every student succeeds act (essa) - life after nclb€¦ · every student succeeds act (essa) -...

Every Student Succeeds Act (ESSA) - Life After NCLB

Nancy Sedgwick

Tony Mora

Learning and Leadership Services

3.3.16

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.

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

nancy.sedgwick@sdcoe.net

858-569-5301

Tony Mora

amora@sdcoe.net

858-569-3114

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