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Race to the Top Massachusetts’ vision and emerging priorities Presented to the Board of Elementary and Secondary Education October 26, 2009. Overview. Other ARRA grant opportunities RTTT application timeline & requirements Stakeholder engagement: Activities & plans

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Race to the Top Massachusetts’ vision and emerging prioritiesPresented to the Board of Elementary and Secondary EducationOctober 26, 2009

overview
Overview
  • Other ARRA grant opportunities
  • RTTT application timeline & requirements
  • Stakeholder engagement: Activities & plans
  • Vision and emerging priorities in each assurance area
other arra grant opportunities
Other ARRA grant opportunities
  • RTTT Assessment Grant - $350 million
    • Supports consortia of states in developing a common assessment based on common, high-quality standards
  • Investing in Innovation (i3) - $650 million
    • Bringing promising practices to scale
  • Teacher Incentive Fund - $200 million
    • Supports performance-based teacher and principal compensation in high need districts
  • State Longitudinal Data Systems - $245 million
    • Supports development of state data systems
rttt application timeline
RTTT application timeline
  • Draft regulations issued on July 29
  • ESE and EOE submitted joint public comment
  • Expect final regulations in early November
  • Applications for the first round will be due 60 days after final regulations are issued
  • MA goal: Submit application in the first round.
rttt requirements
RTTT requirements
  • Only states with an approved SFSF application and no barriers to link student data to teachers are eligible.
  • Proposal must comprehensively address state reform conditions and reform plan criteria for four assurances:
  • Priority will be given to states that also focus on STEM
  • States may also include statewide longitudinal data systems, P-20 coordination and vertical alignment or school-level conditions for reform and innovation

Standards and Assessments

Data Systems to Support Instruction

Great Teachers and Leaders

Turning Around Struggling Schools

rttt where will the money go
RTTT: Where will the money go?

At least 50% to participating districts via Title I formula

50% used by the stateor distributed to districts

Additional guidance on district participation expected by early November

stakeholder engagement strategy
Stakeholder engagement strategy
  • Meetings with a broad spectrum of stakeholder groups
    • Districts, unions, professional associations, business and civic leaders, funders, parents, students, Board advisory councils, other working groups
  • Survey of superintendents statewide
  • Webinars on assurance areas for district staff
  • Regional forums for district staff
  • Feedback from BESE
  • Race to the Top website: http://www.doe.mass.edu/arra/
stakeholder engagement in october november
Stakeholder engagement in October & November

October

Nov

19

26

02

09

16

23

30

Board of Education

Oct 26-27

Nov 17

Districts & unions

Initiative teams

Oct 22Standards,Turnaround

Oct 20Data

Webinars

Oct 21Teachers

Oct 29STEM

Sign up districts to working teams for the different initiatives

Determine ongoing communications strategy, influenced by proposal guidance & timing

Surveys

Launch Oct 28 All districts

Complete USN only

Close Nov 4

Interviews

TBD others

Oct 23 Chelsea

Oct 26 Lowell

Oct 29 Fall River

Kicked-off Big 3

ExEL group meeting

Nov 4-5

USN meetings

Nov 6Include local union, SC leaders

Dec 4 Update/Follow-up discussion

Oct 22 School Committee leaders

Oct 30 Union

Funders

TBD week of Nov 9 Small group, SGP host

TBD end of Nov Large group

Business/ leaders

Update calls with Linda Noonan, others

Oct 6 MBAE

Nov TBD Goddard/LG Council

vision and emerging priorities
Vision and emerging priorities
  • Standards and assessments: Jeff Nellhaus
  • Supporting struggling schools: Karla Baehr
  • Great teachers and leaders: David Haselkorn
  • Data systems: Bob Bickerton
  • STEM: Jeff Nellhaus
ese s vision for standards and assessments

ESE’s vision for standards and assessments

Ensure that all MA students achieve proficiency on rigorous and internationally benchmarked standards for college and career readiness

Adopt clear and rigorous K-12 standards for high achievement and college and career-readiness

Create tools, training, and professional development supports to help districts and schools translate standards into effective curricula and instructional practices

Use state-wide summative assessment, including new curriculum-embedded assessments, to assess student progress toward standards

Support the development and use of benchmark and formative assessments to inform instruction

Establish programs and incentives at the high school level that motivate students to achieve proficiency and mastery of college and career-ready standards

standards assessments emerging priorities
Standards & assessments: Emerging priorities

Make enhancements to MCAS

Develop curricula and instructional supports aligned with common standards

Support

benchmark and formative assessments

High school programs and incentives for college and career readiness

  • Align MCAS with Common Core of Standards (in development)
  • Migrate MCAS online with next-generation functionality
  • Develop performance tasks in strategic areas
  • Continue to improve reporting tools to inform instruction (e.g., student growth data)
  • Solutions to support districts, e.g.,
    • Software to help create local curricula
    • Model curriculum maps
    • Model course syllabi
  • ELA and Math benchmark assessments administered periodically
  • Formative assessment resources available for customized use at the school and class level
  • Series of professional development courses to support effective use of benchmark and formative assessments
  • Expand opportunities for Early College High Schools through partnerships with community colleges
  • Expand the opportunities for AP, IB, and other rigorous college-ready programs, particularly in low performing high schools
  • Activate the Certificate of Mastery and Certificate of Occupational Proficiency and create incentives for achieving them
ese s vision for school turnaround
ESE’s vision for school turnaround

Over the past two years, ESE has worked to design a coordinated, tiered system grounded in accountability measures that are tied to appropriate, targeted assistance and intervention

To date, ESE has defined a vision of essential school and district conditions necessary for success, and made investments to identify, refine, and disseminate promising models, tools and processes to achieve the essential conditions

ESE will support, direct, and guide districts with LEVEL 4 schools in applying models, tools and other vetted resources and partners to rapidly turn around their lowest-performing schools and sustain high levels of achievement.

If districts are not successful at LEVEL 4, ESE will take the lead in identifying lead partners to do the turnaround work at LEVEL 5.

school turnaround emerging priorities

School turnaround: Emerging priorities

Build district leadership capacity

Build and disseminate turnaround tools

Identify and scale up third-party supports

Develop cadre of turnaround teachers and principals

Identify and incubate lead partners

E.g.:

  • Supporting effective collaboration between superintendents, union leaders, and school committees

E.g.:

  • Learning Walks
  • Benchmark and formative assessments

E.g.:

  • Essential Conditions, including social/ behavioral supports
  • Alternative school transformation

E.g.:

  • Residency, induction, training models to develop teachers and principals
  • Incentives for school, team, and teacher performance

E.g.:

  • Lead partners to work in LEVEL 4 schools
ese s vision for great teachers and leaders
ESE’s vision for great teachers and leaders

State’s goal for teachers and leaders:All classrooms in the Commonwealth are staffed by effective educators in schools and districts organized to support student achievement and success

The Dept. of ESE seeks to build an integrated state-wide system for teacher and leader development that:

  • Ensures a strategic and aligned system of educator development, support, and accountability
  • Incorporates multiple measures of effectiveness (including student achievement and professional growth) into key program approval, licensure, and personnel decisions
  • Uses national and international best practices as benchmarks
teachers leaders emerging priorities
Teachers & leaders: Emerging priorities

Define and assess teacher and leader effectiveness via multiple measures, anchored in student achievement

1

Use effectiveness measures as the foundation to drive additional initiatives

Identify, pilot and scale innovative models to recruit, prepare and develop teachers and leaders

Develop a performance-based, tiered licensure system for teachers and leaders

Pilot district evaluation and P.D. models that incorporate measures of effectiveness

Develop and pilot new models for compensationand equitable distribution

2

3

4

5

Address equitable distribution and turnaround strategies through incentives, improved conditions, leadership, and capacity development

Identify and develop turnaround leaders and teacher teams for chronically low-performing schools

6

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Teachers & leaders: Emerging priorities

1

2

3

4

5

6

Measures of effectiveness

Recruitment, prep and development

Performance-based tiered licensure

Evaluation/ P.D./induction models

Compensation and equitable distribution

Turnaround teacher and leader teams

ese s vision for data systems
ESE’s vision for data systems

Over the past decade, ESE has begun transitioning from a data system for reporting and compliance and toward a user-oriented data system designed to translate data into useful information

To date, ESE has invested in critical infrastructure such as the K-12 data warehouse (including EPIMS, SIMS, and ELAR) and in systems to integrate data across multiple sources in order to better translate data into useful information and learning tools

Today, ESE envisions a data system that will empower teachers and leaders to access and use timely, accurate data to inform instruction and decisions

data systems emerging priorities

Data systems: Emerging priorities

Design and build a robust data systems infrastructure

Connect and integrate data systems

Effectively use data to inform instruction and drive decision-making

  • Transition from the current resource intensive (burdensome) data collection model to a fully automated process built upon the “Schools Interoperability Framework” (SIF)
  • Build benchmark assessments aligned with state standards and capacity to collect, analyze, and store data
  • Build a comprehensive P-20 database and integrate it into the Education Data Warehouse
  • Create a “Readiness Passport” to connect the Education Data Warehouse to other government databases to create a comprehensive picture of the services and resources accessed and available to MA students
  • Expand analysis and use of data
    • Expand capacity at DSACs to train and assist districts with data analysis
    • Build data “dashboards” to synthesize data from multiple sources
    • Develop a way to measure proficiency in data use (with accompanying professional development)
  • Analyze benchmark assessments and make data available quickly and consistently to inform instruction
stem emerging priorities
STEM: Emerging priorities

Turnarounds

Enhanced MCAS

Benchmark and formative assessments

State model curricula and tools

New pathways to college and career-readiness

  • Add performance tasks to selected MCAS tests that address standards that cannot be directly measured with paper & pencil
  • Embed TIMSS items in MCAS tests to report TIMSS scores at the district level
  • Develop benchmark and formative assessments in STEM areas for all schools and districts designed to identify students who need assistance and to improve curriculum and instruction
  • Develop tools & resources that assist districts in translating Common Core Standards in Mathematics and possibly STE into local curricula
  • Expand STEM Early College and AP/IB programs, particularly in lower performing high schools
  • Implement and incentivize STEM focused Certificates of Mastery & Occupational Proficiency

Standards & Assessments

Professional standards

Recruitment, preparation and development

Compensation and equitable distribution

Turnaround teacher and leader teams

  • Develop professional standards for STEM teachers that will serve as the basis for their preparation, licensure, and ongoing development and evaluation
  • Pilot new compensation approaches that improve the recruitment, retention and distribution of highly qualified STEM teachers
  • Provide training and supports for STEM specialists on teacher and leader teams to help turn around under-performing schools and districts
  • Pilot innovative teacher recruitment & preparation programs
  • Expand STEM instructional coaching and content-specific PD for teachers and principals

Great Teachers & Leaders

more information on rttt
More information on RTTT
  • ESE’s RTTT coordinator: Carrie Conaway cconaway@doe.mass.edu
  • RTTT email: rttt@doe.mass.edu
  • Race to the Top web site: http://www.doe.mass.edu/arra/