Origins of ESSA “By passing this bill, we bridge the gap between helplessness and hope for more than five million educationally deprived children. We put into the hands of our youth more than 30 million new books, and into many of our schools their first libraries. We reduce the terrible time lag in bringing new teaching techniques into the nation's classrooms. We strengthen state and local agencies which bear the burden and the challenge of better education. And we rekindle the revolution- -the revolution of the spirit against the tyranny of ignorance. As a son of a tenant farmer, I know that education is the only valid passport from poverty.” -- President Lyndon B. Johnson, April 11, 1965

Hawkins-Stafford Reauthorization “It will extend programs for the disadvantaged and other students with special needs, stimulate education innovation and reform, enhance local control and flexibility, improve program accountability, and focus program benefits on those with the greatest need.” -- President Ronald Reagan, April 28, 1988

Improving America’s Schools Act “Education is the one investment that means more for our future because it means the most for our children. Real improvement in our schools is not simply a matter of spending more: It's a matter of asking more—expecting more—of our schools, our teachers, of our kids, of our parents, and ourselves.” -- President George H. W. Bush, 1990

ESEA Reauthorization “The first thing this bill does is to encourage schools to take kids that are from underprivileged backgrounds and instead of separating them out from other students, bring them into the classrooms, have smaller classes, work with them, have kids help kids to get everybody into the mainstream, and everybody develop to the fullest of their God-given capacities.” -- President William Clinton, October 20, 1994

No Child Left Behind “No longer is it acceptable to hide poor performance. No longer is it acceptable to keep results away from parents. One of the interesting things about this bill, it says that we're never going to give up on a school that's performing poorly; that when we find poor performance, a school will be given time and incentives and resources to correct their problems.” -- President George W. Bush, January 8, 2002

The Every Student Succeeds Act “And finally, this bill upholds the core value that animated the original Elementary and Secondary Education Act signed by President Lyndon Johnson -- the value that says education, the key to economic opportunity, is a civil right. With this bill, we reaffirm that fundamental American ideal that every child, regardless of race, income, background, the zip code where they live, deserves the chance to make out of their lives what they will.” -- President Barack Obama, December 10, 2015

Basic Elements of Proposed Regulations  The U.S. Department of Education (USED) officially published a Notice of Proposed Rulemaking (NPRM) in the Federal Register on Tuesday, May 31, 2016  The NPRM will remain open for public comment for 60 days, with comments due on Monday, August 1, 2016

 States must establish “challenging state academic standards” in reading/language arts, math and science  Standards must be aligned with college entrance requirements and state CTE standards  States must also establish English language proficiency (ELP) standards for English learners ESSA Statutory Accountability Provisions: Standards

 States must administer assessments for reading/language arts and math annually in grades 3-8 and once in high school, and once in each of three grade spans for science  ESSA requires that states assess 95% of all students and subgroups, but statue allows states flexibility in how that requirement is factored into state accountability systems ESSA Statutory Accountability Provisions: Assessments

 Required indicators, all of which must be able to be disaggregated: 1.Academic proficiency as measured through state assessments 2.High school graduation rates 3.Growth or another academic progress indicator for elementary and middle schools 4.ELL’s progress in attaining proficiency in English 5.At least one school quality of student success indicator  State accountability systems must give “substantial weight” to all indicators and “much greater weight,” in the aggregate, to the specified indicators 1-4 ESSA Statutory Accountability Provisions: Indicators

 Each state is required to identify schools for:  Comprehensive Support and Improvement: Lowest-performing 5% of Title I schools All public high schools with a graduation rate below 67% Additional schools that have chronically low-performing subgroups and have no improved with targeted support  Targeted Support and Improvement: Schools with low-performing subgroups, as defined by state ESSA Statutory Accountability Provisions: School Identification

 Authorizes significant new flexibility in determining what actions to take to improve underperforming schools  Requires “evidence-based” interventions  In place of the School Improvement Grant program and the separate Title I set-aside for school improvement, stats receive a single 7% set-aside of their Title I allocations for state administration and subgrants to LEAs ESSA Statutory Accountability Provisions: School Improvement

Stakeholder Engagement

USED Regulations: Timeline  January: Two public hearings and initial public comments  Spring: Negotiated Rulemaking Committee considers new proposed regulations re: “supplement, not supplant” and assessments  May: USED published proposed regulations for public comment in key areas  Summer: Public comment period on proposed regulations  December: USED will issue final ESSA regulations

State Transition Timeline Now Plan and engage stakeholders August 2016 ESEA Flexibility Waivers expire School Year Transition period to work with stakeholders and develop state plans School Year New state ESSA plans go into effect

Taking Stock  States may evaluate current policies and refine strategies using federal funds:  Engage stakeholders  Establish (or reassert) state vision for educating all students  Develop ESSA implementation strategies aligned with that vision  Ensure alignment across and between federal and state programs  Build state capacity to deliver on state vision and strategies

CCSSO Support for States  Provide resources (see ESSA page on CCSSO site)  Host series of webinars and in-person meetings  Conduct and support federal advocacy  Provide comprehensive supports throughout the transition period