. mar mum. TO succeen ALWAYS TO w?vwo?? ONE Department of Edu ,5 . Strategiilanning' Ideas?fBr. ta DEPARTMENT ORGANIZATION Commissioner ?General Counsel (Christy Ballard) -Legislative Affairs (Elizabeth Fiveash) Chief of Staff (Rebecca Shah) -HR -Perf. -Research EPP LPP Eva ls ChiefAcademic Officer (Vacant) Operations Officer Sam Pearc - Early Learning -F nance - Standards and Materials ?District OPS -CCTE -Special Pops Deputy CORE (Meghan McLeroy) Commissioner (Amity Schuyler) Chief Schools Officer (Katie Poulos) -School Improvement -School Programs trateglc Comms and Engagement Chief District Officer Strategy and Data Officer Mike Hard (Eve Carney) -Assessment Accountability -Data Governance ?Data Use - CPM - Whole Child -Comms Engagement PROPOSED GOALS The Tennessee Department of Education received significant feedback from districts that the number of overall goals in previous plans was challenging, as the measurements and targets were different. As a result, the Department is suggesting ONE, common measure of whatsuccess looks like for our students. We welcome feedback on this approach, and the subsequent goal-setting. EX GOAL: Ifwe are successful, then Tennessee will see a substantial increase in the number of students meeting attainment goals two years after graduation. Specifically, Tennessee will see an annual increase of percentage points in students who meet an attainment goal (two-year college persistence, certificate, military enlistment, or similar). High School: CCR Measure Graduation Rates ACT and SAT scores; PSAT and Scores FAFSA Completion TN Promise Applications Industry Certs Post-secondary Credits CTE Concentrators EOC Proficiency Middle School: High School Readiness Measure Completed Individual Pathway Summative Assessment Proficiency Character Education Assessment Elementary School: Middle School Readiness Measure 31rd Grade Reading Summative Assessment Proficiency Character Education Assessment Pre-K: Kindergarten Readiness Measure Kindergarten Readiness Assessment PROCESS The Tennessee Department of Education is moving forward with a strong emphasis on strategic communications and engagement. Instead of the department deciding the priority areas first and then asking for public feedback, the department decided to review public input FIRST, and then create the initial priorities. This included district and superintendent surveys and feedback, educator survey information, and dozens of external meetings and focus groups to inform what should initially be proposed. These pillars are not necessarily what the Department expected the priorities to be, 3" but they do represent our public?s voice on what matters and where Tennessee needs to go. That is what a statewide strategic planning process should represent. Stakeholder Feedback to Date 2 5 I 5 3 9 30+ districts 2 classm?m I Teacher survey FOCUS groups With 3 1 5 comments on strategic students and teachers: 4 'deas In each of the three .. an I grand dWISlonS engagements to. listen 50 stakeholder and learn about. needs meetings In Tennessee a. 00 ?ne ?ve Six Seven Bighf odd 59's.? 54.7.4? odd odd 7 A FRAMEWORK Tennessee students graduate prepared to excel in whatever opportunities they choose, feeling empowered to make choices best for them and meaningfully engaged as Tennessee citizens. Build district capacity, in rural and in urban settings Training, resources, supports, networking CLASSROOMS EDUCATORS SCHOOLS COMMUNITY STANDARDS. ASSESSMENT. ACCOUNTABILITY. EVALUATION. FUNDING. CAPACITY SUPPORT. OPERATIONS. CLASSROOMS: Meaningful learning for all students For students to be ready to take advantage of the post?secondary opportunities of their choice, we need to define the experiences that must be true for all students in each grade, pre?K?12. We must also provide a framework for advisors to create strong career exploration opportunities and to ensure all required courses have meaningful connections to student aspirations. Articulated Pathways Near Peer Advising EDUCATORS: Improving pipeline and preparation We must strengthen the pipeline, preparation, and placement of teachers and leaders in our schools. We must reduce barriers and diversify the workforce, incentivize our highest performing graduates into the profession and reward our existing excellent educators. We must also continue to strengthen preparation programs to meet the current demands of the profession and require coursework that applies to the educator?s future placement context. Finally, we must provide optional support and professional development to districts for talent/H R, communications, and budgeting, and will begin a CCO, and COO Fellowship. IMPROVING EPP AND LPP LEADERSHIP THE PIPELINE STRUCTURES MATTERS SCHOOLS: Supporting students with public options To rise from the bottom quartile to the top half of states in the country, and make Tennessee graduates competitive with any of their national peers, we must support our developing schools. This means working with districts to provide our students strong public school options while adults find effective solutions for long-term improvement of all public school options. It also means re-structuring school turnaround so that there is more shared ownership between the state and local districts. Public School Rural Opportunity Options Supports Zones COMMUNITIES: We must educate the whole child Students are developing as people for the 13 years that they are in our schools. This means that we infuse resources and supports throughout the school community, that we create the structures and trainings to support all students, and that we find ways to bring families into that work. Mental Health Safe and Healthy Family Schools Engagement FOUNDATIONS: Strengthening what works We must create one, unified system to align standards, assessment, accountability, and resources. We will build a tool that breaks down standards into measurable units, defines horizontal and vertical alignment, and student work examples at each proficiency level. This tool should also link standards to high-quality instructional materials, and provide aligned formative tests and banks, annotated videos of strong lessons, an accountability estimator, and predictive supports for districts, principals, and teachers to implement during the year. dwell?; i I'm. lull: a twin in Em 'x ?In l, FEEDBACK: We want to hear your thoughts on our state?s proposal! The Department of Education will release a paper and online survey to give the public a second opportunity for feedback. This round will be open from June 3 June 21. We encourage you to continue sharing your voice and reflections and are excited to continue accelerating progress in Tennessee! oun yfag TENNESSEE FEEDBACK: PROPOSED PLAN In small groups, please discuss each ofthe four pillars and include: CLASSROOMS EDUCATORS SCHOOLS COMMUNITY 1" In?! 7.4-9 hr,? HERO 9 FEEDBACK: TOOL Please consider what would be helpful for a tool that the department will be building. Some initial ideas are below. Please discuss those that resonate, those that you would like to see added, etc. 0 Content and Materials: horizonal and vertical alignment; differentiation resources; high?quality lessons with annotated student work samples; annotated assessment items per standard/objective; annotated videos Student Achievement: interims, formatives, and item banks; annually published assessments with rationales Accountability: estimator, predictive modeling with use of interims/formatives and local data Data: pre-set data breakdowns with linked supports and PD sessions; longitudinal data reviews for educators, schools, and districts (by standard) Supports: family resources; additional supports for those that adopt HQ materials u. a 54? - ?3 I -J?ttk 'l I . I "liilFEEDBACK: ESSA The Department of Education made a commitment to solicit feedback on the ESSA plan. We are soliciting feedback for adjustments to the plan that reflect the feedback of districts, and of families. This will take place over the summer, and occur on a 4-year cycle, to allow for consistency in the system. This means adjustments this year, and again in 2023. We will divide into groups by topic and rotate, with the first 5 minutes being an overview and the remainder of the time for discussion and feedback. PROPOSAL FEEDBACK What did and did not resonate? For the areas listed, what SPECIFIC initiatives or outcomes would you like to see? (Please indicate those that are within the control of the department, and separately those that you would like to see through legislation). For areas you would like to add, please provide any rationale/information, and what specific initiatives you would like included. PROPOSED TOOL In small groups, please discuss each of the four pillars and include: Content and Materials: horizonal and vertical alignment; differentiation resources; high-quality lessons with annotated student work samples; annotated assessment items per standard/objective; annotated videos Student Achievement: interims, formatives, and item banks; annually published assessments with rationales Accountability: estimator, predictive modeling with use of interims/formatives and local data Data: pre-set data breakdowns with linked supports and PD sessions; longitudinal data reviews for educators, schools, and districts (by standard) Supports: family resources; additional supports for those that adopt HQ materials SCHOOL ACCOUNTABILITY What are the benefits of implementing a school and district grading system? What are the anticipated challenges of implementing school grades in your districts? How can the state support Superintendents in the implementation of school grades? How can the state support principals and teachers in the implementation of school grades?