1. Outreach Division of School Improvement September and October 2016
Listening Tour:
Outreach Division of School Improvement September and October 2016

2. Goals and Agenda Goals for Listening Tour: Agenda for Today:
Share the basics of ESSA
Provide context for multiple stakeholder input opportunities
Focus on School Improvement Areas
Garner input directly from families, educators and communities
Agenda for Today:
ESSA Overview
IN ESSA Timeline
IN ESSA Input Opportunities
Listen to Public Comment

3. What is ESSA? Signed into Federal law on December 10, 2015
Reauthorization of the Elementary and Secondary Education Act (ESEA), replaces the No Child Left Behind Act 
ESEA was signed into law in 1965 to ensure educational opportunity for every child and provide support for schools
Main federal law governing public education
Reauthorized in different versions:
No Child Left Behind (2001)
Every Student Succeeds Act (2015)
ESSA federal requirements for:
Policy: Standards, Assessments, and Accountability
Programs: Title I, Title II, Title III, Title IV
Full implementation of ESSA in the school year
Rule-making and guidance process
Requires—with stakeholder involvement—development of a state plan for policy and program implementation

4. IN Timeline for ESSA Submission
Input
Draft
Submit
May – Dec. 2016
Sept – Jan. 2017
Jan. – Feb
Feb. - March
2017
Multiple opportunities for stakeholder groups & public comment
Indiana Department of Education writes plan
Public comment,
Stakeholder groups and State Board of Education comment on draft plan
Governor office opportunity to review State Education Agency ESSA plan.
Link to Indiana’s Detailed Timeline found on IDOE website

5. Stakeholder Input Opportunities
Assessment Committee
May-Dec. 2016
ESSA Accountability
Advisory Committee
Aug-Dec. 2016
Regional Forums
Sept-Nov. 2016
Public Comment on Draft ESSA Plan – January 2017

6. What is required in ESSA?
The components are:
Challenging Academic Standards
Challenging Academic Assessments
Accountability
Support for Excellent Educators
Support for All Students
Support and Improvement for Schools

7. Future Expectations – Standards
Indiana adopted college- and career-ready academic standards with a focus on math, English/language arts, and science.

8. Future Expectations – Assessment
Annual state testing for reading and math in grades 3-8 and at least once in high school.
Testing of science at least three times between grades 3-12, including once in each grade span: 3-5, 6-9,
Alternate assessments are to be aligned with alternate academic standards and achievement goals. Only one percent of the total number of all students in tested grades can be assessed using these alternate assessments.
Currently under consideration by the HEA 1395 appointed assessment committee

9. Future Expectations – Assessment, cont’d
Continued participation rate of at least 95% of all students and students in each subgroup on all required assessments.
LEAs must provide parents with information on state or local policy, procedures, and parental rights regarding student participation in mandated assessments.
Currently under consideration by the HEA 1395 appointed assessment committee

10. Future Expectations – Accountability
(General Accountability)
Annual Report Cards required
ESSA maintains a requirement for state and district Report Cards to include:
Concise description of the accountability system
Student achievement on academic assessment for all students and disaggregated by accountability subgroups:
Racial and ethnic groups
Economically disadvantaged (ED)
Students with disabilities (SWD)
English learners (EL)
Currently under consideration by the ESSA Accountability Advisory Committee

11. Future Expectations – Accountability
(School Accountability)
Annual report cards required
Student achievement on academic assessments for all students and disaggregated by all subgroups
Number and percentage of English learners achieving English language proficiency
Performance on other academic indicators for elementary and secondary schools and high school graduation rates
Performance on other indicator(s) of school quality or student success used by the accountability system
School quality, climate, and safety, suspensions, expulsions, chronic absenteeism, and more

12. Future Expectations – Accountability
(District Accountability)
States have the ability to design their own accountability systems and will no longer submit waivers to USED.
In their accountability system, states must consider
proficiency on annual assessments
a measure of growth on annual assessments
graduation rates
progress in achieving English language proficiency
at least 95% of their students participate in all annual assessments
measure of school quality and success
Currently under consideration by the ESSA Accountability Advisory Committee

13. Future Expectations – Excellent Educators
Report ineffective, out of field, and inexperienced teachers and leaders to ensure equitable access
Determine use of 1% reserved administrative funds under Title II-A for SEA responsibilities
Reservation up to 5% of Title II-A funds for state activities with link to the development of an education workforce
Option to use state reservation for other activities
teacher/leader evaluations
not more than 2 percent of the allotment for teacher/leader preparation academies

14. Future Expectations – Supporting All Students
Ensure all children receive a fair, equitable, and high quality education
Must address the academic and non-academic needs of subgroups of students including:
Low-income
Lowest-achieving
English learners
Children with disabilities
Foster care children & youth
Migratory children, including preschool migratory children
Migratory children who dropped out of school
Homeless children & youth
Neglected, delinquent, and at-risk students identified under Title I, D of ESEA
Immigrant children and youth
Students in LEAs eligible for Rural and Low-Income School program of ESEA

15. Future Expectations – School Improvement
Tailored Support for Struggling Schools
Eliminates prescriptive interventions allowing states, districts, and schools to select evidenced-based strategies based on local needs and circumstances.
Involves parents, educators, and other stakeholders in developing improvement plans.
Emphasizes identifying, and addressing, critical resource inequities.
Prioritizes school improvement funds to the schools that need the most help and ensures states provide a solid base of funding for schools, proportionate to the need for intervention.

16. Future Expectations – School Improvement
Identify Comprehensive Support Schools once every three years
Lowest performing 5 percent of Title I schools
High schools with graduation rates below 67 percent
Schools with achievement gaps
Districts must design and implement evidence-based turnaround plans in conjunction with community input.
If school has not improved over the course of no more than four years, the state must intervene.

17. Examining School Improvement more closely…

18. Outreach Division of School Improvement
Current Outreach Support:
16 Outreach Coordinators, 2 Intervention Coordinators, 3 Outreach Specialists working to serve schools across the state.
During the school year, Outreach visited an average of 40 schools per week which equaled 2,009 classroom visits.
Outreach Coordinators provide an average of 150 professional development sessions per year on various topics such as best practices, data analysis, leadership, coaching strategies, student engagement, differentiation, and school climate and culture, which are aligned with Turnaround Principles.
Outreach Coordinators are dedicated to building community partnerships to ensure wrap around services are available to students.
Currently, 193 schools served by Outreach have met exit criteria after being identified as either Focus or Priority status within the first three years.
185,542 students now attend a school that has made academic growth while being supported by Outreach.

19. Next Steps for Comprehensive and Targeted Schools
Under ESSA:
Exiting Schools –
Identify what it means to “exit” comprehensive support and improvement status.
More Rigorous Action –
Decide how many years (not to exceed four) comprehensive support and improvement schools will be identified for status in order to meet continued criteria.
For comprehensive support and improvement schools, decide which “more rigorous” actions must be taken by such school if improvement isn’t seen within the state-determined number of years.
For targeted improvement and support schools, determine the number of years which such schools will instead be identified for comprehensive support and improvement.
Take actions to initiate additional changes in LEAs where either significant number of schools are consistently identified for comprehensive school improvement and are not meeting the state’s exit criteria or a significant number of targeted improvement and support schools exist.

20. Ways to Provide Feedback and Ask Questions
Title I Committee of Practitioners
eLearning Leadership Cadre
State Systemic Improvement Plan Teams
Association of Teacher Educators-Indiana
Special Education Advisory Council
Indiana Association of Career and Technical Education
State Development Network
Accountability Panel
Indiana Association of Career and Technical Education Districts
Superintendent’s Advisory Panel
EL Leadership Group
Equity Center
Superintendent’s Student Council
State Workforce Investment Council
ESSA Assessment Committee
Urban League
Outreach Coordinator
Indiana PTA
Indiana Association of School Principals
Indiana Afterschool Network
Superintendents’ Association
Education Service Centers
Indiana State Teachers Association
IDOE Website:
DOE Dialogue
Indiana Association of Colleges of Teacher Education

21. Areas for Comment Accountability Assessment Excellent Educators
How could we strengthen the current accountability system?
What type of non-academic measure(s) should Indiana include?
Assessment
How could we strengthen the current assessment system?
Excellent Educators
What ideas would you recommend to support educators?
How can we support attraction, preparation, development, and retention of an educator workforce?

22. Focused Feedback School Improvement Student Supports
Thinking about Indiana’s current Outreach for School Improvement system, what changes would you recommend to strengthen state support?
Student Supports
What types of information and support do school corporations need to better address the needs of all students?

23. Listening to the Public
Please sign-in to have an opportunity to speak.
Speakers will be called up in the order in which signed up.
Select a topic or topics.
State your name, spell your name, and state the group you represent.
Please limit your comments to 3 minutes, so that we may listen to as many ideas as we can.
Feel free to submit additional comments and ideas to the IDOE public comment page:
The input will end promptly at 6:30 PM.
All comments and questions will be recorded this evening and a FAQ will be published once we have feedback on each of the areas.