The Every Student Succeeds Act

ESSA School Board Implementation Webinar for School Board Cohorts PRESENTERS: Kyle Serrette – Center for Popular Democracy – Director of Education Donna Harris-Aikens – NEA Education Policy & Practice – Department Director Sarah Markey – NEA Center for Organizing – Organizational Specialist

ESSA Implementation = Opportunity After nearly 14 years of asking for less federal intrusion into the teaching and learning process, it is finally here! Opportunity for educators to drive teaching and learning decisions to benefit students Opportunity to strengthen partnerships with parents, communities, to advocate for what students really need Must work together to defeat bad ideas and policies at the federal and state levels that do not benefit students

ESSA Represents Bipartisan Success House passes ESSA – 359 to 64!!! Senate passes ESSA – 85 to 12!!!! Now it is onto the states and locals….

Every Student Succeeds Act: Changes What’s gone? AYP is gone! No more 100-ways-to-fail! Federal punitive labels for schools are gone! Rigid, non-research based interventions are gone! No more federally required teacher evaluations! Accountability systems based solely on standardized tests are gone! NEW, positive language about Restorative Justice; ending the school-to-prison pipeline

Every Student Succeeds Act: Same What concepts remain in new law? High Standards: Every state must have college and career ready standards Statewide Assessments: Maintains testing in grades 3 – 8, once in HS for math and ELA, gradespan for science…. BUT Promotes state and local audits to eliminate duplicative or unnecessary tests New option for HS assessments New flexibility to create assessment systems that don’t rely on statewide standardized tests Disaggregation: States still required to look at data from subgroups, so groups of students don’t fall through cracks Interventions: Required for low-performing schools, but no rigid federally prescribed list; must be evidence-based

What’s different about accountability? Accountability systems at state level cannot be based solely on standardized tests! Systems must include: Math, reading assessments Graduation rates Another statewide indicator for middle and elementary schools English Language Proficiency At least one indicator of student and school supports (*from our Opportunity Dashboard!) *95% participation rate*

What about school improvement? States will have to create a system to identify 2 types of schools, differentiated based on all indicators: Subgroup schools – identify schools that have consistently underperforming subgroups Districts create the school improvement plan Must make progress in district-defined # of years Lowest performing schools – identify bottom 5% of Title I schools, add high schools with lower than 67% grad rates and lowest subgroup schools Must do a resource equity plan, district develops improvement plan Improve within 4 years or state needs to do more

What about Educator Voice? Lots of engagement and specific mention of teachers, paraeducators and SISP in decision making Committee of Practitioners Maintained paraprofessional qualifications from NCLB Expanded the collective bargaining protections to Title II Huge focus on teaching continuum: career ladders, mentoring, professional development

What happens now? Built in transition to the new law Identifying subgroup schools begins 2016 – 2017 Full new accountability plans take effect 2017 – 2018; USED released guidance on flexible use of funding Waivers end in August 2016; USED already released guidance on transition

So What’s Next? Hand off coming to states and locals… Huge Opportunities to have a seat at the table & influence multiple decisions, such as: Components of state accountability plans (How much should tests count? What school or student supports should be included?) How do we take advantage of the opportunity for local assessment pilot? What tests should be eliminated? Who will participate on committee of practitioners? How should needs assessments of schools be done? How should interventions be designed and by whom? and the list goes on…… Now that we’ve heard some details about the new law, what does that mean for us all now? What’s next?

HUGE Opportunity Opportunities from ESSA: Educators Want: RESOURCES for their students in underserved schools NETWORK of SUPPORT VOICE Opportunity Dashboard- to ensure their students are getting what they need Pursue social justice for students (equity & opportunity) Build local capacity and association-community power Provide value to our affiliates & members Catalyze new forms of collaboration at local level Educator-Driven Policies

Working Together—Supporting Students Build a broad base of support among key stakeholders and partners for implementation (for example, education unions, PTAs/PTOs, civil rights organizations, disability rights groups) Remember to work collaboratively toward common goals Ensure key stakeholders are represented NEA can provide access to resources: Sample school board resolutions Identification of leaders for state and local implementation team/cadre/workgroup Materials to support educator-parent conversations

Let’s take advantage of this opportunity! Let’s join with parents and communities to create the schools our students deserve… More opportunities for a well-rounded education More time to learn and less time testing More supports for students and schools needing help Educators and communities driving decisions, not federal politicians

ESSA and Community Schools Presented by Kyle Serrette of the Center for Popular Democracy

Collaboration and Inclusion Start with education and awareness ESSA at the Local Level Collaboration and Inclusion Start with education and awareness Involve ALL educators in the implementation process Assess district employees’ knowledge of ESSA and gaps Form a district-wide ESSA Implementation group and seek out union leadership for nominations

ESSA at the Local Level cont’d. Work with district administration and Union to ‘open the doors’ of schools, without disruption to learning time, to allow for targeted support from union and other partners MOU regarding sharing of time during PLCs, planning time, etc. Additional resources for PD; work with educators to tailor PD needs for skills needed to help priority schools and subgroups

ESSA at the Local Level cont’d. Chances are school improvement plans will remain the same for SY ’16-17, but begin now to … Redirect resources to highest need areas Focus on policy changes at the board level that will make the most impact for YOUR district based on population and needs Encourage site-based ESSA Implementation Teams Use feedback from teams to craft district plan

ESSA at the Local Level cont’d. Partner with union in involve parents and families, in a more meaningful way – Implementation Committee, Involve educators and parents in sections of the board’s scheduled work sessions

ESSA at the Local Level cont’d. Be prepared; know the District’s rights, responsibilities, and have a plan before 2017-2018 Use flexibility to write policy that will lead to the greatest success for YOUR students (monitor teacher quality, limit unnecessary assessments, require charter accountability and have a plan in place to make sure authorizers don’t pull scarce federal and state resources away from existing public schools)

What can successful implementation look like? Issue a letter to the state requesting an audit of assessments Work to reduce unnecessary testing by passing a resolution to restore time for learning Pass a resolution to implement standards for charter schools Form ESSA Implementation Committees that will have direct input on district plan

Conclusions Q & A Session Refer your school board colleagues to join the school board cohort project: https://form.jotform.com/52184717820153

Thank You for Joining Us!