every student succeeds act (essa) - life after nclb€¦ · every student succeeds act (essa) -...
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Every Student Succeeds Act (ESSA) - Life After NCLB
Nancy Sedgwick
Tony Mora
Learning and Leadership Services
3.3.16
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Session Slides
Presentation Slides & Handouts:
http://www.sdcoe.net/lls/assessment/Pages/ESSA-
Life-After-NCLB.aspx
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Agenda
ESSA Basics
ESSA and Title III
ESSA and Title I
Implications for California Educators
Transition Timetable and Next Steps
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Learning Intentions
● Understand the Timeline for ESSA implementation
● Consider the implications of ESSA/LCAP alignment
● Draw appropriate conclusions and comparisons between ESSA and NCLB
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ESSA Basics
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ESSA – Programs Included
Title 1 – More information to follow
Title II – Expands focus beyond teachers; focus on low
performing schools; “preparation academies”; new
initiatives
Title III – Accountability for English Learners moved under
Title 1; redefines the program goals
Title IV – 21st Century Schools; expands Magnet schools,
reauthorizes charters, continues PIRC under a new name;
continues Community Schools and Promise
Neighborhoods
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ESSA – Programs Included
Title V – Continues Rural Education and Indian
Education programs
Title VII – Impact Aid (serving students of military
families)
Title VIII – FERPA – no changes?
Title IX – McKinney Vento will provide greater
stability for homeless youth; new preschool
development program; eliminates HQT in favor of
state certification
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For All Programs
Continues Equitable Services to Private Schools,
possibly increasing their funding since the
language seems to indicate the calculations
would be done on the total share of the
allocation, not the share after the set-asides.
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Other Programs
Repeals 49 programs and creates a $1.7 billion dollar Student Support and Academic Enrichment Grant (formula grant that goes to districts or consortiums)
Focus for grant –
• 20% to well rounded educational programs
•20% to school safety and health
•No more than 15% to technology infrastructure
•Activities to support the effective use of technology
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ESSA and Title III
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CDE ESSA Letter 1.14.16
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Title III English Learners and Immigrant Students
To restate, most of the new accountability provisions of the ESSA will not take effect until the 2017-18 school year. For 2015-16 and 2016-17, LEAs will maintain their current Title III Improvement status. In the future, federal accountability for ELs will be part of Title I accountability. Although there will be no new AMAO determinations, LEAs will be expected to continue to implement the 2014-15 corrective measures. Parents must continue to be notified of the accountability status.
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CDE Accountability Letter 2.3.16
Please note that changes were made to the 2014–15 Title III Accountability Reporting system this year. Due to the newly enacted Every Student Succeeds Act, there will be no new AMAO determinations for the 2014–15 school year.
If your local educational agency has an improvement status for the 2014–15 school year, you will be expected to continue to implement the 2014–15 corrective measure(s).
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Title III
• Each State is still required to report the number and target number of English learners making progress and English learners attaining proficiency on the State’s annual English language proficiency assessment.
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Assessments
• Reading/Language Arts and Mathematics - Assess annually in
Gr. 3-8 and once in 9-12 (CA 11th)
• Science - Assess once during each of the three grade spans:
Gr. 3-5, 6-9, 10-12
• English Language Proficiency - Assess ELs annually in each
of grades K-12
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ESSA and Title 1
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Title I - Assessments • Reading/Language Arts and Mathematics - Assess annually
in Gr. 3-8 and once in 9-12 (CA 11th)
• Science - Assess once during each of the three grade spans:
Gr. 3-5, 6-9, 10-12
• English Language Proficiency - Assess ELs annually in each
of grades K-12
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ESSA Assessment
• Add migrant status as a category that must be
disaggregated
● Alternative assessments are capped at 1% at the
state level, but waivers are possible
● Maintains 95% threshold for student participation in
state testing, but the state determines what
happens if schools miss the target
● States can create their own opt-out law
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ESSA Accountability
● Repeals AYP and replaces it with a state
accountability system
● 2015-16 is the last year states would submit data
● States submit a plan outlining their
accountability system
○ Must continue to disaggregate data and to calculate
graduation rates per 2008 regulations
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ESSA Accountability
Indicators for Accountability
● Elementary and Middle School○ At least 4 indicators – 3 academic ones (one must be English
Proficiency) and at least one other factor that can be broken out by subgroup that measures school climate, student engagement, etc…
● For High schools○ The same as above except graduation rates would take the place of
one academic indicator (not English Proficiency)
● For all schools –○ participation rate must factor in○ Academic indicators must count for more than others
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ESSA Interventions
Two levels of intervention: targeted and comprehensive
• Targeted (LEA-directed) interventions:• State must notify LEAs of schools with subgroups
which, on their own, would be identified as lowest-performing 5%
• School must develop improvement plan, LEA must approve improvement plan and monitor implementation
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ESSA Interventions
• Comprehensive (State-directed) Interventions:
• Schools in the bottom 5% according to the State’s
performance metric
• High schools with graduation rates of less than 2/3
• Schools in which any subgroup, on its own, would be in the
lowest-performing 5% and has not improved in a State-
determined number of years
• LEA must develop and implement, with State supervision,
an evidence-based improvement plan
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Implications for California Educators
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Implications ...
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Aligning Accountability
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Transition Timetable & Next Steps
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ESSA Timeline S. 1177 was approved December 9, 2015, after already earning
approval by the House. President Obama signed it Dec 10, 2015.
Becomes law in July 2016.
States will submit accountability plans to the (U.S.) Department
of Education (ED)
Plans would begin in 2017-18, leaving 2016-17 as the transition
year.
Most of the new accountability provisions of ESSA will not take effect until 2017-18 school year
ESSA is only authorized for four years, ending in 2020
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What Now?
For the remainder of this school year (2015-16)
all ESEA/NCLB requirements remain in place.
This includes:
•PI requirements – letters, School Choice and SES
•AYP is still in place for accountability
•All plans (SPSA, LEAP and SSDP) need to be monitored
and revised annually (particularly the budget pages).
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What Next?
2016-17 is the transition year. During this time:
● U.S. Education Department (ED) will be reviewing the
legislation and codifying it.
● States will complete a state plan which establishes the basic
framework for standards, academic assessments, statewide
accountability and reporting, the approach to school
improvement and support, how the state will support
evidence based district program strategies and fiscal
flexibility and transparency.
● ED will review and (hopefully) accept plan
● State can begin phasing in implementation for 2017-18
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SES and Choice
Must continue for this year
Changes begin in transition year (2016-17)• State is submitting transition plan, which will include
how districts will be required to continue to meet the needs of unduplicated student groups.• districts will not have to contact with SES
providers• districts will not need to set aside 20%, but may
have a minimum expenditure.• won’t need to identify new students for
Choice or SES
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Contact InformationNancy Sedgwick
858-569-5301
Tony Mora
858-569-3114
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