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Supporting States to Effectively Implement ESEA Waivers with Equity: Guiding Questions ESEA Principle Principle 1: College- and

CareerReady Expectations for All Students Guiding Questions What are you doing at the district level to promote the effective implementation of CCSS? o What results do you expect? o What evidence will demonstrate effectiveness of efforts? What evidence will demonstrate meeting or surpassing expectations? How are you involving other divisions across the SEA (i.e., SPED, ELL, Title VII, Title I, etc.) What policies, training, or other support are you providing districts to help them ensure teachers are adjusting instruction to meet the different learning needs of all students (i.e., ELL, SPED, etc.) What is in place that addresses teacher preparation (ELL, SWD, etc., Accommodations; Curriculum, Common Core, Differentiation of Instruction for all students (Quality Instruction)? Does the plan address academic underperforming learners? Does the plan address issues related to multi-tiered support systems (MTSS) and remediation? Does the plan address how the state will ensure accuracy of data? Does the plan go deep enough to account for high achievement outcomes for all subgroups? Does the plan demonstrate clarity, honesty, and integrity of data collection, analysis, and reporting? What monitoring elements are in place to ensure accurate monitoring and reporting of disaggregated student outcomes? What concerns are districts raising regarding their adoption and implementation of the new evaluation systems? In what ways does the evaluation system account for effective communication skills related to cultural responsiveness and/or relevancy? To what extent is the teachers use of student assessment data and analysis of subgroup populations reflected in the teacher evaluation system? How are cultural competency and concepts of equity reflected in the teacher and leader standards and the evaluation system? What can the SEA do to ensure that evaluators are skilled at working with teachers and principals who come from diverse backgrounds? What support services will be needed to implement the teacher and leader evaluation system with attention to issues of equity? How are historically underrepresented groups included in your teacher and leader design and development process? In what ways are all groups represented in the design and development of teacher and leader evaluation systems? How do you ensure the equity lens doesnt get diluted in the implementation process? How are historically underrepresented groups included in your waiver development process?

Principle 2: State-Developed Differentiated Recognition, Accountability, and Support

Principle 3: Supporting Effective Instruction and Leadership

Developed by the Mountain Plains Desert Collaborative a regional network of federal TA providers (CCs, RRCs, EACs, RELs) 1/30/13

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