Great Lakes East Comprehensive Center

Indiana Annual Plan of Work

2010–11 State Goals

Overview of Planned Work

Early in Year 5, IDOE and Great Lakes East faced daunting challenges. IDOE faced the challenges of an overwhelming turnover in staff and a significant increase in expectations of the new superintendent. Great Lakes East faced the challenges of meeting and building relationships with new IDOE staff and responding to a considerable increase in the quantity and significance of requests for assistance. Six goals of varying potential impact on schools and districts across Indiana were a result of IDOE’s and Great Lakes East’s response to their challenges. However, in Year 6, the components and elements of last year’s goals have been reconfigured, and new components and elements have been added to three major goals.

Great Lakes East efforts will be coordinated in partnership and close communication with IDOE staff members from Title I, Title III, RTI, mathematics instruction, assessment, and college and career preparation. The nature of the current requests falls within the areas of district improvement (Title I, Title III), school improvement (Title I, Title III, School Improvement Grants, turnarounds, state technical assistance teams, RTI), and Common Core State Standards:

  • District Improvement—for those districts in Title I improvement status, not meeting Title III annual measurable achievement objectives, or applying for Title I SIG.
  • School Improvement—assistance through training instructional coaches, onsite professional development for classroom teachers of English learners (ELs); a program to assist principals of high-poverty, low-performing schools, state technical assistance teams system; models of state takeover of schools; and response to instruction.
  • Common Core State Standards (CCSS) Initiative—creation of Indiana Common Core based on overlay of CCSS and Indiana state standards and integration of mathematics, English language arts, and science standards into career and technical education courses for college and career pathways.
     

Federal Funding of School Improvement Grants (1003[g]) 

As described on page 4, the federal long-time Title I School Improvement Grants (1003[g]) changed dramatically in their requirements and purposes as of August 2009. The guidance document from ED was released in January 2010, and Indiana’s application was accepted in April. Nine districts received funding for one of their schools and are currently implementing the components outlined in their applications. The second round of the funding is to be completed by January 2011 with the timeline proposed by ED:

  • September 2010—the release of federal guidance document.
  • October 2010—SEAs develop and submit their applications and LEA application templates (following ED’s new 2010–11 requirements).
  • November 2010—SEAs receive notice of approval or nonapproval of applications from ED.
  • December 2010—SEAs rewrite their applications for ED or notify LEAs of availability of SIG applications.
  • January 2011—LEAs submit applications; SEAs review applications; SIG monies are awarded.

Thus, again this year, the timeline is short for development of the applications and for the review of LEA applications and the awarding of SIG funding
 

Proposed SEA Technical Assistance Goals
 

State System of Support
 

Goal 1. District Improvement
To assist the SEA in developing and implementing supports and processes that are evidence and research based (a) for districts in improvement or in corrective action (Title I), (b) for districts not meeting annual measurable achievement objectives (Title III), and (c) for districts that are applying for SIGs and searching for SIG partners, which will include an internal rigorous process for determining state-approved SIG partners.
 

Scope of Services. In Years 1–4, Great Lakes East provided technical assistance to IDOE Title I to address districts in improvement or corrective action. In this effort, Great Lakes East worked closely with the IDOE director of differentiated learning. The director also was responsible for Title III EL, and given Great Lakes East’s record of success during previous years of collaborative work, IDOE requested that in Year 5 Great Lakes East begin to provide assistance to IDOE Title III to address districts not meeting AMAOs. Because these efforts met with success and confidence, late in Year 5, the same director requested that Great Lakes East provide assistance to IDOE to address Title I School Improvement Grants. Great Lakes East assistance will continue in all three of these areas in Year 6.

Title I: Districts in Improvement or Corrective Action. During Years 1–4, Great Lakes East provided technical assistance for IDOE Title I to develop and implement systemic processes and supports for districts in improvement and corrective action. This goal was essentially met in Year 5, with Great Lakes East moving into the role of coaching IDOE Title I staff as needed. This type of assistance will continue in Year 6. Workshops for districts in improvement and corrective action will occur in early winter once the testing data are released.

Title III: Districts Not Meeting AMAOs. A new topic for Year 5 and continuing into Year 6 is supporting districts not meeting Title III annual measurable academic objectives (AMAO). The first annual workshop was held for eight districts in Year 5. In Year 6, IDOE and Great Lakes East will review the outcomes from last year’s workshop and plan for an anticipated much greater number of districts attending because the state AMAO targets have been raised substantially this year. The planning will include staff reviewing the research and evidence base for teaching English learners (ELs).

Title I: School Improvement Grants. A third area of assistance in Year 5 and continuing into Year 6 is School Improvement Grants (1003[g]) provided through the U.S. Department of Education. In Year 5, Great Lakes East responded to IDOE’s request for assistance in developing the SEA application, the LEA application, the scoring rubric of LEA applications, and the training of the application reviewers. Because all states adhere to a new set of federal guidance this year, Indiana has again requested assistance in this area. Because Title I staff have more experience this second year, it is anticipated that they will be able to complete this task with less Great Lakes East support. However, new tasks for IDOE and Great Lakes East include creating and implementing a process leading to a list of state-approved SIG providers for schools.
 

Goal 2. School Improvement
To assist the SEA in improving schools through (1) training instructional coaches, (2) providing on-site professional development for classroom teachers of English learners, (3) developing a program to assist principals of high-poverty, low-performing schools, (4) redesigning the state technical assistance teams system, (5) investigating models of state takeover of schools and considering an Indiana model, and (6) developing and implementing a complete vision of response to instruction
 

Scope of Services. In Year 6, IDOE needs and Great Lakes East technical assistance plans continue to increase. Because progress in Title I and Title III (training instructional coaches, providing EL professional development, and school improvement grants) was significantly successful, Great Lakes East was asked to provide the technical assistance in two additional areas: developing turnaround and state takeover models and developing state technical assistance teams. Also, in Year 6, response to instruction (RTI) will continue to be a major initiative, receiving technical assistance from Great Lakes East, and it will be carried out as part of the school improvement work. 

Title I School Improvement Through Training Instructional Coaches. In 2008–09, Indiana was one of an initial group of states to receive federal approval for its Differentiated Accountability Model for Title I schools in improvement status. IDOE requested Great Lakes East’s assistance in designing and implementing some of the components in their model, such as the Indiana Institute for School Leadership Teams. By this last year (Year 5), the IDOE Title I staff developed the capacity to implement the institute, and Great Lakes East was not involved. A second component, training of instructional coaches, was led during the first year by an external educational organization, with Great Lakes East serving as a secondary partner. IDOE was not pleased with the outcome of the trainings for various reasons. Last year, IDOE developed the training themselves and used trainers from Acuity and Wireless Generation to provide knowledge and practice in their formative data assessments. Many coaches were not pleased with the training. As part of Year 6 work, IDOE asked Great Lakes East to help them in seeking successful models of professional development for instructional coaches and perhaps to assist in implementing the model in the summer.

Title III School Improvement Through Providing EL Onsite Support. Indiana continues its commitment in Year 6 to improve the achievement of ELs. In Year 5, Great Lakes East provided internal professional development to the IDOE EL specialists to increase their knowledge and skills. For Year 6, IDOE and Great Lakes East selected four elementary schools, using a criterion-based decision-making process (e.g., the EL students were struggling academically; the school recently had an influx of migrant/EL students; the school was not currently receiving IDOE supports). Staff from Great Lakes East and its subcontractor, the Center for Applied Linguistics, will serve as team leads of the professional development. Each team lead will work with two or three IDOE EL specialists, modeling the content and processes. All members will work together to plan the curriculum and content, and IDOE staff will conduct pieces of the professional development as they are ready.

Title I, SIG: Assisting Principals of High-Poverty, Low-Performing Schools. According to SIG requirements, both districts and SEA have commitments to assist the schools. For SEAs, these are listed in the form of “reservations,” with IDOE listing 10 such reservations in its SIG application (http://www2.ed.gov/programs/sif/summary/in.pdf). The state requested assistance from Great Lakes East in one of the reservations: examining the effective practices of principals in persistently low-performing schools and developing a support structure, including some form of professional development, for the SIG principals. Great Lakes East will work closely with IDOE Title I staff to review various models for principals and to develop an Indiana model.

Turnaround and State Takeover Models. The ultimate choice for any SEA is when to consider the use of state or mayoral takeover of a school or district. As a beginning step down this path, Indiana is requesting assistance in learning more about school turnaround and takeover models, especially those that are supported by research or evidence. Information from national organizations such as Mass Insight, The Wallace Foundation, and the Center on Innovation & Improvement will be valuable resources to review as will lessons learned from states such as Louisiana. Additional steps in this work will be determined once the literature review is conducted.

State Technical Assistance Teams. Last year, Indiana’s executive level management instituted Technical Assistance Teams (TATs). The teams consisted of state staff and community partners who visited persistently low-performing schools, including those that were not Title I schools. TAT teams were trained by Cambridge Education; they visited eight schools, as a team reviewed their individual findings and reached consensus, developed summaries, and created memoranda of agreements (MOAs) with each school, outlining the changes that needed to occur. However, none of the districts signed the MOAs for its schools because this is not required under Indiana law. This year, an IDOE assistant superintendent has asked Great Lakes East work alongside the IDOE turnaround director to redesign the TAT materials and plan and conduct the training of the reviewers. Meanwhile, IDOE will be considering the policy and state statutes regarding state takeover of schools.

Response to Instruction. Last year, IDOE reached its goal of creating a vision for RTI through a guidance document, leadership team, implementation plan, and implementation toolkit. As part of its implementation plan, IDOE identified 11 pilot schools, provided professional development, and began a customized professional development program for each of the pilot schools. In year 6, Great Lakes East will assist IDOE as it completes the design and implementation of its vision of RTI by (1) developing a companion piece to the guidance document addressing RTI in secondary education, (2) designing, developing, and delivering differentiated professional development to RTI pilot schools, (3) designing a comprehensive strategy to market the concept of and supports for RTI to Indiana’s LEAs, (4) building a statewide system of support for the successful implementation of RTI, including qualified educational organizations and entities, and (5) establishing and supporting the 2011–12 pilot school program to include secondary schools.
 

Instruction
 

Goal 1. Common Core State Standards Initiative
To assist IDOE in developing and implementing processes for (a) deconstructing the Common Core State Standards, (b) comparing the results to the deconstructed Indiana English language arts and mathematics standards, (c) using the similarities and gaps to create the Indiana Common Core, (d) establishing a set of modules leading to a teacher certificate related to knowledge and use of Indiana Common Core Mapped Curriculum, and (e) improving student achievement in mathematics by integrating mathematics, English language arts, and science standards into CTE courses, completing the development of college and career pathways, and designing an integrated secondary mathematics model.

Scope of Services. IDOE adopted the Common Core State Standards (CCSS) for English language arts, literacy, and mathematics on August 3, 2001, following Indiana’s Education Roundtable and State Board of Education’s approval (http://www.doe.in.gov/news/2010/08-August/core_standards.html). This approval allowed the Division of Curriculum and Instruction to continue with its next steps toward developing an Indiana Common Core Curriculum.

For Year 6, IDOE requested Great Lakes East’s assistance as it works on several steps of this process. In fall 2010, the division plans to deconstruct (or unpack) the CCSS in English language arts and mathematics and requested several Great Lakes East content experts to serve on teams conducting this work. In early winter, the division will compare the CCSS deconstructed standards and the Indiana deconstructed standards (standard-by-standard) to determine areas of commonality, differences, gaps, and overlaps. Decisions will be made about which standard to use and how to combine the standards. These decisions will allow IDOE to develop a final mapped curriculum.

During the winter and spring, Great Lakes East will focus on working with IDOE staff across divisions to develop module-based training for educators. At present, the division has outlined six possible modules, such as “Understanding Common Core Standards in Relation to Indiana’s Standards” and “Analyzing Maps to Guide Planning.” The state has requested Great Lakes East’s assistance, specifically, in determining and developing the content of the modules, the best or most appropriate delivery system to teachers, and the discovery of assets within the state that could provide the training as a way to build a statewide system of support.

In addition to the CCSS work, Great Lakes East will continue to assist IDOE to develop and implement a plan to improve student achievement in mathematics through expanded and strengthened instruction and support in Career and Technical Education/College and Career Preparation and through the increased use of effective technology in mathematics instruction, Grades 6–12. The components of this work will include (1) developing and implementing a model for integrated secondary mathematics education, (2) piloting an “Innovations in Math Instruction” program, featuring new forms of instructional technology in select secondary schools, (3) integrating mathematics, English language arts, and science standards into CTE courses, (4) completing the development of College and Career Pathways, and (5) designing and implementing an organizational structure for technology education. IDOE staff intend to make a proactive and dramatic response to the adoption of the Common Core State Standards by addressing these components with Great Lakes East’s technical assistance.


Indiana Technical Assistance Work Plan for 2010-11  ( Adobe® Reader® PDF 138 KB) (2010–11)

 

State Goals for Other Years

2009–10 State Goals

2008–09 State Goals

2007–08 State Goals

2006–07 State Goals

2005–06 State Goals

 

Photo of teacher with student.

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