1. Every Student Succeeds Act 2015

2. Image obtained from Edweek

3. So what is ESSA?
The “Every Student Succeeds Act,” reauthorizes the Elementary and Secondary Education Act (ESEA) of 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

4. 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

5. 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

6. 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)

7. 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

8. 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)

9. 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
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

10. 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)

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. What does ESSA mean for the Future of Education?

18. 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

19. 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

20. 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 school year (Sec (c) and (d))
Bottom line: States must work to submit a new state plan to take effect during the school year
Borrowed from Gamel-McCormick & West presentation 5/20