1. English Learners Coordinators Meeting September 12, 2016
Title I, Part A
As the State Board develops plans to address the needs of all North Carolina students, it is important to consider the expanded flexibility that will be offered through the Every Student Succeeds Act. Highlighted here are key changes in the law demonstrating State and local flexibility. In addition, the Federal Program Monitoring and Support Division would like to provide in update on important work underway at the NC Department of Public Instruction to support the work of the Board and build the capacity of districts and schools in order to meet their local needs.
English Learners Coordinators Meeting
September 12, 2016

2. Title I Funds NC receives approximately $464,000,000 each year
94% of all NC schools operate schoolwide programs (most flexibility)
Approximately 80% of funds used for staff salaries
Over $48,000,000 supports preschool programs
Examples provided are based on Title I programs and expenditures in

3. Every Student Succeeds Act
New Federal Law, Replaced No Child Left Behind (NCLB) on December 10, 2015
State Plan Must Be Approved by the U.S. Department of Education (USED)
Implementation in 2017–18 School Year
Equity Plans Updated in Title I Application
Foster Care Provisions effective December 10, 2016

4. NC Plan Submission Timeline (DRAFT)
2016
August/September
Draft plan
October/November
Solicit public comments; revise draft plan
November
Finalize plan
December
Seek State Board approval
Submit to Governor (30 day review)
2017
January
Present to NC General Assembly
* March 6
Submit plan to USED 3

5. Major Points Consultation and Collaboration
Accountability and Low-Performing Schools
Standards and Assessments
Support for Teacher and School Leaders
Support for All Students

6. Big Questions How do we measure student success?
Academic Achievement on Assessments
Graduation Rates
Growth
Other Indicators (School Quality & Student Success)
Progress of English Learners

7. Big Questions 2) How do we assess students?
Each year grades 3–8 in Reading and Math (required)
Once in Elementary and Middle School Grades in Science (required)
Once in High Schools in Reading, Math, and Science (required)
Plus?

8. Big Questions How do we provide support for low- performing schools?
How do we improve skills of teachers and principals?
How will LEAs spend money?

9. Progress to Date State Board of Education and General Assembly Updates
Public Comment Sessions in Fall & Spring
External Stakeholder Engagement Meetings in Spring and Fall
NCDPI Website:
Let’s Talk

10. USED Proposed Regulations
Accountability, State Plans, and Data Reporting (Comments were due August 1)
Academic Assessments (Comments were due September 9)
Innovative Assessment Demonstration Authority (Comments were due September 9)
Supplement Not Supplant (Comments due November 7)

11. ESSA Funding for Local Schools
Funds allocated to State based on poverty census data
State allocates funds to local education agencies and charter schools
LEA allocates funds to schools 10

12. (NEW) School Improvement Funds
SEA must reserve 7% Title I funds
95% for grants to LEAs
Formula or Competitive Basis
Subgrants for no more than 4 years (may include planning year)
LEA must implement comprehensive and targeted support and improvement activities.
NOTE: No specific “models” required

13. (NEW) Pilot Program for Title I Funding Formula
3-year demonstration agreements with up to 50 LEAs
LEAs apply directly to ED for a pilot program
May consolidate certain federal funds (Titles I, II, III, IV,A and V,C), State, and local funds to create weighted per-pupil funding systems
Must demonstrate annually that no high-poverty school received less funding on a per-pupil basis for low-income students, ELs
May renew for an additional 3 years at discretion of the Secretary
If successful, may expand in

14. (NEW) Well-Rounded Education
CORE ACADEMIC SUBJECTS
Reading
Math
Science
Foreign language
Civics & government
Economics
Arts
History
Geography
WELL-ROUNDED EDUCATION
All of the previous PLUS…
Engineering Technology
Physical Education Health
Computer Science Writing
Career and Technical Education Music
AND any other subject, as determined by the State or local educational agency
Under NCLB, core academic subjects were limited to: English, reading or language arts; mathematics; science; foreign languages, civics and government, economics; arts; history; and geography.
ESSA removes the “core academic subjects” definition and replaces it with “well-rounded education.” Well-rounded education includes a broader list of activities that may be supported with federal funds to include: writing; science, technology, engineering, and math (STEM), computer science, music, career and technical education; health; physical education; AND any other subject, as determined by the State or local educational agency

15. SCIENTIFICALLY-BASED RESEARCH
(NEW) Evidence-Based
SCIENTIFICALLY-BASED RESEARCH
EVIDENCE-BASED
Demonstrates a statistically significant effect on improving student outcomes
Evidence-based means an activity, strategy, or intervention that:
Demonstrates a statistically significant effect on improving student outcomes
Strong evidence from at least 1 a well-implemented experiment;
Moderate evidence from at least 1 quasi experience; or
Promising evidence from a correlational study with statistical controls for selection bias; or
Demonstrates high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes; and
Includes ongoing efforts to examine the effects of the activity.
SBR(i) employs systematic, empirical methods that draw on observation or experiment;
involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;
is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;
ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and
has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.

16. Includes over 100 indicators of evidence-based practices!
NCStar® is a web-based tool that guides a district or school Leadership Team in charting its improvement and managing the continuous improvement process
Includes over 100 indicators of evidence-based practices!
The tool was developed by the Academic Development Institute in 2007 in response to the need for State’s to build local capacity for continuous school improvement. Similar to a global positioning system (GPS), Indistar® now customized for North Carolina as NCStar, tells schools where they are and helps them get to where they want to be — every child learning and every school improving. NCStar contains over 100 indicators of evidence-based practices at the district, school, and classroom levels to improve student learning. The tool guides district and school teams to assess the current status, build plans to address needs, and progress monitor the implementation of plans to ensure full implementation is achieved. NCStar is structured to guide high-quality work by school and district teams with built-in flexibility to encourage local innovation. While the tool was initially used in NC by low-performing schools, availability is being expanded in to allow any school in any district to access this web-based tool at no cost.
Over 270 schools will use NCStar in to support school turnaround and intervention planning. In addition, approximately 15 additional local education agencies have indicated they will voluntarily use NCStar district-wide for to guide the continuous school improvement process in each of their schools.

17. (NEW) Data Reporting
(NEW) Per-pupil expenditures for federal, State, and local funds
(NEW) “Must develop a report card format in consultation with parents, that begins with, for the LEA as a whole and for each school served by the LEA, a clearly labeled overview section that is prominently displayed and that, for each school served by the LEA, can be distributed to parents on a single piece of paper.”
Proposed § 200.31(b) would require that the overview section include, at a minimum, for the LEA as a whole and for each school served by the LEA, the same information as is required on State report cards under proposed § 200.30(b)(2), for all students and each subgroup of students described in proposed § 200.16(a)(2). In addition, proposed § 200.31(b) would require the overview section for the LEA as a whole to include information on the achievement on the State's academic assessments in reading/language arts, mathematics, and science of students served by the LEA compared to students in the State as a whole, and the overview section for each school to include corresponding information for the school's students compared to students served by the LEA and the State as a whole. The overview section would also be required to include, for each school, information on school-level accountability results, including, as applicable, identification for comprehensive or targeted support and improvement described in proposed §§  and and, for the LEA and for each school, basic LEA or school identifying information (e.g., name, address, phone number, and status as a participating Title I school).

18. (NEW) LEA Plans Must describes how the LEA will:
Monitor student’s progress in meeting challenging State academic standards as part of a “well-rounded program of instruction”
Support efforts to reduce the overuse of discipline practices that remove students from the classroom
Coordinate academic and CTE content through instructional strategies which may include experiential learning or work-based learning opportunities, etc.

19. (NEW) Student Support and Academic Enrichment Grants
Use not less than 20% for well-rounded educational opportunities
Use not less than 20% to support safe and healthy students
Use remaining funds to support the effective use of technology
Not more than 15% for technology infrastructure

20. Impact of Private School Participation
The proportional share of funds shall be determined based on the total amount of funds received by the local educational agency under this part prior to any allowable expenditures or transfers by the local educational agency
Does this mean that the per pupil amount for private schools could exceed that of the LEA schools? Maybe.

21. Impact of Private School Participation
State educational agency (SEA) must designate an ombudsman to monitor and enforce the requirements of this part to help ensure such equity for such private school children, teachers, and other educational personnel
Will this increase reporting requirements related to eligible services to private schools? Maybe.

22. Impact on High School Access to Title I Funds
A local educational agency must serve schools above 75% poverty, but may lower the threshold to 50% for high schools
If a majority of secondary schools approved, may use elementary school feeder patterns to determine poverty in secondary schools
How will ranking be impacted by the new options?