1. IL-EMPOWER New System of Support
Illinois State Board of Education
Illinois Association of Title Directors
September, 2018
Welcome to the IL-EMPOWER Deep Dive Webinar. My name is Allison Sherman, new Exec Director for IL-EMPOWER here at iSBE and I am joined today by Jason Helfer our Deputy Supt. for Teaching and Learning. We thank you for taking the time out of your busy schedules and your back-to-school preparation to be with us this afternoon.

2. Topics Introduction to ISBE IL-EMPOWER embedded in ESSA
Overview of IL-EMPOWER
ISBE Contacts for Support
Questions
Over the next hour, we would like to cover the following topics which are of interest to many of you: Jason Helfer and I will give brief overview of ISE’s vision, mission, and goals. Then he will start us off with a few slides providing a very general overview of the ESSA state plan, as the IL-EMPOWER system is the chief support for schools embedded within the ESSA accountability system. Next, we’ll take a deeper dive into IL-EMPOWER – detailing the supports available, WHO has access to those supports, and HOW to gain access to them. Finally, over the last several weeks, many of you have contacted ISBE with questions about IL-EMPOWER, Learning Partners, the Title I grant application, etc. We will take time to post and respond to these frequently asked questions. If you have a question not answered on these slides, we will take the questions posted in the chat box, get them answered, and post them back to you all on our IL EMOWER webpage. On our last slide, we will also provide you with the contact person at ISBE you can ollow up with after the webinar today.

3. ISBE: Vision, Mission, and Goals
Illinois is a state of whole, healthy children nested in whole, healthy systems supporting communities wherein all people are socially and economically secure.
MISSION
Provide leadership and resources to achieve excellence across all Illinois districts by engaging legislators, school administrators, teachers, students, parents, families, and other stakeholders in formulating and advocating for policies that enhance education, empower districts, and ensure equitable outcomes for all students.
The vision of ISBE is as follows: READ VISION
Note the structural ecology expressed in the ISBE vision. The child is at the center of this ecology, and, in order to ensure that she or he develops happily and healthfully, a set of systems must be coordinated and support the child as she or he matures. Moreover, as will we will share multiple times throughout this presentation, the foundation for this ecology is a robust notion of equity. By equity we mean that each and every individual is able to access and receive the supports he or she needs for successful school experiences. Schools have a central role in this equity work to ensure access and opportunities for every learner.
Schools must be places in which each and every child can develop a rich sense of self worth and belonging. This sense of self worth is most clearly described in that they can see a positive future for themselves in the world.
The Mission of ISBE is as follows: READ MISSION
This mission identifies the obligation that the agency has to lead and advocate for each and every child. ISBE, through collaboration with stakeholders, strives to provide the space and opportunity to share potentially conflicting perspectives in order to ensure that policies support increased opportunities for students, acknowledge the importance of autonomy for districts in providing access to those opportunities and to ensure better outcomes for all students.

4. The Whole Child Community Home School
A child within an ecology of multiple and interconnected parts nested in overlapping systems
Community
Home
School
Cognitive
Social
JASON: This is another representation of the vision, mission, and goals of ISBE. Note the intersections of the various developmental domains with the spaces and places in which a child lives and grows within systems where individuals, regardless of age, are able to access the supports required to live a full and enriching life requires a diligent and relentless focus on equity and a constant and careful consideration of the unintended consequences that can result from any policy determination.
The role of the home, and community in supporting the development of the whole child.
Physical
Emotional

5. ISBE: Vision, Mission, and Goals
Every child in each public school system in the State of Illinois deserves to attend a system wherein…
All kindergartners are assessed for readiness.
Ninety percent or more of third-grade students are reading at or above grade level.
Ninety percent or more of fifth-grade students meet or exceed expectations in mathematics.
Ninety percent or more of ninth-grade students are on track to graduate with their cohort.
Ninety percent or more of students graduate from high school ready for college and career.
All students are supported by highly prepared and effective teachers and school leaders.
Every school offers a safe and healthy learning environment for all students.
JASON: The Goals identified by ISBE were approved by the Board in September At that time, of course, the thought that ESEA would be reauthorized in December 2015 was not a consideration. The ISBE goals span the P-12 educational continuum (and beyond), are rigorous, and include goals beyond academics, And as such, were included in the ESSA plan.
Of particular interest are the “90 goals.” . These goals are significant insofar as they serve as the long term goals in the ESSA state plan for Illinois. Also, these long terms goals are the foundation upon which the required measures of interim progress identified in the ESSA State Plan for Illinois are grounded.
In sum the vision, mission, and goals of ISBE and ESSA explicitly focus on the equity of services, resources, and supports available for each and every child in order for them to be successful in school and beyond. The accountability system required in ESSA provides some requirements and some space for a state to create a system that is in the vision of its stakeholders. ####Without question, Illinois took advantage of this opportunity. All goals are essential in ensuring equity (e.g., highly qualified teachers and students receiving instruction and opportunities in a safe and healthy learning environment).

6. ESSA Design Principles
ISBE obtained feedback from stakeholders at more than 100 listening tour forums and meetings and received more than 3,500 online comments. Stakeholders identified the following key design principles to guide the development of Illinois' new accountability system and statewide system of support.
Educative, equitable, and non-punitive;
Grounded on the notion of identification for the purpose of support for schools and creating opportunities for children; and
Recognizes and values the expertise located in local context.
JASON: The desire of ISBE to build a durable plan that represented the values of stakeholders was a result of three listening tours throughout Illinois and multiple meetings with organizations to teach about ESSA and learn from stakeholders.
There were three design principals identified as essential in the development of the plan in general and the accountability indicators, in particular:
EDUCATIVE: The Accountability indicators should provide information to schools and districts that will allow them to grow and engage in continuous improvement.
EQUITABLE: The Accountability indicators should not privilege one school or district above another due to the abundance or paucity of resources.
NON-PUNITIVE: The Accountability Indicators should not result in summative designation that punishes a school.
This last value also assisted in how the narrative should be framed for those schools that may require additional support.
Also, that schools, even those that may require additional support, contain professionals with great expertise who are able problem solvers aware of the unique context, and the importance of that context in identifying strategies for support and improvement, in which they work and children learn.

7. ISBE Agency Goal
ISBE will have the capacity, culture, and infrastructure required to know the strengths and challenges of every district relative to the ISBE Board goals
We are committed to meeting the needs of students and families by serving districts through a unified agency structure and consistent approach
We must build trust with the same stakeholders named in our mission such that we can be effective partners in serving children.  We build trust by being a reliable, high-functioning organization in which our actions align with our commitments and values

8. Accountability: Measuring School Quality for P-8 Schools
Academic Indicators (75%)
PARCC and Dynamic Learning Maps Alternate Assessment ( : English Language Arts 10%; Math 10%) (thereafter: ELA 7.5%; Math 7.5%)
Growth: Linear Regression (50%)
English Learner Proficiency (ACCESS) (5%)
Science ( : 0%) (thereafter: 5%)
School Quality/Student Success Indicators (25%)
Chronic Absenteeism (10%)
Climate Survey (5%)
Fine Arts ( : 0%) (>0% by )
P-2 Indicator (5%)
Elementary/Middle Indicator (5%)
JASON: The area that received the greatest attention during the listening tours and via public comments on drafts of the ESSA State Plan for Illinois was the development of an educative, equitable, and non-punitive accountability system. Common values held by ISBE and stakeholders also include high expectations for student achievement (i.e., the required academic indicators) and a system that captures the complexity of the work that occurs in schools. There are two accountability systems within ESSA, one for students in grades 3 through 8 and another for students in high school.
In the former, ESSA requires the following academic indicators: READ INDICATORS.
EL proficiency will use a growth to target metric.
Note the inclusion of growth as a required metric and the weight that this receives in the Illinois system.
ESSA also requires that a state identify one or more school quality or student success indicators. As ESSA describes, this ‘additional indicator(s) of school quality or student success’ is a new addition to state accountability systems and – in the best case scenario – can provide families, educators and policymakers with meaningful, valid, and reliable data that can drive efforts to support improved outcomes for students.” At the inception of the development of the ESSA State Plan for Illinois, stakeholders identified over 40 possible SQ/SS indicators. Many of these, however, did not meet the requirements of ESSA. Over time, stakeholders identified the following indicators: READ SS/SQ INDICATORS
Note that the P2, 3-8, and Fine Arts indicators either are not weighted or are not yet defined. In the case of the P2 and 3-8 indicators, ISBE will receive recommendations no later than The P2 indicator is of particular interest insofar as ESSA does not require that the accountability system of a state include these grade ranges. However, Illinois stakeholders believe that the work in these grades is essential in the development of a competent and confident individual. So too, the 3-8 indicator is indicative of the care and concern for extra academic (e.g., not looking at attainment or growth) elements that, should a student have access to them, result in the greatest likelihood of success as the student moves through her or his schooling.
After presenting these to the ISBE at their January meeting, these indicators will be released for public comment. In the case of the fine arts indicator, this work will begin in the spring of 2018.

9. Accountability: Measuring School Quality for High Schools
Academic Indicators (75%)
SAT ( : ELA 10%; Math 10%) (thereafter: ELA 7.5%; Math 7.5%)
Graduation (4-, 5-, and 6-year Rates) (50%)
English Learner Proficiency (ACCESS) (5%)
Science ( : 0%) (thereafter: 5%)
Student Quality/Student Success Indicators (25%)
Chronic Absenteeism (7.5%)
9th Grade on Track (6.25%)
College and Career Ready (6.25%)
Climate Survey (5%)
Fine Arts ( : 0%) (>0% by )
JASON: In the case of the 9-12 system, the required academic indicators include: READ ACADEMIC INDICATORS.
Note that whereas the P-8 system placed a great deal of weight on growth, the 9-12 system requires graduation rate instead of growth. Stakeholders also value growth at the 9-12 grade range. This year, ISBE is able to reimburse high schools who wish to administer the PSAT 9 and PSAT 10. While not mandatory in the accountability system, this can allow high schools to have a growth metric in the ensuring years.
Whereas some of the SS/SQ indicators are the same as the P-8 system, there are a few differences. READ SS/SQ Indicators. Aligned to the ISBE goal that 90% or more of students will graduate high school college and career ready, The College and Career Readiness indicator, identifies those academic, extracurricular, out of school, and career experiences that are important for a young person to undergo for the greatest likelihood of success in college and career. This indicator, in particular, was developed through the leadership of school superintendents, teachers, employers, among others. Its development over time is example of how the values and ideas of stakeholders were central in developing a durable plan and indicator indicative of both research and how this research drives the work occurring in Illinois high schools every day.
To reiterate, the weighting of the required academic indicators as well as the SS/SQ derived from the values of an accountability system that is equitable, educative, and non-punitive; that the work occurring in schools is complex and context dependent; and that those who work in schools and advocate for them in Illinois acknowledge the expertise that provides opportunities for young people and, through them, better outcomes for all students.

10. Summative Designations
Exemplary School: A school that has no underperforming subgroups, a graduation rate of greater than 67 percent, and whose performance is in the top 10 percent of schools statewide. Schools that receive a Tier 1: Exemplary School designation may apply to serve in the IL-EMPOWER network of partners.
Commendable School: A school that has no underperforming subgroups, a graduation rate greater than 67 percent, and whose performance is not in the top 10 percent of schools statewide. Schools that receive a Tier 2: Commendable School designation may apply to serve in the IL-EMPOWER network of partners.
Underperforming School: A school in which one or more subgroups is performing at or below the level of the “all students” group in the lowest 5 percent of Title I schools. Schools that receive a Tier 3: Underperforming School designation will receive targeted support.
Lowest Performing School: A school that is in the lowest-performing 5 percent of Title I schools in Illinois and those high schools that have a graduation rate of 67 percent or less. Schools that receive a Tier: 4 Lowest Performing School designation will receive comprehensive support through IL-EMPOWER.
**Jason – please mention the following: when schools received preliminary designations, when schools will receive final designation, and $$ allocations given to these schools (prelim and final).
There are multiple purposes for the accountability system.
First, it provides a picture of how students are performing academically, their views on the climate and culture of their schools, and a variety of other information. As stated previously, this information must be displayed in a way that is easy for families and communities to understand.
Second, the totality of the system is to identify schools that require additional support. ESSA requires that states provide a single summative designation – one easily understood by families and communities. Throughout the development of the plan and in its early implementation this is the work – those schools identified for targeted and comprehensive supports – which is of greatest interest to stakeholders.
ISBE used statutory language to identify the criteria for Tier 4 (lowest performing) and Tier 3 (underperforming) schools.
Thus, the summative designations can be understood as “the face” of a school. ISBE emphasizes that an essential part of school improvement, identifying the appropriate resources and supports, is something that is appropriate for each and every child and each and every school and district, too.

11. IL-EMPOWER
IL-EMPOWER is the statewide system of accountability and support that empowers schools with choice and voice in the school improvement process. Schools, districts, partners, and ISBE will work collaboratively to promote shifts in practice and build capacity.
READ slide.
IL-EMPOWER replaces the previous statewide system of support offering a single learning provider for schools seeking support in their improvement efforts. And instead, provides access to multiple learning partners to meet the differentiated needs identified by schools. In addition, ISBE works WITH and ALONGSIDE schools, districts, and learning partners in a collaborative system of support. This, as opposed to ISBE doing TO schools or doing FOR schools –which is more representative of a compliance-driven model.

12. IL-EMPOWER Guiding Principles
Capacity development in the areas of Governance and Management, Curriculum and Instruction, and Climate and Culture
Data informed by a collaborative inquiry process (needs assessment)
Differentiated supports, customized for local context
Focus on equity within every school and for each and every child
Peer-to-peer learning opportunities
Continuous growth and development for results as an iterative process
Shift from doing to schools to doing with schools
Educator-led, state-supported
Assumes positive intent
I’m going to ask Jason to provide a little detail about the guiding principles of IL EMPOWER. The creation of these gives the historical perspective of the need for ISBE to shift its approach toward school improvement – grounding the approach in effective practices, equity, and true stakeholder support.
JASON: is the operationalization of the accountability system as identified through a summative rating system in ESSA.
The guiding principles of EMPOWER system are the result of the values identified by stakeholders. Just as the ESSA accountability system must be educative, equitable, and non-punitive, so too must the system of support. Moreover, acknowledging the local expertise and power of peer-to-peer learning in the continuous improvement process is a central way through which the grounding principle of our work - equity – for each and every child regardless of where she or he attends schools –can be realized.
The aforementioned text is what I say in regards to this slide. Sometimes I will read a few of the bullet points to set the stage, too. Happy to take this slide, if you would like.

13. What is IL-EMPOWER?
Customized supports to help Underperforming and Lowest Performing Schools identify local needs and build on strengths to improve.
Choice and Quality in Professional Learning Partners
Needs Assessment using multiple data sources
Priority Areas Identified:
Curriculum and Instruction
Climate and Culture
Governance and Management
Strengths-Based Peer-to-Peer Learning
Lowest and Under-Performing School
ISBE School Support Managers
Now we’ll take a practical look -- IL-EMPOWER It is the customized supports to help Underperforming and Lowest Performing Schools identify local needs and build on strengths to improve.
All Lowest and Underperforming schools complete a needs assessment using multiple data sources. An ISBE School Support Manager has been assigned to all lowest performing schools to provide guidance for completion of these needs assessment. A School Support Manger is a thought partner and coach as a school builds and implements their improvement plan over time.
Once needs are identified, a school will do a deeper dive into their student data profile and identify priority areas for their improvement efforts within the 3 pillars of IL-EMPOWER: Curriculum and Instruction, Climate and Culture, and Governance and Management. This initial needs assessment and data review will support a school’s selection of a high quality learning partner from the IL-EMPOWER approved list of partners.
ISBE also recognizes that some of the best learning partners for schools are their colleagues in other districts/schools facing similar challenges. Therefore, IL-EMPOWER seeks to establish peer-to-peer networking by offering a space for school leaders and staff to share their expertise and effective practices with their colleagues across their region and state. We are currently considering different avenues for how school and district leaders can meet and discuss their approaches and outcomes for school improvement. As part of this effort, ISBE has hired Storytellers to identify effective practices of schools/districts and build a multi-media platform of their stories to promote peer to peer learning and replication of effective practices across the state.
School Data Profile
Storytellers

14. Different Levels of Support
Comprehensive
Targeted
All Lowest Performing Schools
All Underperforming Schools
Must work with IL-EMPOWER and select at least one Learning Partner from approved list
Must work with IL-EMPOWER, and if selecting a partner, must select from IL-EMPOWER approved list
Assigned ISBE School Support Manager
Access to School Support Manager
Both
May utilize either Title I, Part A School Improvement and/or Title I Basic grants
May begin implementation immediately or use one year for planning ( to indicate intent)
Improvement, or Work Plans, must be uploaded to the Title I 1003(a) grant and approved by ISBE. Plans also require approval by local Board.
Schools may exit at any time if criteria met
Must exit within three years (four years if indicated a planning year)
There currently exists different levels of support through IL-EMPOWER depending on the designation given to the school. Lowest Performing Schools will receive comprehensive support. They must select to work with at least one Learning Provider from the IL-EMPOWER approved list and they have been assigned an ISBE School Support Manager. Underperforming schools will receive targeted support. They must also work within the IL-EMPOWER system and select a learning partner from the approved list – if they decide to use a learning partner. Targeted schools may decide to spend their dollars on other Title I allowable program expenses, such as professional development, parent engagement activities, intervention materials. Comp schools may also spend their dollars on these allowable expenses, in addition to funding an EMPOWER learning partner.
Both targeted and comprehensive schools can apply for federal funding through ISBE to support their improvement efforts – this is through the Title I School Improvement 1003(a) application. As Jason mentioned earlier, targeted schools have access now to 15,000 and comp schools 50,000 if they complete a substantially approvable grant by Aug. 31st. This gives a grant start date of July 1. Final dollar allocations will be disseminated at the end of October, and are based upon an additional base amount of 15,000 for an underperforming school, and an additional 100,000 for a comp school. A district’s percent of adequacy and student enrollment at the school will also be included in the final allocation formula in October, which could result in additional dollars to these base amounts just mentioned.
Both comp and targeted schools may begin implementation of improvement plans immediately or use one year for planning. Districts with schools preliminarily designated were to share with ISBE their intent to take a planning year by July 31st. However, due to the Title I 1003a grant release just days after this deadline, we are still allowing schools to indicate a planning year. Please to indicate intent.
Improvement plans, or work plans, as indicated in the Title a grant is required to be uploaded to the grant for approval by ISBE. In addition, federal guidelines dictate these school plans need to be approved by local Boards.. School may exit this designation list at any time if they meet the exit criteria and must exist within three years – or four years if indicated a planning year.

15. Title I 1003(a) Access through IWAS – School Improvement Grant
Allowable Expenses – Supplement vs. Supplant
LEA/SEA Approval
Completion dates for IBAM Scoring Rubric, upload of Learning Partners and Work Plan, local Board approval
Support Contacts for Grant Completion

16. Sharing Our Stories: Making Connections
Storytellers Share Stories
from Schools Across the State on Effective Practices in:
Governance & Management
Curriculum & Instruction
Climate & Culture
Community Engagement
College & Career Readiness
Competency-Based Education
for the purpose of connecting
school & district staff to a
peer-to-peer database of replicable practices
Read and share stories:

17. School Support Managers Walking the Talk
Available Support
Collaboration and Coaching
Central Office, Building-Level Administrators and School Improvement Teams
Assistance with understanding and navigating the IBAM Quality Framework document and Scoring Rubric
Identification of Learning Partner
Development of Work Plan
Presentations to School Boards
How do I access IL EMPOWER and where do I begin?
Designated schools will want to begin by applying for funding by accessing the Title I 1003(a) grant application in IWAS. Once in this application, you will see similarities to other grants – LEA questions, budget pages, GATA pages and assurances. However, there are some unique components to this grant.
All schools applying for grant funds need to complete the Illinois Balanced Accountability Measure rubric. You will hear this referred to as the IBAM rubric. It is a needs assessment and should be conducted at the school level – as opposed to the district level. The rubric is found in the IWAS system – under Reporting. This rubric is currently in draft form and will continued to be updated based on feedback from stakeholders this year. Included in the grant application, is an IBAM Framework, available for download. The Framework provides guiding questions for school stakeholders to consider as they rate themselves against criteria on the rubric.
All schools applying for funds need to complete an improvement work plan. A downloadable template for the work plan is available in the application and includes 4 questions for the school to complete.
ISBE recognizes the workload for schools and districts in the month of August/early Sept as they prepare for students to enter their classrooms. As such, both the rubric and work plans do NOT need to be completed by the application submission date of Aug. 31st. It is highly recommended a school take the time to thoughtfully work through the needs assessment process and evaluation of their school data to determine their priorities for the year. Therefore, if turning in after Aug. 31st, the LEA will indicate a date the school (or schools) will complete these items and they can be uploaded later as an amendment to the grant.
Schools are asked in the grant to indicate IL-EMPOWER learning partners they intend to work with this year. At this time, the approved list has not yet been released publically as it is still in the procurement process. We expect it to be released soon . A school can reserve funding for this learning partner in the budget sections of the application and can have the grant substantially approvable by Aug. 31st without having a learning partner indicated as this time. Once a partner is determined in upcoming weeks or early months of the school year, an amendment to the grant should be made which details the identified partner and the final allocations for this work
. So to summarize, you may decide to complete the grant application questions, budget pages, assurances – turn that in by Aug.31st for substantial approval. Then take the month of Sept for instance, to allow your schools to conduct the IBAM needs assessment, determine a learning partner based on identified needs and their school data profile, and complete the 4 work plan questions indicating the improvement plans for the school this year. Again, these items can be uploaded after 8/31 as an amendment to the grant. .

18. More About IL-EMPOWER Learning Partners
Application process
ISBE no-cost contracts and impact for districts/schools
Rolling application for Learning Partners – next RFSP to be released soon!
Recruitment efforts underway; recommend applying for IL-EMPOWER approval
We would like to take a movement to go a little deeper into how Learning Partners get involved in IL-EMPOWER and the rationale for ISBE’s approach to the vetting and contract process.
JASON – can you help with verbiage for the info on the slide? Please revise the slide if you need – think it is important to specify how this process has all been in the best interest of our schools,
Application process – high quality providers with experience in providing differentiated supports to schools.
NO cost contract – Change in procurement law, ISBE taking advantage of in order to ease the burden on districts and schools in negotiation.
In order to create a comprehensive list of providers, ISBE is reaching out to state and national organizations. We also ask that districts submit recommendations of providers to

19. Closing Thoughts
All schools can access IL-EMPOWER, IBAM Quality Framework & Scoring Rubric in IWAS
Register for IBAM Webinar – October 4th 3-4 pm
It’s about students, not the designation or the grant
“Planning Year” is to create a long-term viable plan over time
Take pause, reflect on data, and view with fresh eyes
You control the narrative
Interested candidates for the SSM role: Sangamon ROE 51
Recommend: IATD, Bilingual, IASA, IPA, ESSA conferences, etc.; download ISBE webinars (keep an eye out for EMPOWER Webinar – mid October)

20. Report Card Email Campaign
ISBE is sending a series of s leading up to Oct. 31 to ensure you have the information you need about the Report Card, IL-EMPOWER, and summative designations
Subscribe now!

21. ISBE Contacts for Support
Allison Sherman Executive Director IL-EMPOWER
School Support Manager Hotline
Rae Clementz
Director of Assessment & Accountability
(via Shelley Hamlin at or )
Annie Brooks
Director of Title Grants
You can reach out to those on this page. In the meantie, we will compile your questions and post responses on the ILEMPOWER webpage.
Thank you again for your participation today – and we wish you all a great start to your school year!