ESEA Flexibility and SPDG Whats the connection?

Ruth RyderSPDG National MeetingMarch 5-6, 2013ESEA Flexibility and SPDG:Whats the connection?

1ESEA FlexibilityPrinciple 1: College and career ready expectations for all studentsPrinciple 2: State developed differentiated recognition, accountability, and supportPrinciple 3: Supporting effective instruction and leadershipPrinciple 4: Reducing duplication and unnecessary burdenAll State educational agencies (SEAs) were invited to request flexibility regarding specific requirements of the Elementary and Secondary Education Act in exchange for state-developed plans to prepare all students for college and career, focus aid on the neediest students, close achievement gaps, and support effective teaching and leadership.

This voluntary opportunity will provide educators and State and local leaders with flexibilityto improve educational outcomes for all students, close achievement gaps, increase equity, and improve quality of instruction.- Secretary of Education, Arne Duncan

Principle 1: College and Career ready expectations for all studentsAdopt college and career ready standards in reading and math 48 states have adopted the common core standardsTransition to and implement standards statewide for all students and schoolsDevelop and administer aligned, high quality assessments that measure student growth (ED has funded consortia to develop 4 assessments including 2 specifically for students with significant cognitive and intellectual disabilities)Adopt corresponding EL proficiency standards and aligned assessments

Principle 2: Accountability , Recognition and SupportDevelop a differentiated accountability system that includes student achievement in ELA and math, graduation rates, school performance and progress over time Instead of AYP determinations, an SEA and its LEAs must report on their performance against their AMOs for all subgroups. They will use their performance against AMOs to support continuous improvement in Title I schools. SEAs now identify reward, focus, and priority schools. Reward schools are the highest performing schools, priority schools are among the lowest performing schools, and focus schools have the largest achievement gaps. SEAs now have flexibility in the actions they must take to support and improve struggling schools Provide incentives and supports to ensure continuous improvement in other Title I schools, and Build capacity through monitoring, TA, support, and accountability

Principle 3 Effective Instruction and LeadershipDevelop evaluation and support systems that:Are used for improvement of instructionDifferentiate performanceUse multiple measures, including student growthAre conducted regularlyProvide clear and useful feedback, andAre used to inform personnel decisions

2ESEA Flexibility

34 States and DC have been approved for ESEA flexibility. The map above shows those states in blue. 7 States (AK, AL, HI, ME, NH, ND, WV) as well as PR and BIE submitted requests that are currently under review. Those states are in green.

3ESEA Flexibility: OSEPs Collaborative EffortsTechnical AssistanceMonitoring Capacity Building OSEP is working collaboratively with staff from OESE to ensure that all students, including students with disabilities and English learners, are meaningfully included and considered in the development and implementation of ESEA Flexibility. OSEPs work with OESE is currently organized around the three key areas.MonitoringOSEP participated in ESEA Flex Part A monitoring with that was conducted from August October 2012. Currently, OSEP and OESE staff are working together to develop a process and protocol for the next phase of monitoring which will occur this spring. This work provides an opportunity to align OESE and OSEP monitoring processes and will help to inform OSEPs future monitoring as we shift our focus from compliance to improving results for children and youth with disabilities. Technical AssistanceMultiple ED offices, including OSEP, OPEPD, OESE, and ISU, have been working together to leverage TA content, knowledge, strategies, and resources across the Department.Capacity BuildingOSEP hosted a national TA call to highlight States that have a structure to support collaboration across various offices, including special and general education, to ensure improved outcomes for all students. The highlighted States are examples of how to integrate programs resources, including ESEA Flexibility, School Improvement Grants, State Personnel Development Grants (SPDG), Individuals with Disabilities Education ActPart B, and Titles I and III, to efficiently and effectively support better outcomes for all children. OSEP and OESE staff participated on the call, as a way to further model collaboration for States.

4ESEA Flexibility: What Weve Learned from States Involvement of Special Education in all aspects of ESEA Flexibility is essential, but collaborating is hard, time consuming work.There is value in coordinating efforts and leveraging knowledge and resources across the SEA.Partnering with other offices within SEAs increases opportunities to address the needs of all students, including students with disabilities and English learners.Reorganizing or restructuring at the SEA level may be needed to better coordinate and provide support to districts.5ESEA Flexibility: OSEPs Role Moving ForwardWork to align OSEPs RDA system with existing and developing education reform initiatives within the Department, including ESEA Flexibility. Continue to increase collaboration and communication across offices within the Department to support States through technical assistance related to reform initiatives.Build capacity within the Department and within States to understand, develop and implement these reform initiatives while assuring that the needs of students with disabilities are addressed.6ESEA Flexibility and SPDG: States Alignment EffortsIn Rhode Island, schools in priority and focus status will receive services through SPDG program supports. New Hampshires SPDG includes objectives that are designed to increase the capacity of regional personnel development intermediaries, state and community agencies, LEAs, schools, students and families, to support all students in becoming college and career ready. The SPDG Director in Idaho is responsible for collaborating with Statewide System of Support programs to embed the RTI framework into the school planning requirements for priority and focus schools.Rhode Island: These schools have been identified as priority and focus schools because they need additional supports if they hope to close the achievement gap for students with disabilities.

New Hampshire: Strategies include the expansion of Extended Learning Opportunities, intensive transition planning, more comprehensive implementation of family engagement practices, and the enhancement of a statewide transition coaching network.

Idaho: as a means to promote flexible and coherent school wide instructional delivery models that encompass the educational needs of all learners rather than fragmented systems.

7ResourcesFind more information about the ESEA Flexibility Waivers at: http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html Use the drop-down menu or click on the map to find the Approved ESEA Flexibility Request for your state, as well as other supporting documents.

Scroll down to Overview to find links to two documents that summarize the Departments reform initiatives: ESEA Flexibility Policy Document and Frequently Asked Questions (FAQs)

Use the link For more see Additional Support and Technical Assistance to view webinars, forums, and guidance documents that the Department of Education prepared for states and other stakeholders. 8