UnderstandingESSA

An Overview of ESSA and the

North StarAccountability System

Turn and Talk...

What have you heard about the

Every Student Succeeds Act (ESSA)?

Agenda

● What is ESSA?

● How is ESSA different from NCLB?

● How will schools be identified for support and improvement?

● What does it mean if a school is identified for support and improvement?

● What happens next?

● What does this mean for our school?

● Where can I learn more?

Recent Reauthorizations of ESEA

1965Elementary and

Secondary Education Act

(ESEA)

Establishes Title funding

2001No Child

Left Behind

2012No Child Left

BehindWaivers

2015Every Student Succeeds Act

(ESSA)

Reauthorized every few years, with some administrations making changes/re-naming

In order to receive Title funding from the Federal Government, Minnesota must have an approved plan to comply with the law

In order to receive Title funding from the state, Minneapolis Public Schools must comply with the Minnesota plan

Minnesota State Plan: Approved January 2018

● Close achievement gaps● Increase equity● Improve the quality of instruction● Increase outcomes for all students

All schools working well for all students

➔ Identify where this isn’t happening and offer systematic support

➔ Identify where this is happening and recognize/celebrate

NCLB v. ESSA

No Child Left Behind/NCLB Waiver Every Student Succeeds Act

Accountability System Name

Multiple Measurements Rating (MMR) North Star Excellence and Equity System

Accountability Measures

Proficiency, Growth, Achievement Gap Reduction, and

Graduation

Proficiency, English Learner Progress, AcademicProgress, Graduation, and Consistent Attendance

Identification Process

● All accountability measures weighted equally

● Bottom 5 - 25% identified for support and improvement

● Accountability measures analyzed at different stages of the process

● Several different categories for identification for support and improvement

Identification CategoryNames

● Priority● Focus● Continuous Improvement

● Comprehensive Support and Improvement● Targeted Support and Improvement

Accountability Measures

Stage-Based Decision Process Overview

The state will largely use a stage-based decision process to identify schools that are low performing across

all accountability measures,or school that have any student group (such as special education students) performing similarly to the lowest-

performing schools.

All Schools

Stage 1

Stage 2

Stage 3

Student Groups

● American Indian/Alaska Native● Asian● Black/African American● Hispanic/Latino● Pacific Islander/Native Hawaiian● Two or more races● White

● Students eligible for Educational Benefits (free or reduced-price lunch)● Students not eligible Educational Benefits* ● English Learners● Students who are not English Learners*● Students who receive special education services● Students who do not receive special education services*

*Only included if the category above it is included and if this category has at least 20 students

Identification Categories

Comprehensive Support and Improvement

● Category A: Any Title I funded schools in the lowest 5% of all schools that receive Title I funding, based on all accountability measures and all stages

● Category B: Any public high school, regardless of Title I funding status, where any student group has a graduation rate below 67% when averaged over the last three years

● Category D (identified for the first time in 2021-22): Any school identified for Targeted Support that is re-identified for Targeted Support three years later based on the same student group(s)

Identification Categories

Targeted Support and Improvement

● Category C: Any public school, regardless of Title I funding status, where any student group is performing similarly to the lowest 5% of Title I funded schools on all accountability measures across all stages

● Category E: Any public school, regardless of Title I funding status, where any student group falls below the performance thresholds for at least one accountability measure in each of the three stages

● Any Title I school identified as low performing in Stage 1 and 2 of the funneling process, but not Stage 3 (i.e., they have consistent attendance, but are otherwise low performing)

MDE Recommended Timeline for 2018-19

What will support and improvement schools need to do?

Identified schools will need to:

● Notify families of the school’s designation

● Complete a comprehensive needs assessment with stakeholder input

● Develop an improvement plan with stakeholder input

○ Must include at least one evidence-based strategy

● Implement and progress monitor their improvement plan

MPS Timeline for 2018-19

Upcoming ESSA Timeline

March 2018 High schools preliminarily identified under Category B (4 year graduation rates)

End of AugustOfficial, public identification of schools for support and improvementFamilies of impacted schools notifiedLeadership teams identified

Fall Identified schools engage stakeholders in comprehensive needs assessments

Winter Schools work with stakeholders to identify improvement strategies

Early Spring Identified schools write improvement plans and align budgets for next year

March 1, 2019 Improvement plans due to the state

2019 - 2021 Identified schools implement and monitor improvement plans

The MDE ESSA Website contains more information:http://education.state.mn.us/MDE/dse/ESSA/index.htm

The full plan that MDE submitted to the Federal government can be located here: http://education.state.mn.us/MDE/dse/ESSA/mnstp/

You can also contact the Reasearch, Evaluation, Assessment and Accountability department for more information at 612.668.0570 or rea@mpls.k12.mn.us.

Additional Resources