Every Student Succeeds Act 2015

Image obtained from Edweek

So what is ESSA? The “Every Student Succeeds Act,” reauthorizes the Elementary and Secondary Education Act (ESEA) of 1965. Purpose: “To provide all children significant opportunity to receive fair, equitable, and high-quality education, and to close educational achievement gaps.” Borrowed from Gamel-McCormick & West presentation 5/20

Comparing ESSA to NCLB A different law than NCLB: removes some of the requirements of NCLB Protections for vulnerable populations All students held to same high academic standards All data disseminated to parents, teachers, community members, etc. (more than just assessments) Annual statewide assessment that measures students progress toward the standards Encourages the use of evidence-based practices and innovative teaching methods High quality preschool programs: allows for existing title I funds to be used for pre-school. No new programs created and no more money allotted for these programs Accountability & action to take place in low performing schools

Changes NCLB to ESSA: Standards State standards in reading, math and science at all grade levels States can develop standards in other content areas All students held to same academic standards- except states can adopt alternate achievement standards for individuals with the most significant cognitive disabilities Challenging content standards in reading, math and science- no requirements to do mor than that States can adopt standards in other subjects States can develop alternate academic achievement standards for students with the most significant cognitive disabilities BUT only 1% may be assessed using these standards Information obtained from Association for Supervision and Curriculum Development

What does this mean for Educators? Based on ESSA, in order for states to receive federal funding, they must implement the challenging academic content standards. Students with the most significant cognitive disabilities can be held to different alternate academic achievement standards, but they must still align with the challenging academic content standards. Also promotes access to the general curriculum for students with disabilities Standards must be designiated in the IEP Students must be on track to pursue post-secondary education or employment outcomes based on the standards Information obtained from Dr. Gamel-McCormick (AUCD)

Changes NCLB to ESSA: Assessments Testing Annually Must test 95% of all students and 95% in each subgroup States had to annually assess ELL Testing annually with a single summative assessment or multiple interim assessment throughout the year Other tests for HS students Districts must publicly post results from assessments States can establish own opt-out laws for testing but must test 95% of students ELL students can have scores phased in and counted into Title Not really many changes between NCLB to ESSA- the requirements remain the same except there is the opt-out issue. States will still need to assure 95% of students will be assessed to get the Title I funds, if many students opt-out states may not receive Title I funding. Information obtained from Association for Supervision and Curriculum Development

What does this mean for Educators? Accommodations for assessments for students with disabilities Assessment results must be disaggregated to compare with students with disabilities to students without disabilities Assessments developed under UDL principles If child receives an alternate assessment parents must be notified and understand the implications for diploma eligibility and graduation Computer adapted assessments that use items above and below grade level but continue to measure grade level proficiency Information obtained from Dr. Gamel-McCormick (AUCD)

Changes NCLB to ESSA: Accountability (BIG CHANGE Changes NCLB to ESSA: Accountability (BIG CHANGE! States are given more control) NCLB ESSA 100% of students proficient in reading and math by the end of the school year 2013-2014 Schools make AYP Subgroups previously established STATES are the ones that set the proficiency goals Performance goals for each subgroup Annually measures student performance based on state assessments STATES determine when a schoool must provide an intervention (states say how bad a school has to be before intervening) State achievement on reading math and science HS graduation rate At least one non-academic variable (parent statisfaction with school, etc.) Subgroups to report Additional three Homeless status Students with parents in the military Students in foster care Information obtained from Association for Supervision and Curriculum Development

What does this mean for Educators? Accountability systems must measure and report Academic achievement Student growth Graduation rate English language proficiency LEAs must provide intervention to schools with consistently underperforming subgroups All information about school & LEAs must be shared publicly States must address how they will handle bullying, harassment, overuse of discipline, and the use of bullying interventions Information obtained from Dr. Gamel-McCormick (AUCD)

Changes NCLB to ESSA: School Improvement Students in underperforming can transfer to another public school in the district if permitted by the state (in NCLB & ESSA) EBP for school improvement--in partnership with parents and school staff-- that include all accountability indicators No more school improvement Grant program but schools can keep 7% of their Title I funding States need to implement more rigorous actions for schools identified as needing improvement if the schools do not meet state improvement criteria within 4 years Information obtained from Association for Supervision and Curriculum Development

Changes NCLB to ESSA: Teacher & Leader Effectiveness Eliminates highly qualified teacher requirements Definition of professional development changed New teacher, principal and school leader academies established to meet the need for effective educators in high-need schools New teacher residency programs to enhance clinical training Teacher evaluation systems are not required Title II funds CAN be used for teacher residency programs- but not required (same as NCLB and were used in Chicago, Boston, etc.) Information obtained from Association for Supervision and Curriculum Development

What does this mean for teachers? PROFESSIONAL DEVELOPMENT Available to all school staff Part of broader school improvement plans Collaborative and data driven (research) Developed with educator input Regularly evaluated Expands to all educators, not just core subjects, as well as school leaders, administrators and other school staff PD funds can also be used to instruct child care and Head Start personnel in the schoools if schools decide to invite them Teacher certification Improve alternate routes Increase recruitment and retention Teacher evaluation Not required unless title II funds are used to change district evaluation systems, at which part evaluations must be based “in part” on student achievement and MULTIPLE MEASURES Information obtained from Association for Supervision and Curriculum Development

Changes NCLB to ESSA: Well-Rounded Education Can use Title I funds or “allowable funds” (if a state or district secures them) for early childhood education program aimed at increasing access to child care New plans on how states are improving conditions for learning Reducing bullying, and harassment and addressing adverse behavioral interventions that compromise student health and safety Funding grants based on district's needs At least one academic activity One nonacademic activity One expanding the use of technology Information obtained from Association for Supervision and Curriculum Development

ESSA & IDEA: Students with disabilities must have access to THE SAME curriculum as general education students. State plans must be coordinated with IDEA state plans ESSA is focused on outcomes for individuals with disabilities Post-secondary Employment No mention of a different curriculum for students with disabilities IEPs must be aligned with state academic standards Increased accommodations so students with more significant disabilities can access general curriculum Information obtained from ndscenter.org

ESSA & UDL Defined and mentioned numerous times throughout ESSA Multiple means of engagement, providing student with information Key to accessing all students Considered a best practice in ESSA Information obtained from ndscenter.org

What does ESSA mean for the Future of Education?

States & Districts Share More Power “What ESSA is asking the states for is not compliance. It is asking for a plan to build the kind of education system that can turn out the most highly and deeply educated people on the planet, in great numbers, at a price the public can afford. That will require a redesigned system staffed by highly educated and well- trained, well-compensated and well-supported teachers who are treated as professionals.” -Marc Tucker, Edweek, April 21, 2016

ESSA & Future of Education More leeway to improving learning opportunities and outcomes within schools More collaboration between general and special educators More inclusion of students with disabilities being held to higher standards More implementation of technology into instruction Increased graduation rates Increase in academic achievement & student growth Reduces emphasis on high-stakes testing Protects Title I students & disadvantaged populations

Timeline for ESSA Implementation ESSA allows for a transition from No Child Left Behind (NCLB), the NCLB waivers, and implementation of ESSA For state with waivers, those waivers will end August 1, 2016 Current state ESEA plans are in effect until state plans submitted under ESSA are approved New state accountability systems will take effect beginning with the 2017-2018 school year (Sec. 1111(c) and (d)) Bottom line: States must work to submit a new state plan to take effect during the 2017-2018 school year Borrowed from Gamel-McCormick & West presentation 5/20