Tennessee Succeeds TSBA Workshop April 19, 2017
Agenda § Tennessee Succeeds: ESSA in TN, Dr. Kathleen Airhart § District & School Accountability, Dr. Nakia Towns § 2016-17 Primary Focus Areas, Dr. Vicki Kirk § Educator Support, Dr. Paul Fleming § All Means All, Theresa Nicholls § School Improvement, Eve Carney § Putting it all together, Commissioner Candice McQueen
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Tennessee Succeeds: ESSA in Tennessee 3
Every Student Succeeds Act
Our Vision
Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark upon their chosen path in life.
Our Priorities
Our Big Goals
Highlights from the past year § Launched Tennessee Succeeds & Read to be Ready § Continue to be fastest improving state on NAEP
Highlights from the past year § Increased # of college credits attained among high school students – almost 7,500 more AP credits earned § 7th among 18 states that require ACT for all students — up from 8th among 13 states last year
Highlights from the past year § Improved graduation rate for fourth year in a row to 88.5% § Leader in FAFSA completion § Improved in collegegoing by 5% — this represents more than combined % increase from past 7 years
Highlights from the past year § Made historic investment in BEP § Approved new math and ELA standards § Moved several steps forward on assessment – First year of TNReady; changed baseline to match postsecondary and workforce expectations – Assessment Task Force: new optional 2nd grade assessment, ACT Retake, reduced test time for this year
§ Improved stakeholder feedback loops including CC Tour
Every Student Succeeds Act § The Every Student Succeeds Act was signed into law Dec. 2015 and replaced No Child Left Behind. § ESSA provides increased flexibility and contains new policies that will affect existing systems and structures for assessment, accountability, and reporting in Tennessee. § TDOE released a draft plan in Dec. 2016, based on stakeholder input, that aligns to Tennessee Succeeds. § Tennessee submitted its finalized ESSA plan on April 3, 2017.
ESSA State Plan: Overarching Goal § To develop a Tennessee-specific ESSA state plan aligned with the department’s strategic plan and informed by meaningful consultation with stakeholder groups.
Timeline for Developing TN’s ESSA Plan
Kickoff
Stakeholder Input
Writing the Plan
Stakeholder Feedback
Approving the Plan
May 2016
June–Sept. 2016
Sept.–Nov. 2016
Dec. 2016– Jan. 2017
Feb.–March. 2017
Stakeholders included directors of schools, principals, educators, parents and students, legislators, governor’s office, state board of education, school board members, CORE offices, community organizations, and advocacy groups.
Stakeholder Engagement § Six working groups with 67 members across the state § 3,000+ stakeholders provided input over the summer § Dozens of listening sessions and informational meetings with teachers, parents, community members, advocates, and legislators § Six town hall meetings over December and January – 1,000+ stakeholders attended town halls
§ 2,000+ comments received through online and written feedback
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Notable Changes in the Final Plan § The department responded to stakeholder feedback with changes in several places, including the following: – – – – –
District accountability School accountability School improvement English learner support and accountability metrics Other key areas, including earned autonomy, clarity on educator support, and transparency metrics
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District & School Accountability Dr. Nakia Towns
District Accountability
Stakeholder Feedback § Align district accountability to the new school accountability framework § Add the new measures of school quality and student success § Maintain “best of” options for districts § Include science assessments within the achievement and growth indicators § Continue focus on ACT § Participation rate matters
District Accountability Updates § Updates to the district accountability framework more closely align it with school accountability: 1. Reconfiguring the areas from 8 to 6 metrics: – All subjects (math, ELA, and science) are collapsed into overall success rates for the grade band – Adding Chronically Out of School and ELPA as content areas
2. Adding an absolute performance pathway to both All Students and Subgroup determinations 3. Expanded definition of “value-added” pathway 4. Updated weights for the subgroup status (40%) 5. Modifying names of and adding a level to final district determinations
District Accountability Areas Six Areas 3-5 Success Rate*
6-8 Success Rate*
9-12 Success Rate*
Chronically Out of School
Graduation Rate + Ready Graduate
K-12 English Language Proficiency Assessment (ELPA)
*Success rate includes science, ELA, math and ACT/SAT composite. It may also include social studies in future years.
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Step 1. Minimum Progress Goal only evaluates the success rate content areas. Step 1. Minimum Progress Goal Must meet all 4 checks ACHIEVEMENT GOAL
PARTICIPATION GOAL
Did the district achieve a 95% test participation rate in all grade bands (including ACT) and all subgroups?
Yes
Did the district increase on track or mastered or relevant rate for 33% of eligible content areas?
No
In Need of Improvement
VALUE-ADDED GOAL Did the district achieve at least a TVAAS level 3 or make comparable or greater gains to the state in 33% of eligible content areas?
SUBGROUP GOAL Did the district reduce the percent of students scoring at the lowest levels of achievement or other relevant rate for its Combined Subgroup in 33% of eligible content areas?
Yes
Continue to Step 2, Step 3, and Step 4
Steps 2 and 3
Final Determination
Step 4. Final Determination All Students (60%) + Subgroup (40%) In Need of Improvement
Marginal
Satisfactory
Advancing
Exemplary
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Success Rate Pathways § Absolute Performance: District success rate that combines math, ELA, science, and ACT/SAT data – Junior ACT/SAT subject tests (reading and math) will be used for any student not enrolled in Algebra II/Integrated Math IIII or English III due to advanced coursework. Students meeting the CRB will be considered on track/mastered. – ACT/SAT composite scores uses graduating class from prior year cohort (like graduation rate). Students scoring 21+ on ACT or SAT equivalent will be considered on track/mastered.
§ AMO Targets: Target to reduce the percent of students who are not scoring on track/mastered in the district § Value-Added: TVAAS district composite in each grade band
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Graduation Rate Pathways § Absolute Performance: The percent of students in the graduation cohort who graduated within four years and a summer in the district § AMO Targets: Target to increase the percent of students who graduate within four years and a summer in the district § Value-Added: Student-level metric that measures the percent of students who graduate “ready” as defined by the percent of students meeting the Ready Graduate criteria
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Chronically Out of School Pathways § Absolute Performance: Percent of students who are chronically absent in the district § AMO Targets: Target to reduce the percent of students who are chronically absent in the district (cohort-level comparison) § Value-Added: Student-level comparison to measure reduction in chronic absenteeism for specific students who were chronically absent in the prior year – Growth expectation based on current year state performance
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ELPA (ACCESS) Pathways § Absolute Performance: Percent of students exiting EL status, weighted by time in ESL services. § AMO Targets: Target to increase the percent of students meeting the growth standard based on prior EL proficiency level. § Value-Added: Student-level metric based on the percent of students who recently exited EL service (T1-T4) scoring on track/mastered on the TNReady ELA assessment in the current year.
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Alignment in ESSA Plan District
School
Minimum Progress Goal identifies In Need of Improvement districts not making minimum progress
Minimum Performance Goal identifies Priority (F) schools with the lowest performance that are not making progress
Districts evaluated on six areas, including English language proficiency for ELs and chronically out of school students
Schools evaluated on up to five indicators, including English language proficiency for ELs and chronically out of school students
Multiple pathways to demonstrate success for all indicators
Multiple pathways to demonstrate success for most indicators
Ready Graduate is value-added pathway within graduation rate
Graduation rate included within Ready Graduate indicator
All Students (60%) and Subgroup designation (40%) combine for final determination
All Students (60%) and Subgroup (40%) grade combine to overall grade
Five determinations (Exemplary, Advancing, Satisfactory, Marginal, or In Need of Improvement)
Five grades (A, B, C, D, and F) with “minus� added for Focus schools 31
School Accountability Indicators and Weighting
School Accountability: Requirements § Under ESSA, states must meaningfully differentiate schools on an annual basis. § Last year, the Tennessee General Assembly passed a law requiring all schools be awarded a summative letter grade (A - F).
School Accountability: Guiding Principles § All schools should have opportunity to achieve an “A” – Poverty is not destiny
§ All means all – Each indicator should be reported for historically underserved student groups
§ All growth should be rewarded – Schools with low achievement but high growth will be recognized
§ Reporting should be transparent – Public should be able to access and review multiple indicators
School Accountability: Intended Outcomes § The department proposes that school-level accountability using A - F grades for reporting should reward the following: – Performance and progress – Positive school culture – Readiness for postsecondary and workforce – Improved life trajectory for students
Stakeholder Feedback § Achievement indicator should be weighted more heavily § Chronically Out of School indicator should be weighted appropriately as a single metric § ELPA indicator should be included for All Students § The Ready Graduate indicator should reflect a significant weight for high school students § The Ready Graduate indicator should include a check for military readiness § The weighting of All Students and All Subgroups should reflect statewide demographic trends
K-8 Example Indicator
All Students Grade
Achievement
A
Growth
A
Chronically Out of School
D
ELPA*
B
Weight 45% 35% 10% 10%
Weighted Average
B
100%
All Students Grade
B
60%
Subgroup Grade
B
40%
Overall School Grade
B
100%
Subgroup
Weight
Grade
45%
B
35%
C
10%
B
10%
B
100%
B
*For schools that do not meet the n-size for ELPA, no weighting will be applied to ELPA. Thus, the weighting for Achievement = 50% and Growth = 40%
High School Example Indicator
All Students Grade
Subgroup
Achievement
A
Weight 30%
Grade B
Weight 30%
Growth
A
25%
C
25%
Ready Graduate
D
25%
B
25%
Chronically Out of School
D
10%
B
10%
ELPA*
B
10%
B
10%
Weighted Average
B
100%
B
100%
All Students Grade
B
60%
Subgroup Grade
B
40%
Overall School Grade
B
100%
*For schools that do not meet the n-size for ELPA, no weighting will be applied to ELPA. Thus, the weighting for Achievement = 35% and Growth = 30%
Discussion
Discussion § How do district and school accountability work together to prioritize state goals? – Do you see any areas that have not been sufficiently addressed?
§ What do you think about our focus on subgroup performance (in ESSA) versus achievement gap closure (in NCLB waiver)? § What strategic actions might districts and schools take as a result of this accountability framework? – What areas may get more attention? – What areas may get less attention?
2016-17 Primary Focus Areas Dr. Vicki Kirk
Focus Areas 1. Standards and Assessment 2. Early Foundations and Literacy 3. High School and Bridge to Postsecondary
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Standards Review Process § State Board of Education (SBE) is charged with approving standards § New policy to review standards every six years at minimum § Public Chapter 423 outlined a new review process: – Built upon Governor’s process for reviewing math and English language arts – Includes two public review periods – Creates a Standards Recommendation Committee – Applies to science and social studies as well
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Standards – Four Part Review Process
1st Public Feedback Period
• Website
2nd Public Feedback Period
Educator Advisory Team Revisions
• Review public feedback • Use professional expertise • Revise standards
• • • •
Website Higher education Roundtables External review
Standards Recommendation Committee
• Review revisions and feedback • Make recommendation s for revision • Recommend to the SBE
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Standards and Assessment Timeline Subject
Standards Proposed to State Board for Final Read
LEAs: New Standards in Classrooms
New Assessment
Math
April 2016
2017-18
2017-18
ELA
April 2016
2017-18
2017-18
Science
October 2016
2018-19
2018-19
Social Studies
July 2017
2019-20
2019-20
TNReady and the Role of Assessment
What is TNReady? § TNReady is our relatively new TCAP exam—a big-picture, annual check on how students are progressing – Second year for high school; first for students in grades 3-8
§ TNReady is aligned to our more rigorous, college- and career-ready standards in math and English language arts – Designed to adapt to new standards in science and social studies – Focuses on critical thinking and problem-solving skills
§ TNReady includes new types of test questions, and it isn’t able to be “gamed” – The best test prep is strong teaching and learning every day
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Why does TNReady matter? § TNReady is a key check on students’ readiness for their next step and helps identify areas of strength and growth – Families and teachers should always look at multiple measures, and TNReady is one of those measures
§ Because it is aligned with our standards, TNReady shows whether students are on the path to graduate from high school college- and career-ready – Critical to community and economic development
§ TNReady provides feedback about how all students are progressing
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How is TNReady different from other tests? § TNReady is a Tennessee-specific test based on our state’s expectations for college- and career-readiness § Hundreds of Tennessee teachers help with writing, reviewing, and editing test questions and test forms § TNReady is designed to change and grow with us
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TNReady vs. the ACT ACT
TNReady
Less than one minute per question: rewards speed
Typically more time per question: rewards deep thinking
Survey-level assessment covers cumulative concepts grades 3-12
Displays deeper understandings of gradespecific TN content standards, including biology and chemistry content
Selected response only
Selected, multi-selected, and constructed responses, including writing
Basic computation, majority of problem solving is locating and interpreting information
Application of complex formulas and subjectarea content, extensive computation required
Nationally recognized as postsecondary entrance and placement exam
State-specific test that provides information that may be used for TN postsecondary placement
Provides summative information on entire K-12 career based on ACT’s private content framework
Provides TN-specific standards-level information on mastery of grade level content for students, parents, teachers, and 51 districts
Recap on the TNReady Transition
Recap on TNReady transition § The 2015-16 year began our transition to TNReady § We had to suspend testing in grades 3-8, and high school students took TNReady end-of-course exams on paper § Over the summer, we hired a new vendor with a trackrecord of success in administering state-wide assessments at scale and online § We made significant reductions and streamlined the test, and we made a plan to phase-in online at a pace that is right for our state
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High school EOC results from 2015-16 § 2015-16 high school results set a new baseline – Cannot be compared to previous TCAP results – Readiness is similar to national tests (e.g., 20 percent of students met all four ACT readiness benchmarks in 2016) English
Math
U.S. history
Biology & Chemistry
• Mastered: 8.3%
• Mastered: 3.7%
• Mastered: 9.5%
• Advanced: 15.8%
• On track: 22%
• On track: 17.1%
• On track: 20.4%
• Proficient: 33%
• 2016 ACT reading readiness benchmark: 34%
• 2016 ACT math readiness benchmark: 27%
• Approaching: 34.6%
• Basic: 26.8%
• Approaching: 42.4%
• Approaching: 26.2%
• Below expectations: 35.5%
• Below basic: 24.4%
• Below expectations: 27.3%
• Below expectations: 53%
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What TNReady Results Tell Us
Better information than ever before § TNReady is fully aligned to our college- and career-ready standards § Annual check each year helps educators and parents personalize learning to make sure students are on track § Educators get feedback on students’ performance on each standard so they can improve their practice § Redesigned score reports make it easier to understand how students performed and show the bigger picture
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Early Foundations & Literacy 59
Early Foundations & Literacy Strategies • Increase department support, coordination and monitoring of programs that serve birth to age five students to ensure more children are prepared to thrive in kindergarten. • Support districts in implementing portfolio growth models in early grades • Improve the quality of pre-K programs to ensure children served by pre-K programs are prepared to thrive in kindergarten • Define and publicly share model for teaching literacy • Strengthen reading instruction statewide through the sustainment of a statewide literacy coach initiative
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Early Foundations and Literacy Initiatives Read to Be Ready Initiative Read to Be Ready Coaching Network Reading courses Response to Intervention
Professional Learning
Second Grade Assessment
Third Grade Assessment
K portfolios
Kindergarten Entry Inventory
K
Portfolios
Pre-K
Pre-k portfolios
VPK quality program standards
Early Learning Model
1
2
3
Tennessee Early Learning Improvement Strategies § Define pre-k quality § Improve VPK programs through a competitive grant application for funds, the revision of standards, curriculum and state policies, PDG grant improvements, and ongoing assessment of programs § Target professional development to instructional quality and offer multiple methods of support § Redesign preschool monitoring for continuous improvement § Implement the portfolio model and kindergarten entry inventory to measure student learning and growth § Implement a Kindergarten Entry Inventory (KEI) 62
Tennessee Literacy Improvement Strategies § Develop a vision for third grade reading proficiency § Create a Teaching Literacy in Tennessee document to guide effective instructional practice § Implement the Read to be Ready Coaching Network – Partner with Lesley University for content development – Develop plans for expansion of network in year two – Create administrative training and supports for implementation – Communicate explicit connections between new ELA standards, RTI2, and TEAM
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Read to be Ready 64
Read to be Ready § Year 2 report was released this spring § Findings are encouraging, but show more work is to be done § Recommendations include greater need for instructional focus on comprehension § Read to be Ready coach network will complete Year One this summer § Summer reading program grant applications and awards are in process
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High School & Bridge to Postsecondary 67
High School Bridge to Post Secondary § We work to increase the number of high school students who are college- and career-ready. § We believe all high schools should offer a diverse portfolio of early postsecondary opportunities (EPSO) for students and expand awareness for postsecondary preparation. § We believe all students should have an opportunity to earn postsecondary credits/hours and transferable industry certifications while in high school. 68
Early Postsecondary Opportunities (EPSOs)
Early Postsecondary Opportunities Help Students Achieve Success After High School Early postsecondary opportunities allow students to: §
Earn postsecondary credits in high school.
§
Become familiar with postsecondary learning expectations and requirements.
§
Develop confidence and study skills necessary for success in postsecondary coursework.
§
Make more informed decisions about postsecondary plans and career goals.
§
Decrease the time and cost of completing a certificate or degree. Students who participate in early postsecondary courses are more likely to enroll and persist in college.
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TN Early Postsecondary Opportunities § Dual Enrollment
Course
Local Institution
§ Local Dual Credit § Statewide Dual Credit § Advanced Placement (AP)
Course & Exam
§ International Baccalaureate (IB)
Multiple Institutions
§ Cambridge International § College Level Examination Program (CLEP) § Capstone Industry Certification
Exam
Theory Behind EPSOs § Aimed to reduce educational inequities in college access and ultimately college completion – Gives students a “head start” with credits already available – Taking college level coursework may improve the familiarity and comfort with the postsecondary experience – Increased rigor may improve academic preparedness for postsecondary and career
All students who are on track to graduate high school on time should have the opportunity to earn the early postsecondary credits that best fit their interests as well as their college and career goals.
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EPSO Student Pipeline Access: Have access to, and awareness of, early postsecondary opportunities
Enrollment: Participate in an aligned course or activity
Examination: Sit for appropriate end-of-course exam (if required)
Credit Attainment: Earn a passing score for course/exam
Credit Articulation: Apply credit at a postsecondary institutions upon student matriculation
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Barriers to Student EPSO Success Access to EPSOs
Rural counties are more likely to offer dual enrollment, while most AP participation is largely in urban areas.
Enrollment
ED students are half as likely to enroll as non-ED. Only 7% of SWD enrolled. Only 18% of black students enrolled.
Testing
Despite policies designed to alleviate financial burden, ED students and subgroups are less likely to sit for AP exams.
Credits Earned
Credit Articulation
Large differences in exam pass rates currently exist between subject area and type of EPSO.
Students entering community college or TCAT are half as likely to articulate EPSO credit as those entering four year universities.
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Indicator: Measure of School Quality and Student Success § Ready Graduate indicator (for high schools): Graduation Rate multiplied by the % of students – 1.
scoring 21 or higher on ACT OR
2.
completing 4 EPSOs OR
3.
completing 2 EPSOs + earning industry certification (on a CTE pathway leading to a credential)
4. completing 2 EPSO + designated score TBD on ASVAB AFQT
This metric defines four “checks” for evidence that graduates have demonstrated postsecondary and workforce readiness.
EPSO Landscape
Nearly all Tennessee high schools offer EPSOs 40%
Percent of high schools 2014-15
35%
Other 1%
30% 25%
DE & SDC/IB, 5%
AP only, 7% DE & AP 30%
20%
DE, AP, & one other 21%
15%
DE Only 21%
10% 5%
AP & SDC/IB, 2%
8%
All but LDC, 5%
0%
None
One option
Two options
Number of EPSOs
More than 3
Still, just over 40 percent of the 2011 graduating cohort (2015 graduates) attempted an EPSO 45% 41%
Percent of 2011 Grad Cohort
2015 Graduates
40% 35% 30% 26% 25% 19%
20% 15% 10%
3%
5%
4%
2%
0% Took any EPSO
Advanced Placement
Dual Enrollment Statewide Dual Credit
IB
Local Dual Credit
We see a number of areas of concern as it comes to equitable access for all students 70% 63% Percent of 2011 Graduating Cohort
2015 Graduates
60% 50% 40% 30%
56% 45%
44%
44%
41%
35%
35% 29% 23% 19%
20% 11% 10% 0%
2015 TN High School Graduates: Regardless of ACT score, students with EPSO experience are more likely to graduate.
Percent of students within that gradeband (2015 graduates)
100%
88%
90%
80%
80%
69%
70% 60% 50% 40% 30%
72%
93% 77%
65%
52% 41% 30%
20% 10% 0%
<14
15-18
19-20
21-26
ACT Score Did not take an EPS course
Took an EPS course
26-36
Discussion
Discussion § How is your district preparing for instruction of the new ELA and math standards? § How have you communicated/are you communicating with parents and stakeholders about the new standards and about TNReady? § As a district, how are you promoting appropriate instruction for the youngest learners? How are you determining if students in the early grades are learning and growing? § What is your district doing to promote reading in the early grades? § Of the range of EPSO opportunities, which ones are available to students in your district? Are they accessible to students? How successful are students in completing the requirements?
Educator Support Dr. Paul Fleming
ESSA and Educator Support § Tennessee is strengthening educator preparation by – Improving educator pipelines – Partnering with higher education institutions & districts – Providing new competitive grant funding for principal and teacher residency programs
§ District human capital reports enhance data and feedback to districts with information on teacher effectiveness, equity gaps, and mobility § Improving professional development and ensuring all students have effective teachers in the their classrooms
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Teacher Pipeline
What the Research Says It’s not really a story of too few teachers. Our challenges are more specific.
Major Findings in the Report:
The areas most in need of teachers in Tennessee schools are Englis h as a second langua ge (ESL), world languages, and science.
What the Research Says
Employment: Specific Districts Have Specific Needs
Districts have their own unique challenges. For example, ESL gaps are the focus of many urban district s, while many rural districts may struggle to fill world language positio ns. Districts with the highest povert y rates—where more than two-thirds of the students are econo mically disadvantaged—are severely understaffed. the most Increased preparation of teachers with qualifications that align with specific district needs will help to alleviate these shorta ges.
What Tennessee Educator Preparatio n Providers and distr icts can do to prod uce more qualified teachers who directly respo nd to district needs
» Teacher Supply and Staffing
T
ennessee school district s rely on Educator Preparation Providers (EPPs) to supply a pipeline of qualified new teachers that meet school and district needs. But to what extent is this happening? Here’s what Tennessee Education researchers Department of discovered.
40% 30% 20%
» New Teacher Quality and Support
Supply: Production Doesn’t Match Demand in Som e Subjects Educator Preparation
Providers are producing qualified teachers, but many are license d in subject areas where the state does not see major shortages—e .g., English langua ge arts (ELA) and fine arts. Meanwhile, school districts report serious shortages personnel qualified in to teach English as a second language world languages, (ESL), and science—licensure areas of greatest need. TOO MANY
30% 20%
0%
TOO FEW
0%
ESL
World Languages Science
Health/ PE
Social Studies Elementary Math
-10%
ELA
Fine Arts
-20% -30% -40%
Districts with Districts with
-50%
lowest poverty rates
highest poverty rates
Figure 2 Over/Under Staffing Rates by Subject, Comparing Districts with Lowes t and Highest Povert y Rates (2010–2016).
10%
-10%
10%
World Health/ ESL Languages Science PE
Social Studies
Support for Novice Teachers: LEA Induction Enhance s Preparation
Elementary Math ELA
Fine Arts
-20% -30% -40%
Figure 1 Rates of Over/Under Staffing within Subject Area (2010–2016).
Teachers who particip ated in an induction program when they entered the profes sion view their preparation more favorably than those who did not. These results indicate that induction reinforces the knowle dge and skills teachers acquir e through preparation.
46%
Fewer than half of all new teachers withou t induction felt “well prepared.”
So, how do Annual
Reports address thes
A: Annual Reports provid e EPPs high-quality data, including feedback from districts on how the teacher pipeline is—or isn’t—meetin g district needs. Based on this data, EPPs can redesign and adjust their programs. Equally import ant, these Annual Reports
e areas?
provide EPPs and district s with data that can serve as a foundation for the development and growth of strong partne rships—leading them to collaborate more effectively to meet the needs of Tennessee students.
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There are currently more than
65 ,000
teachers in Tennessee public schools
Approximately
50%
will leave or retire in the next 10 years
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Distribution Challenges Figure 2 Over/Under Staffing Rates by Subject, Comparing Districts with Lowest and Highest Poverty Rates (2010–2016).
-40% 30% 20% 10% 0% -10%
ESL
World Languages Science
Health/ PE
Social Studies Elementary Math EL A
Fine Arts
-20% -30% Districts with lowest poverty rates
-40% Districts with highest poverty rates -50%
Districts with the highest poverty rates—where more than twothirds of the students are economically disadvantaged— have the greatest staffing challenges.
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New Teacher Quality and Support Hiring classroom-ready teachers presents a challenge for most districts.
<60% 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fewer than 60% of districts reported that new teachers are adequately prepared for classrooms
Fewer than 1/3 of districts agreed that new teachers showed an understanding of key instructional competencies.
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Partnership Is Key
Strong collaboration produces strong teachers 91
Partnership in Practice Challenge: Improve novice teacher quality Solution: Prepare and support effective teachers
Districts • Regularly review systems for development, induction, and support • Set clear expectations for new teachers
Partners • Design and implement meaningful clinical experiences for teachers in training
EPPs • Produce and deliver relevant and rigorous coursework • Ensure aspiring teachers understand state initiatives 21
EPP INNOVATION GRANTS » Audience: EPPs
WORKFORCE DIVERSITY GRANTS
TEACHER RESIDENCIE S
» Audience: Districts
» Audience: Preparation partners (EPPs and districts)
» Focus: - Diverse educator workforce - High-demand endorsements - Collaboration in the area of literacy
» Focus: Development of recruiting strategies to increase teacher workforce diversity
» Timeline: Applications available June 1
» Timeline: Fall 2017
» Funding: $200K
» Funding: $100K
» Focus: Development of yearlong residency programs to provide candidates with highquality clinical experiences » Timeline: Applications available July 1 » Funding: TBD 93
Leadership Pipeline
Pathways to Principalship in Tennessee
TN Principals 2015 88%
70%
41%
35%
From within the same district
Promoted from assistant principal
Completed 3 years or fewer as an AP (60% in 2013)
From within the same school (55% in 2013)
Tennessee Transformational Leadership Alliance (TTLA) Rationale The TTLA will serve as a statewide incubator for school leadership by supporting the design and/or refinement, implementation, and evaluation of leadership pipeline programs in regional partnerships that align with the common components and recommendations identified by the transformational leadership advisory council.
Overview of Application § Strong emphasis on aligning program model with equity outcomes § Two model types: – Development model for new programs – Continuous improvement model for existing programs § Requirements – Four year plan – Partnership representing two or more entities of which the Local Education Authority is the primary partner – Three components: • One year principal residency • Bridge support for candidates between program completion and placement • Induction program for newly placed leaders
The key lever to drive district improvement is the quality of its people
PreparaNon
Recruitment
Hiring
EvaluaNon and Development
Effective evaluation implementation allows districts to make â&#x20AC;&#x153;smarterâ&#x20AC;? decisions about teacher recruitment, selection, evaluation, development, compensation, and retention.
CompensaNon
Teacher Leadership and Pathways
2013-16 Teacher Leader Network Districts § § § §
6 districts in 2013-14 8 districts in 2014-15 15 districts in 2015-16 29 districts in 2016-17
46 unique districts
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2016-17 Network Districts Stage One
Stage Two Johnson City Blount County Clarksville-Montgomery County Knowledge Academies
Bradford County
Humboldt City
Bradley County
Loudon County
Bristol City
Manchester City
Collierville
Lincoln County
Cannon County
Maury County
Haywood County
Obion County
Elizabethton City
TN School for the Deaf
Henderson County
Robertson County
Franklin County
Trenton SSD
Union County
Germantown
Warren County
Henry County Jackson-Madison County
Giles County
Wilson County
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Human Capital
Human Capital Data Reports Parts 1 and 2 • District reports shared with directors of schools in March 2017 – Part 1 utilizes district’s 2015-16 evaluation data as imported into TNCompass and focused on evaluation distribution, growth, recruitment and retention. – Part 2 utilizes district’s 2015-16 student-teacher assignment data and 2014-15 TVAAS and student performance data to show supply and effective teaching gaps within and between schools.
• ePlan – District data reports loaded in the LEA Document Library in April 2016. – Needs Assessment will be updated to include a section on Effective Educators.
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Using human capital data to design career pathways to teacher leadership roles â&#x20AC;˘â&#x20AC;Ż Table 7 (Part 1) provides information on retention by level of overall effectiveness, which can be used to develop strategies to retain effective teachers through leadership opportunities.
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Key Terms in the Part 2 report • Highly effective (HE) teachers: teachers who have individual growth TVAAS scores of level 4 or 5. • Effective teaching gap (ETG): – Percentage advanced students with an HE teacher minus the % of below basic students with an HE teacher • A positive gap means that a greater percentage of advanced students had a HE teacher • A negative gap means that a greater percentage of below basic students had a HE teacher
Professional Learning & the Tennessee Plan
Importance of Feedback and Collaboration for Educator Growth and Improvement § 72 percent of Tennessee teachers report that their own professional judgment was very important when considering strategies to grow and improve § 55 percent of Tennessee teachers report that collaboration with others was very important to help grow and improve § 49 percent of Tennessee teachers report that feedback received as a part of the teacher observation process was very important to help grow and improve
Teacher Perception of Time, Resources, and Support for Collaboration 35%
32%
32%
30%
Percentage of Teachers
25%
23%
20% 15% 10%
10% 5% 0%
Common time for collaboration with other teachers during the school day
Paid time for collaboration with other teachers outside regular work hours
Resources and Staff expertise materials available during available during collaboration collaboration (e.g., instructional coaches)
Teachersâ&#x20AC;&#x2122; Engagement in Professional Learning
Most teachers participate in informal professional development activities
84% of teachers report participating in in-service days
20%
72%
In general, informal activities generate more satisfaction
are satisfied with them Digital Promise, 2015
Beyond the Learning: Investing in Teachers’ Personalized Professional Learning Benefits of full participation and engagement in the microcredentialing pilot: § Skill/competency development § Reciprocal mentoring and peer collaboration § Professional Development Points (PDPs) may be awarded for earned micro-credentials in participating districts
Discussion
Discussion § In your role as a school board member, how can you collaborate with other stakeholders to develop and increase opportunities in your district for: – …stronger partnerships with area teacher and leader preparation providers? – …greater awareness and usage of the human capital reports to attract, hire, develop, and retain effective teachers? – …more personalized professional learning for teachers, including micro-credentials and teacher leader roles and models?
All Means All Theresa Nicholls
All Means All § Revisited RTI2 training & requirements to ensure that schools remain focused on solid Tier I instruction § Providing professional development for educators with a focus on improving outcomes of SWDs. § Developing multi-tiered system of support for students with a focus on the whole child § New ELPA indicator and Chronically Out of School indicator in school accountability framework
RTI² Manual Updates § Rationale for Changes – What is happening in schools that reported full RTI2 implementation but were not getting results? • Guidance provided through the RTI2 manual might not be sufficient. • Strong Tier I practices may have been overlooked.
§ Tier I working group was convened to review, discuss, and revise the Tier I section of the RTI2 manual.
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Alignment and Consistency § § § §
Alignment across department focus areas and initiatives Stronger conceptualization of a “ready” student Consistency of language More autonomy for districts
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Improved outcomes for SWDs
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Multi-Tiered Systems of Support (MTSS) § Umbrella of support that encompasses:
Academic
Nonacademic
– Academics (RTI²) – Behavior (RTI²-B) – Social and personal skills
§ Focus on supporting the well-rounded student
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Examples of tiered supports Small Group
Student-Specific
School counselor, school social worker, or psychologist-facilitated small groups focused on specific needs or skills Social skills instruction
Behavior contracts
Student assistance programs
Token economy
Attendance buddies
Self-monitoring strategies
Parent training and engagement
Mentoring
Check-in/check-out
Individual visual schedules and visual routine cards School-based mental health services
Chronically Out of School
Chronically Out of School § The new metric of Chronically Out of School is included in school and district accountability. § The measure tells us how many students have missed 10%+ of the school year (about 18 days) and includes out of school suspension. § We know students are not learning when they are not in school.
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2014-15 Chronic Absent Rate
Discussion 12
Discussion § What trends do you see in this data? § What factors could be contributing to these trends? § How does your district currently address some of these factors? § What else would you want to know in order to address chronic absenteeism in your district? § How can chronic absenteeism be addressed through MTSS?
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School Improvement Eve Carney
Stakeholder Feedback on School Improvement § Align the next Priority list with the first A-F grading and Focus list identification, and adjust for data issues § Provide opportunities for schools to exit the Priority list each year § Start school improvement continuum of interventions immediately for all Priority schools § Keep sense of urgency on improving outcomes for students in the lowest performing schools § Provide more clarity on Priority school entrance, proof points, and exit, as well as Focus school identification § Improve support for Focus schools
Priority Schools List
Priority Schools § Priority List is released once every 3 years. § Priority List identifies the bottom 5% of schools based on overall success rate. § High schools with a graduation rate below 67% will be identified as a Priority school. § Schools that earn a TVAAS 4 or 5 for the two consecutive years earn a safe harbor from being designated. § All Priority schools will be designated as an F.
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Next Priority List Tennessee’s next Priority List will be released in summer 2018. The 2017-18 Priority list will be based on data from 2015-16, 2016-17, and 2017-18. § Allows for all data to be from the new TNReady assessment and historical TCAP science assessment. § Releasing the 2017-18 list in summer 2018 also creates alignment with the first designation of A-F school grades. § The Priority List in 2020-21 will include three years of new science and social studies assessments, as well as TNReady assessments for ELA and math, and 2020-21 will be the first opportunity for a Focus school to be eligible for comprehensive support. 12 8
Changes in ESSA Plan 12
School Improvement Guiding Principles § First, empower districts – Districts should have an opportunity to improve schools new to the Priority list first with state support – Establish and communicate clear criteria for ASD eligibility
§ Invest in what works – Schools that are exceeding growth expectations should be supported to sustain those gains
§ Students can’t wait – Schools that have been historically underperforming and are not showing adequate growth must have state intervention – Schools with a history of underperformance do not begin with a clean slate and may require intervention within the three years before a new priority list is run 13 0
School Improvement Continuum
2017 Decision Matrix
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Priority School Improvement Continuum § Tennessee’s School Improvement Continuum will go into effect July 1, 2017 with current Priority schools. Three tracks of intervention for Priority schools based on multiple factors including: – (1) previous identification as a Priority school – (2) overall TVAAS composite, – (3) one-year success rate across all tested subjects, – (4) length of time in current intervention, – (5) feeder pattern, and – (6) graduation rate.
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Priority School Exit Criteria Schools will exit Priority status by meeting one of the following exit criteria: § The school is not identified on the next Priority school list, and therefore is no longer in the bottom 5% § The school exceeds the 10th percentile in the state using a one-year success rate for two consecutive years § The school earns a level 4 or 5 TVAAS performance in all subject/grade content areas for two consecutive years § The school exceeds the 15th percentile in the state using a one-year success rate
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Achievement School District 13
Stakeholder Feedback § ASD school performance proof points and exit criteria should be clearer § ASD proof points should align to the Priority School Improvement Continuum § Increase transparency regarding decision making for eligibility
ASD Continuum
ASD Transition Criteria § Schools transitioning from the ASD back to the LEA will require a plan developed by the Commissioner and OSI in collaboration with the LEA § The plan will focus on conditions required for success of the school in the LEA § A school in the ASD will remain in the ASD for no more than 10 years § A school in the ASD will have the opportunity to exit and begin the transition back to the LEA after not appearing on two consecutive Priority school lists
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Focus Schools
Stakeholder Feedback § Clarify how Focus schools will be identified § Address how Focus schools will be supported at the state level § Provide support for “D” schools § Annually identify “F” schools
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Focus schools in TN ESSA plan § This designation includes schools in which one or more subgroup(s) are determined to be underperforming based on the school accountability indicators. § The Focus school list will be determined by reviewing the data for each of the four accountability subgroups and identifying those schools performing in the bottom 5% of all schools meeting the minimum n-size to be held accountable for that subgroup. § Current Priority schools will not be eligible for Focus designation.
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Focus schools in TN ESSA plan § A school can be identified as a Focus school for multiple subgroups and five percent of eligible schools will be identified for each subgroup. § Additionally, all schools earning an overall letter grade of D will be identified as Focus schools. § Focus schools will receive a “minus” on their school grade if earning an A, B, or C designation. § Focus schools will be identified annually. The first identification will occur in 2018. § Focus schools that remain in the bottom five percent for the same subgroup and do not meet AMO targets for three consecutive years will become Priority schools.
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Focus Schools Service Model District Meetings
Plan Development
• TDOE will meet with district and Focus school leadership • Provide data analysis and deep dive into root causes • Review internal capacity
• District development of Focus school improvement and implementation plans • Technical assistance from the new office of school improvement
Implementation Supports • New office of school improvement with dedicated resources for Focus schools • Prioritized involvement in other TDOE initiatives
Networking
Year 1 Review
• Cross-divisional support from the state • External partnership opportunities • Connect with other districts and schools on evidence-based strategies • Annual stateled convenings (LEAD, PIE conferences)
• Reconvene district and school leadership to determine areas of progress and continued opportunities • Begin development of Year 2 implementation plan
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Discussion
Discussion § What resonates most with you based on the changes to the school improvement work at the state-level? § What strategic actions might districts and schools take as a result of identification of Priority or Focus schools? – What areas may get more attention? – What areas may get less attention?
§ What supports are most needed and/or most valuable at the state-level? § What additional information do you need for your stakeholders to understand the Priority School Improvement Continuum?
Putting it all together Commissioner Candice McQueen
Tennessee Succeeds – What is it about? § § § § § §
High expectations Postsecondary and workforce readiness Supports for all students Growth and continuous improvement The vital role of leaders and educators The importance of the local community
Two words Access
Opportunity
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Discussion § How will you lead this vision in your local community? § What can you do immediately to ensure access and opportunities exist? § What resonated with you today? § What do you still want to know more about? § How can we communicate this work with you better?
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Tennessee Succeeds when Students Succeed!
Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark on their chosen path in life. Excellence | Optimism | Judgment | Courage | Teamwork