Iowa Department of Education Fall Update ‘15 Dave Tilly Deputy Director PRESENTATION GIVEN TO IOWA SUPERINTENDENTS AND CURRICULUM DIRECTORS

Topics for today  Statewide Assessment Changes  Literacy Goings On –  Differentiated Accountability

Assessment – Now and Future

Large-Scale Accountability Assessment December 2014 – Recommendation to Legislature from Task Force Legislative Session 2014 – No action taken September 2015 – State Board to Notice Rules Adopting SBAC – ELA and Math Process takes 108 to 180 days At the end of that time  RFP for vendor  Capacity Analysis  Professional Development

Important Considerations New Assessment required by law May 2017 Assessment will be “On Line” State Board can make rule, but not appropriate funds Cost for ELA and Math is approximately $ $29.55 per student  Contains Interim, Formative and Summative Assessments  Provides access to Digital Library of Teaching Resources  May be used to reduce additional assessment costs in other areas To be administered grades 3-11 Department does not have funds to cover these costs

Important Considerations The Assessment Task Force is Reconvening – Science Complete guess – about $10 per assessment Question on number of grades (may just be 5, 8, 11) If Rules Pass – two options for funding  Appropriation  District Budgets  DE will defray some costs (circa $1M)

Transitioning of Other Required Assessments This Year Old AssessmentNew AssessmentCostHow It Will Be Paid For IELDA and TELPAELPA21Circa $700,000 Statewide Federal Assessment Dollars (Title VI of ESEA) Iowa Alternate Assessment Dynamic Learning Maps About $89.00 per student State Set Aside, IDEA

Discussion Questions #1 What would this mean in terms of large-scale assessment costs for your district? How much would it cost – ball park? What sources of funds might be used to pay for these new assessments? What questions do you have for the Department at this point?

Early Literacy Requirements Update

Progress To Date $8M again available in FY15/16 to districts, grants open now Early Warning System in use by over 97% of Elementaries  System improvements continue ◦Speed Enhancement ◦Additional Reports ◦Usability Improvements  New Capabilities ◦IEP System and SPED IMS ◦Possibility for Behavioral Data

Early Literacy Data for School Year

Percent of Students Proficient on aReading by Season

Intensive Summer Reading Program Beginning May 1, 2017, a student must be retained in grade 3 who: is not proficient by the end of 3 rd grade, AND does not quality for a good cause exemption AND does not enroll in and complete the intensive summer reading program

Good Cause Exemptions 1.The student is a Limited English Proficient student with less than two years of instruction in an ESL program 2.The student has an IEP that indicates that participation in the assessments required by is not appropriate 3.The student has demonstrated an acceptable level of performance on an alternative assessment based on scientifically-based research 4.The student has demonstrated mastery through a portfolio review that meets Department-required criteria 5.The student was previously retained and has received intensive remediation for at least two years

This Year’s Work Define Intensive Summer Literacy Program  8 Criteria identified by IRRC for intensive Summery Literacy Program  State Board to Promulgate Rules to Implement  Define Components of Retention Decision Making Process ◦Substantially deficient (Universal Screener, Progress Monitoring, Large-Scale Accountability Test) ◦Good cause exemption ◦Alternative and Portfolio Assessments and criteria for use ◦Role of parents in decision making  Examine examplars for summer programs  Pivot DE/AEA support to Professional Learning  Celebrating Iowa’s Success Conference (January)

Discussion Questions What is the trend in your district’s early literacy results? Do you have a summer literacy program currently? How are you funding it? What words of wisdom do you have for the DE/AEAs as we move forward?

Overview of Differentiated Accountability

We can do anything but we can’t do everything

Emphasis on Results Positive Effect for KidsNegligible or Negative Effect for Kids Required Effort Not Required Effort

Pilot for the School Year  A survey was sent to superintendents and AEA chiefs asking for volunteers  Statewide voluntary preschool programs are included in the pilot if their district is included  Partner programs are also be included if the public district is included Total volunteers = 48 AEAs, districts, and nonpublic schools

School Year: Pilot Participants  Pilot AEAs, districts, preschool programs, and nonpublic schools will  Submit initial desk audit information for compliance with state and federal legal requirements (e.g. Ch. 12, preschool requirements, AEA accreditation and special education)  May have further compliance review through more detailed desk audit, remote interview, or on-site review if needed  Have their Healthy Indicator data analyzed and may have further review and support through remote interview or site visit  Have opportunities to provide feedback to inform the process periodically throughout the year as the process is refined for statewide implementation in

Assessment and Data- Based Decision- Making Targeted and Intensive Services Leadership Universal Instruction Infrastructure Healthy Indicators Continuous Improvement Process : PK-6 Literacy Only

Healthy Indicator Examples (PK-6 Literacy)  Percent of students assessed with a valid and reliable universal screener  Percent of students not meeting benchmark assessed with a valid and reliable progress monitoring assessment  Percent of students at benchmark on universal screening assessment  Percent of students beginning the year at benchmark who remain at benchmark

Healthy Indicators What then?  If my district, school or AEA is identified for universal support on one or more healthy indicators? We will not schedule any further time with you, but you will be provided with tools to explore your data further if you choose.  If my district, school or AEA is identified for targeted support on one or more healthy indicators? We will schedule a remote interview with you to explore your data further.  If my district, school or AEA is identified for intensive support on one or more healthy indicators? We will schedule a focused, on-site visit to explore your data further.

Discussion Questions What do you like about this new framework? What questions do you have about Differentiated Accountability? What final questions do you have for the DE