with KDE’s Office of Assessment and Accountability when these forms are appropriate. 40

 In Kentucky, districts are not permitted to honor a parent’s request to opt-out of Kentucky Core Academic Standards or statewide testing.  Although parents have the right to opt their children out of public education by choosing home school or private school, parents do NOT have the right to pick and choose the provisions of public education with which they will comply. 41

 Senate Bill 1 (2009) mandated common standards by Kentucky Board of Education (KBE) authority.  In 1997, the Kentucky Court of Appeals affirmed the KBE’s authority to require all students in public schools to participate in standardized assessments. The Court held that this requirement does not violate students’ rights. Triplett v. Livingston County Board of Education, 967 S.W.2d 25 (Ky. App. 1997). 42

 Kentucky statute KRS and regulation 703 KAR 5:140 ensure the accountability system and the data produced are faithful to these inclusive goals.  Section 183 of the Kentucky Constitution and Rose vs. Council for Better Education (Ky. Supreme Court, 1990) require an “efficient system of common schools”. 43

 FERPA does not prohibit transmission of testing data from the local school to the Kentucky Department of Education.  KDE requires testing vendors to follow security standards to protect student-level data. Appropriate secure file transfer sites also are used to protect privacy. 44

 Districts should be prepared to explain testing requirements to parents and the importance of consistent academic standards.  Districts are encouraged to review their policies and communicate to parents the consequences for students’ failure to participate in mandatory state assessments.  Students who do not participate in the statewide accountability system will receive a “0” score, which will be included in the school’s accountability calculation. 45

46

47

 USED has granted Kentucky a four-year ESEA waiver renewal through the school year.  The renewal enables our state to continue use of one accountability system for both federal and state purposes.  It continues our use of a continuous improvement model rather than labeling most schools as failing under NCLB.  The final approved version of the waiver can be accessed at: cky%204- year%20ESEA%20waiver%20march%2013%202015%20wit h%20changes%20accepted.pdf. cky%204- year%20ESEA%20waiver%20march%2013%202015%20wit h%20changes%20accepted.pdf 48

49

SB 119SB 119 (Senator Adams)  Requires the Department of Education to develop child abuse and neglect prevention, recognition, and reporting training for office staff, instructional assistants, and coaches and extracurricular sponsors who are employed by the school district. Establishes a 90-day completion timeline for newly hired individuals.  Also, SB 119 adds the calendar relief language for inclement weather that was adopted in 2014 Regular Session HB

SB 192SB 192 (Senator Hornback)  Provides numerous changes to statutes related to heroin treatment. This includes provisions for school employees to administer naloxone.  Includes that a school employee authorized to administer medication under KRS may:  Receive a prescription for the drug naloxone;  Possess naloxone and any equipment needed for its administration; and  Administer naloxone to an individual suffering from an apparent opiate-related overdose.  The board of each local public school district and the governing body of each private and parochial school or school district may permit a school to keep naloxone on the premises and regulate the administration of naloxone to any individual suffering from an apparent opiate-related overdose.  The Kentucky Department for Public Health must develop clinical protocols to address supplies of naloxone kept by schools and to advise on the clinical administration of naloxone. 51

SB 201SB 201 (Senator Higdon)  Ensures that tuition charged to a student who is allowed to enroll in a primary school program before meeting the age requirement is the same as the tuition charged to a student who meets the age requirement.  Clarifies that students enrolled before meeting the age requirement are required to be included in the school's average daily attendance for purposes of SEEK funding. 52

HB 248HB 248 (Representative Marzian)  This “Emergency Allergy Treatment” legislation provides definitions and protocols for administering emergency allergy medication.  "Authorized entity" is defined to mean an entity that may at any time have allergens present that are capable of causing a severe allergic reaction and has an individual who holds a certificate on the premises or officially associated with the entity. This includes schools.  A health-care practitioner may prescribe epinephrine auto-injectors in the name of an authorized entity or to a certified individual for use.  A pharmacist may dispense epinephrine auto-injectors pursuant to a prescription issued in the name of an authorized entity or to a certified individual. 53

HB 510HB 510 (Representative Rand)  Amends the executive branch biennial budget. It provides that if the General Fund appropriation is not sufficient to fully fund the SEEK Program, including any adjustments for growth in fiscal year , KDE may request up to $10,000,000 in fiscal year , which must be deemed a necessary government expense and must be paid from the General Fund Surplus Account or the Budget Reserve Trust Fund Account.  Appropriates additional funds from the June 2014 settlement agreement related to the Tobacco Master Settlement Agreement. Kentucky received $110.4 million from the resolution and appropriated $10.5 million to the Early Childhood Development Fund. 54

A summary of all legislation enacted from the 2015 Regular Session will be sent in tomorrow’s Fast Five on Friday . If you have any questions, please Tracy Goff Herman at or call her at (502) , ext. 55

56