every student succeeds act (essa)2016 ©region one education service center teacher and...

2016 ©Region One Education Service Center

Every Student Succeeds Act (ESSA) Office of School Improvement, Accountability and Compliance



Federal Legislation

NCLB (AYP)

2001-2012

NCLB

ESEA Waiver (Flexibility)

2013-2014

NCLB Reauthorization

Every Student Succeeds Act (ESSA)

2015 and Beyond

Federal Legislation

ESEA 1965


Transition to the Every Student Succeeds Act (ESSA)



EVERY STUDENT SUCCEEDS ACT

Highlights

• Holding all students to high academic standards that prepare them for success in college and careers;

• Ensuring accountability and guaranteeing that when students fall behind, steps are taken to help them and their schools improve, with a particular focus on the very lowest-performing schools, high schools with high dropout rates, and schools where subgroups are falling behind;

• Continuing to ensure that parents and educators have annual assessment information about how students are doing, while supporting states and districts in reducing unnecessary, onerous and redundant testing;

• Empowering state and local decision-makers to develop their own strong systems for school improvement;

• Protecting students from low-income families and students of color from being taught at disproportionate rates by ineffective, inexperienced, and out of field teachers.



Reporting Requirements

• Reporting remains a part of Title I

• Going forward in SY15-16: States are still required to publish annual report cards for the 2014-2015 and 2015-2016 school years, and beyond.

• The parts of this reporting include – LEA student achievement compared to State performance

• Student subgroup information (English Language Learners, Hispanic, Special Education, etc.)

• School student achievement compared to all students and subgroups of students in the LEA

• School student achievement compared to all students and subgroups of students in the State



• Is developed in consultation with learning community (as in NCLB must include parents)

• Describes how the district will meet its responsibilities related to school improvement

• Describes how the district will coordinate and integrate services with preschool programs



All NEW

• Describes how the district will address teacher distribution (years of experience, certification, etc.)

• Describes how the district will support efforts to reduce the overuse of discipline practices that remove students from the classroom



• District must inform parents that they can request information regarding the professional qualifications of their child’s classroom teachers

• Schools must provide parents information related to their child’s academic achievement and notice if the student has been assigned a teacher who does not meet applicable State certification or licensure requirements

State Certification

Right to Know applies to State Rules



• Allows a school that serves an eligible school attendance with less than 40% poverty to operate a schoolwide program if the school received a waiver from the state

• Schools operating a Title I Schoolwide program must develop a comprehensive plan that is based on a needs assessment

• Schoolwide schools may use funds to operate a preschool program

• Includes services to foster care students

• Parent Engagement Parents and family members must be involved

in developing LEA plans and improvement plans

LEA must conduct annual evaluation of parent and family engagement policies



All New!

• Schoolwide secondary schools and targeted assistance schools may use funds for dual or concurrent enrollment programs (Career and Technical Education, Institutes of Higher Learning)



State and Federal Implications

Funding flows from ED to State to District to Campus




States have: •More decision making authority in choosing assessments, goals, accountability measures, teacher “effectiveness”




State Regulated: States choose standards and assessments, and work towards goals Student achievement is reported out by special populations States hold schools and districts accountable for disaggregated special population performance Funding flows from Department of Education to states to districts to schools Maintains grant funding formula



Teacher and Paraprofessional Qualifications

State ensures that teachers and paraprofessionals working under the Federal grant funds meet application state certification and licensure requirements, including alternative certification requirements State ensures there are professional standards for paraprofessionals working in the grant funded program, including qualifications that were in place on the day before the date of enactment of Every Student Succeeds Act



Teacher and Paraprofessional Qualifications

•*Requirements related to highly qualified teachers will remain in place through the end of the 2015-2016 school year. •*Beginning with the 2016-2017 school year, schools will no longer be required to comply with the highly qualified teacher requirements. •*It is important to note that all state certification requirements adopted in State Board for Educator Certification rule remain in place.

“Clerk” Vs.

“Aide”



Questions and Updates Timeline for Implementation

August 1, 2016 ESEA Waivers

Terminate

2016-2017 Allocation Formula the same as

2015-2016 PFS’s continue with their approved

interventions

2017-2018 New accountability

systems (and related interventions) take effect

March 1, 2016 States must provide

Updated PFS list



Questions and Updates *Title I Assessment

• In general, ESSA did not change assessment requirements. All states accepting Title I federal funds used by LEAs must assess students as follows: • Reading/language arts and mathematics – assess annually in each of grades

three through eight and once in high school.

• Science – assess once during each of three specified grade spans: grades three through five, six through nine, and ten through twelve.

• English language proficiency – assess English language learners annually in each of grades kindergarten through grade twelve.

* From Commissioner Morath’s TTAA from March 8, 2016

Standards and Assessments



Questions and Updates NEW SW funds may be used for:

• Preschool programs; and

• Dual and concurrent enrollment • Training for teachers

• Professional development

• Tuition and fees, books, required instructional materials, innovative delivery methods; and

Schoolwide Requirements Sec. 1114(c) and (e)



Questions and Updates Allowable Costs



Title 1, Part A

ESSA authorizes – but does not require - school districts to include in their plans how they will develop effective school library programs to provide students an opportunity to improve digital literacy skills and improve academic achievement.

Is it in the

plan?



Title II, Part A –

Supporting Effective Instruction

ESSA includes new provisions that authorize states and districts to use grant and subgrant funds to support instructional services provided by school library programs.

Is it in the application?



Title II, Part B, Subpart 2

Literacy Education for All, Results for the Nation (LEARN)

23

This is a NEW PROGRAM under ESSA that provides support to states to develop, revise, or update comprehensive literacy instruction plans. States award competitive subgrants to districts for activities that focus on K-5 and 6-12.

ESSA specifically authorizes school librarians to participate in required grant activities for both K-5 and 6-12.

ESSA allows all local subgrants to be used to provide teachers and school librarians time to meet, plan, and collaborate on comprehensive literacy instruction.



Title II, Part B, Subpart 2, Section 2226 – Innovative Approaches to Literacy (IAL)

This is a new authorization of the Innovative Approaches to Literacy (IAL) Program, which was previously funded through appropriations, that provides dedicated funding to promote literacy programs in low income communities.

ESSA Specifically authorizes funds to be used for developing and enhancing effective school library programs, to include funding for professional development, books, and up-to-date materials for high needs students.



Title IV, Part A Student Support and Academic Enrichment Grants

(Block Grant)

ESSA authorizes a new program to provide Student Support and Academic Enrichment activities (commonly referred to as the “Block Grant” under ESSA) to help States and school districts target federal resources on locally-designed priorities.

ESSA authorizes - but does not require - States to use funds to assist school districts in providing programs and activities that increase access to personalized, rigorous learning experiences supported by technology, including adequate “access to school libraries.”



What ESSA Does Not Include:

1. Does not define an effective school library program.

2. Does not require or mandate school librarian staffing, whether certified or not.



Contacts

Library Services and Instructional Resources Dr. Laura Sheneman, Coordinator

[email protected] ● (956) 984-6055

mailto:[email protected]



Questions and Updates

Parent and Family Engagement Set-aside

• The LEA shall reserve at least 1% • To assist schools in carrying out activities • For smaller LEAs, set-aside not required if 1% is less than

$5,000 • NEW 90% must go to schools, with priority to high-need

schools • Previously 95%

Parent and Family Engagement Sec. 1010




What would have happened in the absence of the federal funds?

3 Presumptions of Supplanting

1. Required to be made available under other federal, state or local laws

2. Provided with non-federal funds in prior year

3. Provided services to Title I students and the same services were provided to non-Title I students using state or local funds

Title I, A Supplement Not Supplant




NEW To demonstrate compliance, the LEA shall demonstrate that the methodology used to allocate State and local funds to each school receiving assistance under this part ensures that the school receives all the State and local funds it would otherwise receive if it were not receiving Title I funds





NEW No LEA shall be required to:

• Identify individual costs or services as supplemental; or

•Provide services through a particular instructional method or in a particular instructional setting to demonstrate compliance




NEW Strictly prohibits Secretary from:

Setting new criteria through regulation or requiring adoption of certain policies in exchange for flexibility or approval of state plans

Require/incentivize certain standards or assessments, instructional content, programs of instruction, curricula, etc.

Deny approval of state plans without good reason

Deny approval of waivers without good reason

Specify additional pieces of accountability system

Endorse a specific curriculum or develop a federally sponsored assessment

Issue non-regulatory guidance that provides a “strictly limited or exhaustive list” to illustrate successful implementation or that purports to be legally binding

Secretarial Prohibitions



Impact of New Legislation on Priority and Focus Identification



Impact of Every Student Succeeds Act Priority and Focus Lists

Option B

Exit schools and identify new priority and focus schools

Option A

Do not exit schools and maintain current Identification

FPS Option A

Freeze current list

Continue to implement approved interventions

through 2016-2017.

Exit from list after the 2016-2017 school year.



Maintaining Priority and Focus Lists

• TEA communicated they have decided to maintain Priority/Focus lists during the transition to ESSA • USDE not supportive of running new lists based on Spring assessment results

• USDE required a new list by March 1st

• With TEA wanting to use most recent assessment results, and the request to maintain the timeline that was agreed to with the September waiver renewal, March 1st date was untenable

• Was not TEA’s first choice



Maintaining F/PS List Implications

• There will be no state training for priority campuses this summer. TEA will look to integrate fall TAIS trainings to include Priority campuses

• Focus Contracts – TEA will continue to support work with Focus campuses, and the hope is that by limiting the number that have required interventions, it will help ESCs to provide more comprehensive support

• Campuses will receive additional funds for 4th year identifications. The specific amounts are still to be determined

• *Interventions for the 2016-2017 School Year will be differentiated based on state accountability ratings that will be released in August 2016

* From Commissioner Morath’s TTAA from March 8, 2016



Region One ESC Focus School Support



Focus School Training Webinar Sessions Summer Focus School Training

October 14, 2015

Workshop # 50861 9:00 am—3:00 pm

Region One ESC La Lomita Room

103 Attended – Thank you

January 13, 2016 Workshop # 50888 1:00 pm—3:30 pm

May 24, 2016 Workshop # 50889 1:00 pm—3:30 pm

June 21, 2016

Workshop # 50862 9:00 am—4:00 pm

Region One ESC La Lomita Room

Focus School Support



March 31 webinar

changed to May 25




• ED will post key communications to the web at www.ed.gov/essa • Please direct your implementation and transition questions to

[email protected] • ED released a Request for Information (RFI) seeking advice and

recommendations regarding regulations under Title I of the ESSA. The PDF is available at https://www.federalregister.gov/public-inspection

• Please formally submit public comments electronically at www.regulations.gov

• Email questions to TEA at [email protected] • Region One ESSA Webinar and Updates:

• http://www.esc1.net/Page/2846



https://www.federalregister.gov/public-inspection




http://www.regulations.gov/


http://www.esc1.net/Page/2846



Resources

Texas Education Agency. (September 16, 2015) ESEA Flexibility Request. Retrieved from: http://www.tea.state.tx.us/index2.aspx?id=25769803880

Texas Education Agency. (October 7, 2015). Letter to the Administrator Addressed. Update on the State’s ESEA Waiver. Retrieved from: http://tea.texas.gov/About_TEA/News_and_Multimedia/Correspondence/TAA_Letters/Update_on_State_s_ESEA_Waiver/

Texas Education Agency. (September 18, 2013) ESEA Flexibility Request. Retrieved from: http://www.tea.state.tx.us/index2.aspx?id=25769803880

Texas Education Agency. (September 30, 2013) Letter from US Secretary of Education Arne Duncan. Retrieved: http://www.tea.state.tx.us/index2.aspx?id=25769803880

Texas Education Agency. (September 18, 2013) Letter from Commissioner of Education, Michael Williams. Retrieved: http://www.tea.state.tx.us/index2.aspx?id=25769803880

Texas Education Agency. (October 3, 2013) Program Monitoring and Interventions TETN.

Texas Education Agency. (October, 2013) School Improvement and Support. Guidance on SIP Fiscal Requirements.

http://www.tea.state.tx.us/index2.aspx?id=25769803880

http://tea.texas.gov/About_TEA/News_and_Multimedia/Correspondence/TAA_Letters/Update_on_State_s_ESEA_Waiver/






Contacts

Division of Instructional Support Office of School Improvement, Accountability and Compliance

Belinda S. Gorena, Interim Administrator 956 984-6173

[email protected]

Ruben Degollado, Specialist 956 984-6185

[email protected]

Benjamin Macias, Evaluation and Assessment Specialist 956 984-6234

[email protected]

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