1. Webinar: ESSA Improvement Planning Requirements
Nazanin Mohajeri-Nelson and Laura Meushaw
Federal Programs Unit
March 16, 2018

2. ESSA Statutory Requirements (CS Schools)
ESSA §1111(d) School Support and Improvement
(1) Local educational agencies (LEAs) with schools identified for Comprehensive Support and Improvement (CS) shall, for each identified school, in partnership with stakeholders, locally develop a comprehensive support and improvement plan for the school to improve student outcomes, that –
Is informed by all ESSA indicators, including student performance on state-determined long-term goals.
Includes evidence-based interventions.
Is based on a school-level needs assessment.
Identifies resource inequities, which may include a review of LEA (district) and school-level budgeting, to be addressed through implementation of such comprehensive support and improvement plan.
Is approved by the school, LEA (district), and state educational agency.

3. ESSA Statutory Requirements (TS & ATS Schools)
ESSA §1111(d) School Support and Improvement
(2) Each school identified for targeted (TS) or additional (ATS) targeted support and improvement shall locally develop, in partnership with stakeholders, and implement a targeted support and improvement plan to improve student outcomes based on ESSA indicators for each student groups that resulted in the school’s identification that –
Is informed by all ESSA indicators, including student performance on state- determined long-term goals.
Includes evidence-based interventions.
Is approved by the local educational agency prior to implementation.
Is monitored, upon submission and implementation, by the local educational agency.
Results in additional action following unsuccessful implementation after a district-determined timeline.
For ATS, identifies resource inequities, which may include a review of local educational agency and school-level budgeting, to be addressed through implementation of such plan.

4. State Educational Agency (CDE) Responsibilities
ESSA §1111(d)(3)
CDE shall provide technical assistance to each district serving a significant number of identified schools.
CDE shall periodically review resource allocation to support school improvement in each district with a significant number of identified schools.
CDE may take action to initiate additional improvement in any district
with schools that are consistently identified for CS and not meeting exit criteria; or
Has a significant number of schools implementing targeted support and improvement plans.

5. CS and TS Planning Requirements
CS plan
Approved by school, LEA and CDE
Developed in consultation with stakeholders
Use UIP to meet plan requirements:
Informed by student performance
Includes school-level needs assessment
Identifies evidence-based interventions
Address resource inequities
Formula and other ESSA funds may support strategies
CDE monitors plan implementation
CDE offers planning support
TS Plan
Approved by school and LEA. If applying for funds, then CDE will review plan.
May use the UIP to meet plan requirements:
Informed by student performance for disaggregated group(s)
Additional Targeted also addresses resource inequities
LEA monitors plan implementation. If awarded funds, CDE will monitor too.
UFPA

6. What is an ESSA Improvement Plan in Colorado?
CS Improvement Plan
The school Unified Improvement Plan (UIP) – with added components - from any school identified for comprehensive support and improvement
TS Improvement Plan
The school Unified Improvement Plan (UIP) from any school identified for targeted or additional targeted support and improvement
Any plan designed by the district that meets all of the ESSA improvement plan requirements

7. When are They Due? CS Improvement Plans TS Improvement Plans
April 16, 2018, via the UIP submission process
TS Improvement Plans
To be determined by the district

8. How and When Will They Be Reviewed and Approved?
CS Improvement Plans
By using a rubric that checks for consistency with ESSA improvement requirements and allows for feedback on how to meet requirements
Target date ~ June 30, 2018
Changes will need to be implemented during
Revisions must be included in the 2019 UIP
CDE will provide training, technical assistance, and support
TS Improvement Plans
May use the CS plan review rubric or use it as a model to develop a local one
Target date ~ to be determined by the district
Changes will be due before plan is implemented
District must establish the timeline for additional action if unsuccessful in implementing the plan

9. Expectations, in General for CS Schools
Stakeholder involvement
Needs assessment ~ reasons identified for ESSA Support and Improvement
All ESSA indicators
All students and each disaggregated group
ELs
SWDs
Economically disadvantaged
Each major race/ethnicity
Using evidence-based interventions or strategies that address identified needs and the ESSA indicators that led to the school’s identification for support and improvement
Process for monitoring and evaluating and making adjustments
Process for identifying and addressing resource inequities

10. Expectations with Specifics - Now and Moving Forward

11. Stakeholder Involvement
ESSA Improvement Plan Requirements
Section of UIP
Expectations
The ESSA improvement plan (or UIP) was developed with stakeholders having a significant role in the development process, including but not limited to reviewing the reasons for the school’s identification for ESSA support and improvement, the school’s performance on each ESSA indicator, prioritization of indicators based on ESSA indicators and selection of interventions or strategies for improving identified needs.
Data Narrative – Brief Description
CDE will provide feedback in spring of on the level of stakeholder engagement
Approval of the 2019 UIP will require description of meaningful stakeholder involvement, which had been started at the beginning of the school year

12. ESSA Improvement Plan Requirements
Needs Assessment
ESSA Improvement Plan Requirements
Section of UIP
Expectations
The ESSA improvement plan (or UIP) includes the results of a school-level needs assessment with a summary of the school’s performance on ESSA indicators for all students, economically disadvantaged students, students with disabilities, English learners and students from major races/ethnicities.
ESSA Indicators:
Academic achievement on English language arts and math
Academic growth on English language arts and math
English language proficiency
Graduation rates for high schools
School quality and student success indicator
Dropout rate for high schools
Chronic absenteeism for elementary and middle schools
Data Narrative – Current Performance
Notable Trends
Root Cause
Priority Performance Challenge
CDE feedback will be based on the level at which schools consider and respond to, each ESSA indicator, for all students and each disaggregated group for which the school has low performance
Approval of the 2019 UIP will require description of the consideration of, and response to, each ESSA indicator, for all students and each disaggregated group for which the school has low performance, with such analyses having been started at the beginning of the school year

13. Using EBI to Address the Reasons for Identification
ESSA Improvement Plan Requirements
Section of UIP
Expectations
The strategies and interventions in the ESSA improvement plan (or UIP) consider and respond to the reasons the school was identified for ESSA improvement and support, including the ESSA indicators that were prioritized for improvement; the research behind the selected strategies meet the definition and criteria for evidence-based interventions (EBI) under ESSA.
Addresses reason(s) for identification for support and improvement under ESSA – specifies which ESSA indicators were low performing
Major Improvement Strategies under “Evidence-base supporting the strategy.”
Bold italicized items would not be expected to meet ESSA requirements in the plan at this time
CDE will provide guidance and support for how to build this section into future plans
Approval of the 2019 UIP will require description of all strategies meeting ESSA requirements on this indicator and those strategies and interventions having been identified and initiated at the beginning of the school year

14. Monitoring, Evaluating, and Adjusting As Needed
ESSA Improvement Plan Requirements
Section of UIP
Expectations
Improvement plan includes processes for monitoring and evaluating the impact of the selected EBI and adjusting or modifying any strategies or interventions that are not producing desired improvements.
Incorporate into Action Plan – Interim Measures and Implementation Benchmarks
Bold italicized items would not be expected to meet ESSA requirements in the plan at this time
CDE will provide guidance and support for how to build this section into future plans
Approval of the 2019 UIP will require description of how such processes were developed and implemented in the school year

15. ESSA Improvement Plan Requirements
Resource Inequities
ESSA Improvement Plan Requirements
Section of UIP
Expectations
The plan includes a process for identifying resource inequities, describes any inequities that have been identified, and how the school and district will address them.
Incorporate into Data Narrative – Root Cause Analysis Or
Resource section of the Action Plan
Bold italicized items would not be expected to meet ESSA requirements in the plan at this time
CDE will provide guidance and support for how to build this section into future plans
Approval of the 2019 UIP will require development and implementation of strategies for identifying and addressing resource inequities in the school year

16. ESSA Planning Requirements Connections to UIP
UIP Connection CS TS
Additional TS
LEA ensures a plan is developed with stakeholders (including school leaders, teachers and parents).
Data Narrative – Brief Description 
Plan is informed by student performance against state-determined long-term goals (i.e., School Performance Framework).
Data Narrative – Current Performance
Plan includes evidence based interventions.
Major Improvement Strategy or Action Step
Plan includes a school-level needs assessment.
Data Narrative – Trend Analysis, Priority Performance Challenge, Root Cause Analysis
Plan addresses resource inequities.
Data Narrative – Root Cause Analysis and Action Plan
School, LEA and SEA must approve plan.
ESSA requirements are documented within the UIP template
Only LEA approves plan prior to implementation.
LEA may choose the format, possibly the UIP, to document ESSA requirements
Upon approval and implementation, SEA monitors and periodically reviews plan.
CS schools on accountability clock submit Jan 15.  CS schools not on accountability clock submit April 15 for CDE review
LEA monitors and review plan, upon submission and implementation.
LEA sets timeline

17. Proposed Timeline for CS Improvement Plans
Entity
Activity
Timeline
Avenue
CDE
Provide overview and general guidance on ESSA planning requirements
January present
Several ESSA presentations and webinars
CDE website
CDE Update
Develop general feedback to early UIP submitters (January 2018)
March 13, 2018
UIP Review Process
Provide training on the review and approval process and rubric
March 16, 2018
1:00 to 3:00
Webinar Info:
ESSA Planing Requirments Webinar
Communicate general feedback and guidance to all CS schools
March 23, 2018
to districts of CS schools
LEA
Submit CS improvement plans
April 16, 2018
UIP Submission Process
Review and approve CS implement plans, provide feedback on required changes
~ June 30, 2018
UIP
to district of CS schools
Implement change(s) and describe in the 2019 UIP
April 2019
Provide TA and review resource allocations
Ongoing
Multiple pathways - TBD

18. Proposed Timeline and Work on TS Improvement Plans
Entity
Activity
Timeline
Avenue
CDE
Develop guidance on TS Improvement Plans
April 2018
CDE website
Finalize and publish CS Improvement Plan rubric and review process to serve as a model for LEAs with TS schools, if they want to use it
Develop a TS plan template that meets TS requirements
April 16, 2018
By May, 2018
CDE Update
CDE website on ESSA Improvement Requirements
LEA
Develop a template for TS plans
May use the UIP template By
TBD by LEA
Develop a review and approval process
Identify and publish examples of LEA review and approval tools and processes By
Provide TA and periodically review resource allocations of districts with a significant number of identified schools
Ongoing
Multiple pathways - TBD

19. Other Feedback Needed
Should the improvement plan, rubric and review/approval process differ for
Schools identified due to low participation?
AECs?
K-2 schools?
Small schools?
If so, how?
Should the improvement plan, rubric and review/approval process be the same or different for TS versus ATS schools?

20. Contact Information
Nazanin Mohajeri-Nelson
Laura Meushaw
Opportunity for Input
Enter your in the Chat Box if you would like for us to share the DRAFT rubric