Updates on ESSA School Support and Improvement

Updates on ESSA School Support and Improvement

Worlds Best Workforce and the Every Student Succeeds Act House Education Policy Committee January 15, 2019 01/30/2020 1 Overview The Every Students Succeeds Act (ESSA) State Plan Development Process Vision and Priorities from Stakeholders Worlds Best Workforce (WBWF) North Star Data Reporting School Recognition Accountability and Support 01/30/2020

Leading for educational excellence and equity, every day for every one. | education.state.mn.us 2 Timeline 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 3 Stakeholder Engagement More than

300 statewide meetings Working with students, families, educators, administrators, advocates, tribal leaders, community members and policy makers Committees, regional meetings, community meetings, survey, Twitter Town Hall, focus groups and more Vision and Priorities from Stakeholders Equity and a focus on every Minnesota student, pre-K through grade 12 Federal ESSA plan in support of state Worlds Best Workforce

Well-rounded education Support for schools and districts Transparency in reporting 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 5 1. Prioritize equity. 2. Start from within. 3. Measure what matters. Ten Minnesota Commitments to

Equity 4. Go local. 5. Follow the money. 6. Start early. 7. Monitor implementation of standards. 8. Value people. 9. Improve conditions for learning. 10. Give students options. WBWF Requirements Comprehensive, long-term strategic plan focused on:

School readiness. Third grade literacy. Achievement gaps. Graduation. Career and college readiness. 01/30/2020

Annual report and annual public meeting Annual report posted to website. Meeting to review progress with stakeholders. Summary of annual report submitted to MDE Submit

between Oct 15 and Dec 15. Leading for educational excellence and equity, every day for every one. | education.state.mn.us For Identified Districts Identify improvement strategies and use of general education revenue to support the strategies

7 WBWF: Strategic Planning School boards adopt a comprehensive, long-term strategic plan to support teaching and learning aligned to these five areas: Meet school readiness goals; Have all third-grade students achieve grade-level literacy; Close the academic achievement gap; Have all students attain career and college readiness; Have all students graduate from high school. The strategic plan also focuses on equitable access to experienced, effective, infield, and diverse teachers. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us

8 WBWF: Stakeholder Engagement and Continuous Improvement Convene a District Advisory Committee of representative stakeholders. Publish an annual report each year reflecting on the prior school year. Engage in dialogue with stakeholders at an annual public meeting. Submit a summary of the annual report to MDE each year. MDE reviews and provides feedback to districts. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 9 WBWF: Accountability and Support

Commissioner must identify districts in any consecutive three-year period not making sufficient progress toward improving teaching and learning. Commissioner, in collaboration with the identified districts, may require the district to use up to two percent of its basic general educational revenue per fiscal year for commissioner-specified strategies and practices. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 10 Reporting. Recognition. Accountability and Support. Data Reporting Transparent data reporting is a priority for stakeholders.

In addition to data on test results and graduation rates, ESSAs new data reporting requirements include: Equitable access to educators. Discipline disparities. Preschool enrollment. Rigorous course-taking, college-going, and college credit accumulation. Fiscal transparency. Data for foster care students and students experiencing homelessness added in some areas. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 12 Minnesota Report Card Updates In December,

navigation shifted to question-based, which was preferred by users during outreach. 01/30/2020 13 Minnesota Report Card: My School Redesign At a glance summary of a school. Principals message. Information about student perceptions, attendance, achievement, and graduation rates.

01/30/2020 14 Minnesota Report Card: My School Redesign 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 15 Reporting. Recognition. Accountability and Support. Recognizing Schools In August 2018, 526 schools were recognized using the accountability indicators.

We will continue expanding our recognition system to include other measures, such as school readiness, well-rounded education or career & college readiness. Schools can be recognized in multiple areas (Badging approach). 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 17 Initial Six North Star Recognition Badges Potential Upcoming School Recognition Options

High school student access to, and proportionate participation in, a wellrounded educational experience. Arts, Career and Technical Education (CTE), Health and Physical Education, Social Studies, Science, Technology, Engineering and Mathematics (STEM), World Languages High school career and college readiness: 9th grade credit completion rates, participation in rigorous high school courses, CTE concentrators, need for developmental education in college, college completion, graduates earning a livable wage 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 19 Other Recognition Ideas from Stakeholders Improvement Over Time.

Ready for Kindergarten. Safe, Happy, and Healthy. Credit and Dropout Recovery. Support Staff. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 20 Reporting. Recognition. Accountability and Support. North Star Accountability & Support Identifies districts for support under the states Worlds Best Workforce law. Identifies schools for support under the federal Every Student Succeeds Act (ESSA).

Uses several indicators grouped into three stages to prioritize for different levels of support. Keeps indicators separate and simple. Maintains a focus on student groups. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 22 Prioritizing for Support All Schools Title I Schools Schools ESSA Provides the

Resources to Support 01/30/2020 All districts and charters (~500) 50 Districts and charters that are prioritized for support Leading for educational excellence and equity, every day for every one. | education.state.mn.us 23

The Indicators Academic Achievement The number of students at the Meets Standards or Exceeds Standards achievement levels divided by all students in tested grades. Calculated separately for math and reading. Progress Toward English Language Proficiency The average progress English learners made toward individual growth targets on the ACCESS for ELLs test. Academic Progress A score based on students achievement levels from one year to the next. Calculated separately for math and reading. Graduation Rates The percentage of students who graduated in four years and seven years. MT WT F 01/30/2020

Consistent Attendance The percentage of students attending more than 90 percent of the days they are enrolled. 24 Leading for educational excellence and equity, every day for every one. | education.state.mn.us The Three Stage Decision Process Stage 1 Math Achievement Reading Achievement Progress Toward English Language Proficiency Stage 2 (Elementary/Middle) Stage 3

Consistent Attendance Math Progress Reading Progress --Stage 2 (High) Four-Year Graduation Seven-Year Graduation 01/30/2020 25 Categories of School Support Comprehensive Support Targeted Support

Ongoing onsite technical assistance from the Regional Centers of Excellence (RCEs). Mostly district support, with professional development opportunities from the RCEs. The lowest 5% of Title I schools based on Stages 1-3. 51 schools. All public high schools with a four-year graduation rate below 67% overall or for any student group. 147 high schools not in the lowest 5% of Title I schools. Title I schools with overall performance

below thresholds in Stage 1 and Stage 2. 50 schools. Schools where student groups perform below thresholds for at least one indicator in each stage. 109 schools. Support from MDE Title I schools with overall performance below thresholds in Stage 1. 133 schools. Districts Identified Under WBWF District Support Support from cross-functional teams combining staff from MDE and the RCEs. The lowest 10% of traditional districts

using the three-stage process. 33 Districts The lowest 10% of charter schools using the three-stage process. 17 Charters. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 27 WBWF: A Focus on Accountability and Support Commissioner must identify districts in any consecutive three-year period not making sufficient progress toward improving teaching and learning. Commissioner, in collaboration with the identified districts, may require the district to use up to two percent of its basic general educational

revenue per fiscal year for commissioner-specified strategies and practices. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 28 WBWF Cross Functional Teams Five cross-functional teams 1. Charters 2. Districts with high American Indian populations 3. Districts in the Achievement & Integration program 4. Other Rural Districts 5. Minneapolis and St. Paul

Each cross-functional team has 5-7 MDE staff members Teams meet monthly as large group and monthly as a small team (11 charters that are also CSI are only supported by RCEs, not cross functional teams) 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 29 Role of cross functional team members Understand local context and build relationships through initial conversations with district/charter leadership, reviews of WBWF plans, summaries, and data. Provide support, coaching, and resources for districts to: Establish leadership team of stakeholders Conduct comprehensive needs assessments Understand root causes and prioritize needs

Select strategies to address the needs Allocate resources to support the strategies Implement improvement strategies 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 30 WBWF Planning Year: 2018-2019 Timeline September OctoberNovember December JanuaryFebruary

Early Spring Late Spring -Initial plan implementation -Introductory -Support focus area: meetings continue selecting strategies -Submit needs, strategies, and general -Kick-off meetings -Initial inquiries -Support focus areas: education budget -Cross-functional stakeholders,

recommendations to team assignments leadership teams, MDE -Introductory needs assessments meetings Build MDE/district relationships. Engage stakeholders. Assess needs & set priorities. Select strategies; create plan. Implement. Categories of School Support Comprehensive Support Targeted Support Ongoing onsite technical assistance from the Regional Centers of Excellence (RCEs).

Mostly district support, with professional development opportunities from the RCEs. The lowest 5% of Title I schools based on Stages 1-3. 51 schools. All public high schools with a four-year graduation rate below 67% overall or for any student group. 147 high schools not in the lowest 5% of Title I schools. Title I schools with overall performance below thresholds in Stage 1 and Stage 2. 50 schools. Schools where student groups perform

below thresholds for at least one indicator in each stage. 109 schools. Support from MDE Title I schools with overall performance below thresholds in Stage 1. 133 schools. Support and Improvement: General Requirements for Schools under ESSA Districts and charters with schools identified for comprehensive support and improvement or targeted support and improvement schools are responsible to provide oversite and leadership for identified schools in four broad areas. 1. Communicate and engage with stakeholders. 2. Conduct comprehensive needs assessments for the schools. 3. Review district- and school-level resources among and within schools.

4. In partnership with stakeholders, design and implement support and improvement plans. 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 33 Support and Improvement: Resources Checklist for comprehensive support and improvement schools. Checklist for targeted support and improvement schools. Self-assessment for districts regarding their role in school improvement. Guidance for assessing and addressing resource inequities. Comprehensive Needs Assessment Summary Report. School Improvement Plan. Record of Continuous Improvement (under development). Monitoring process (under development).

01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 34 Support and Improvement: Regional Centers of Excellence Provide on-site assistance for and partnership with local leadership teams to Select evidence-based practices. Create implementation capacity. Create conditions that support change and continuous improvement. 01/30/2020

Leading for educational excellence and equity, every day for every one. | education.state.mn.us 35 Support and Improvement: Updates March 2018High schools with graduation rates below 67% notified. Work begins with identified schools. August 2018Schools and districts identified for support and improvement publicly released. September 2018Schools and districts attend kick-off meetings. September 2018Advocates conduct introductory visits in districts. October 2018Centers facilitate data retreats for school teams. October 2018Advocates conduct initial inquiry in districts and schools. October 2018-PresentSchools establish teams, conduct needs assessment, and identify strategies with support from the Centers. 01/30/2020

Leading for educational excellence and equity, every day for every one. | education.state.mn.us 36 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 37 Support and Improvement: Quick Wins Provide momentum for the larger change. Areas for Quick Wins Demonstrate a tangible commitment to improvement.

1. District support Support buy-in for the overall school improvement process. 2. School culture and climate Establish important foundations for strategies to be implemented in the longer-term school improvement plan developed in year 1. 3. Staffing and access to effective teachers Create points of celebration and evidence of quick improvement to share with

stakeholders. 4. Academic standards 01/30/2020 5. Instructional time Leading for educational excellence and equity, every day for every one. | education.state.mn.us 38 01/30/2020 Leading for educational excellence and equity, every day for every one. | education.state.mn.us 39

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