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* 1. What is your role?

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* 2. What community/school type do you represent?

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* 3. What part of Oklahoma do you represent?

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* 4. What group(s) are you a representative for? (Select all that apply)

ASSESSMENT

States are required to have high-quality student assessments in math, reading/language arts and science in both elementary and secondary grades.

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* 5. How should we measure student progress toward meeting state academic standards? (Select all that apply)

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* 6. The goal of a state assessment system should be (Rank with 1 being the most important):

ACCOUNTABILITY

The purpose of an accountability system is to give accurate and reliable information to districts, schools, parents and the community. ESSA requires a statewide system of accountability that meaningfully differentiates between schools and student subgroups.

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* 7. What data is important to have when determining the academic success and college/career readiness of students in your community? (Rank with 1 being the most important)

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* 8. What are the most important things schools can do to help students succeed?

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* 9. What are the qualities of a school you would want your child to attend?

SCHOOL SUPPORT

Low-performing schools are required under ESSA to implement a locally-developed intervention model (i.e. improvement plan) for no more than four years prior to intervention from the state. Intervention models must be research- and evidence-based.

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* 10. What supports should OSDE provide in supporting low-performing schools? (Rank with 1 being the most important)

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* 11. What role should OSDE play in the development of a local intervention plan?

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* 12. Which of the following do you believe is most critical to improving a low-performing school? (Choose 3)

TEACHER AND LEADER QUALITY

States have an important responsibility to create an education workforce system that attracts teachers and leaders, effectively prepares them, develops them throughout their careers, and retains them as champions for student success.

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* 13. Federal Title II, Part A funds can be used at the state level for a variety of purposes. (Rank with 1 being most important)

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* 14. How can the OSDE help all teachers and leaders: serve low-income students, minority students, students with disabilities, and English Learners?

OUTCOMES FOR ALL STUDENTS

In recognizing students and families are more diverse than ever, ESSA places a renewed focus on serving students of all backgrounds and learning styles. ESSA requires that states establish long-term ambitious goals for performance, with interim goals for achievement for all students and certain diverse learner groups (i.e. special education students, economically disadvantaged students, homeless students, etc.). It also places a new focus on two-way communication between the OSDE/districts and families.

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* 15. Do you believe a strategy to align assessment, accountability and teacher quality with state academic standards - so the four elements work together toward interim goals - is meaningful?  Please share your willingness to contribute to the conversation in the comments.

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* 16. What can OSDE, school districts, tribes, and community-based organizations do to support a learning environment to better prepare diverse learners (i.e. English Learners, children with disabilities, migratory children, American Indian and homeless children) for college and careers?

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* 17. Gauge your interest or willingness in participating in one of these ways: (Check all that apply)

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