1. Overview of the Every Student Succeeds Act (ESSA)

2. What Has Occurred?
Where Are We At?
Where Are We Going?
What Is Next?

3. What Has Occurred? Every Student Succeeds Act (ESSA)
Passed by Congress December 10, 2015
Reauthorizes ESEA and replaces NCLB
Last revised 13 years earlier

4. Highlights of the New ESSA Law
Greatly decreases the role of the federal government in K-12 education
States have much more authority to make decisions, select standards and assessments, and determine means of accountability
States are expected to set high standards and create a rigorous accountability system
States are responsible for enforcing many requirements
Increases state and local flexibility in the use of federal funds
Provides limitations on authority of U.S. Department of Education (USDE) secretary

5. Since Enactment, NDDPI has:
Created an ESSA Website
Conducted Webinars
Sponsored Regional Workshops
Created the Statewide ESSA Planning Committee
Created Three ESSA Planning Subcommittees

6. Where Are We At? Officially goes into effect July 1, 2017
The school year is being referred to as the transition year
USDE is creating federal guidance on implementation of ESSA
North Dakota must create a comprehensive state plan that outlines how it will implement the law
North Dakota will submit its state plan March 2017

7. ESSA Planning Committee
Superintendent Baesler formed an ESSA Planning Committee in May 2016
The committee members represent a multitude of stakeholder groups
The state ESSA Planning Committee has convened many times over the past six months
In addition, three ESSA subcommittees have been created to work more in-depth on certain topics
Continuous Improvement
Standards, Assessment, Accountability & Reporting
Teacher/Leader Effectiveness

8. ESSA State Plan
We will continue to meet over the next several months to prepare the state’s comprehensive plan
The USDE has provided a template for states to use in creating the state ESSA plan

9. Where Are We Going?
North Dakota is writing a plan with continuous improvement for all schools as the base
Dr. Mark Elgart from AdvancED is assisting NDDPI in developing a state accountability plan based on meeting schools where they are at and setting goals based on continuous school improvement

10. Creating a New Accountability System
Vision: All students will graduate choice ready with the knowledge, skills, and disposition to be successful in whatever they choose to do, whether they pursue a post-secondary degree, enroll in a technical college, enter the workforce, or join the military.
State Accountability Plan (communication & delivery strategy, cross-stakeholder buy-in)
DRAFT
Periodic check-in meetings (report status, gather feedback, etc.)
Work Group 2: Standards & Assessment
(English Learners)
Work Group 1: Teacher/ Leader Effectiveness
Resources/Funding & Alignment
Continuous Improvement & Innovation
Work Group 3: School Improvement
ESSA Planning Committee

11. Accountability System
What Stays...
Annual State Assessment
High School Graduation Rates
95% Assessment Participation Rate
Subgroups
Economically disadvantaged students
Students from major racial and ethnic groups
Children with disabilities
English Learners (ELs)
School Profile Report
Long-term Goals
What's Gone…
AYP
Burdensome Sanctions
School Choice
Supplemental Education Services
10% Professional Development
What’s Added...
Subgroups
Homeless students
Foster care students
Military family students
Advanced/gifted & talented

12. What New Requirements will be Included in the State Accountability System?
A measure of student growth
At least one “additional” indicator of school quality
Use of school dashboard
Summative school rating

13. Additional Indicators of School Quality
ESSA law requires states to use at least one “indicator of school quality or student success” that “allows for meaningful differentiation in school performance” and “is valid, reliable, comparable, and statewide” along academic data in their accountability system

14. Additional Indicators of School Quality
Three points to keep in mind:
Must be able to disaggregate by subgroup
Must be able to differentiate
Must be evidence that it impacts student achievement

15. School Climate/Culture
Top Two School Quality Factors Considered
Student Engagement
School Climate/Culture
Plus
Plus
Driving factor of student success and school quality
Actionable & meaningful data
Directly aligned to North Dakota’s continuous improvement/accreditation
Innovative use of ESSA flexibility
Critical factor of school quality
Actionable & meaningful data
Surveys currently part of North Dakota’s continuous improvement/accreditation (frequency?)
Cost effective

16. Dashboards and Report Cards
Purpose of Each
Required Elements
ND Unique Indicators

17. Both must be publicly available and transparent
Dashboard…REVEALS and REFLECTS the school/district/state progress toward the vision for the state education system
Report Card…detailed information and data that serves as the compliance REPORTING INSTRUMENT in support of federal and state regulations
Both must be publicly available and transparent
Summary
In Depth

18. Key Required Elements for Federal Reporting
Dashboard
Report Card 
Achievement on State Assessment
High School Graduation Rates
Progress of English Learners in Achieving Proficiency
Achievement by Subgroup
95% Participation Rate
At least One Additional Measure of School Quality

19. School Dashboards and Overall Rating
Under ESSA, AYP reports are gone and replaced with a dashboard for all schools which allows multiple factors to be used when summarizing a school’s measure of quality

20. Key Performance Indicators
SAMPLE:
VISION: All students will graduate choice ready with the knowledge, skills, and disposition to be successful in whatever they choose to do, whether they pursue a post-secondary degree, enroll in a technical college, enter the workforce, or join the military.
Key Performance Indicators
Learning Index
Achievement/Growth
English Learner
Graduation Rate
School Quality Factor
Overall Rating
State
District
High School
Middle School
Elementary School
Incentives for Innovation
CONTINUOUS IMPROVEMENT SYSTEM
Clear Direction…Healthy Culture...High Expectation...Impact of Instruction
Resource Management...Efficacy of Engagement...Implementation Capacity
© 2016 AdvancED

21. Key Performance Indicators
SAMPLE:
VISION: All students will graduate choice ready with the knowledge, skills, and disposition to be successful in whatever they choose to do, whether they pursue a post-secondary degree, enroll in a technical college, enter the workforce, or join the military.
Key Performance Indicators
Learning Index
Achievement/Growth
English Learner
Graduation Rate
School Quality Factor
Overall Rating
State
APPROACHING
District
NEEDS IMPROVEMENT
MEETS EXPECTATIONS
High School
Middle School
Elementary School
EXCEEDS EXPECTATIONS
Incentives for Innovation
CONTINUOUS IMPROVEMENT SYSTEM
Clear Direction…Healthy Culture...High Expectation...Impact of Instruction
Resource Management...Efficacy of Engagement...Implementation Capacity
© 2016 AdvancED

22. Key Performance Indicators
SAMPLE:
VISION: All students will graduate choice ready with the knowledge, skills, and disposition to be successful in whatever they choose to do, whether they pursue a post-secondary degree, enroll in a technical college, enter the workforce, or join the military.
Key Performance Indicators
Learning Index
Achievement/Growth
English Learner
Graduation Rate
School Quality Factor
Overall Rating
State
49.4%
47.2%
62.4%
70.3%
54.1%
District
54.9%
57.1%
60.3%
71.2%
58.2%
High School
41.2%
68.7%
66.8%
48.9%
Middle School
33.1%
40.9%
54.3%
38.5%
Elementary School
72.5%
68.9%
74.3%
71.4%
Incentives for Innovation
CONTINUOUS IMPROVEMENT SYSTEM
Clear Direction…Healthy Culture...High Expectation...Impact of Instruction
Resource Management...Efficacy of Engagement...Implementation Capacity
© 2016 AdvancED

23. Key Performance Indicators
SAMPLE:
VISION: All students will graduate choice ready with the knowledge, skills, and disposition to be successful in whatever they choose to do, whether they pursue a post-secondary degree, enroll in a technical college, enter the workforce, or join the military.
Key Performance Indicators
Learning Index
Achievement/Growth
English Learner
Graduation Rate
School Quality Factor
Overall Rating
State C B
District
High School
Middle School D
Elementary School
Incentives for Innovation
CONTINUOUS IMPROVEMENT SYSTEM
Clear Direction…Healthy Culture...High Expectation...Impact of Instruction
Resource Management...Efficacy of Engagement...Implementation Capacity
© 2016 AdvancED

25. School Dashboard and Rating System
Produced for all schools
Needs to be easy to understand and communicated about with parents
Produce reusable, real-time data
Spotlights/colors are good

26. ESSA Required Indicators
Academic Achievement
English language arts and mathematics, grades 3-8 and once in HS
Science, once in 3-5, 6-9, 10-12
For Elementary and Middle Schools: Another Academic Indicator
Another “valid and reliable statewide academic indicator” (could be growth measures)
For High Schools: Graduation Rates
Four-year adjusted cohort graduation rate
English Language Proficiency
Progress in achieving English proficiency, grades 3-8 and once in HS
At Least One Other Indicator
e.g., Student engagement, school climate, etc.

27. Weighting Multiple Factors Need to consider the
weight that will be given
to the additional factor(s)
Greater weight must be given to academic factors, but this can be accomplished in various ways
Weighting
Multiple
Factors 20 15 40

28. Other Key Components of Our State ESSA Plan
Standards
Assessment
School Improvement
Teacher/Leader Effectiveness
English Learners
Title Programs

29. ESSA Key Components - Standards
States MUST adopt challenging standards in mathematics, English language arts (ELA)/reading, science, and MAY have standards in any other subject determined by the state
State standards must apply to all public schools and all public school children
ESSA reinforces state authority over standards
North Dakota is currently in the process of reviewing our state ELA and mathematics standards and anticipates having a final product in early 2017

30. ESSA Key Components - Assessment
States must:
Align assessments to state standards
Conduct statewide, annual assessments in ELA and mathematics in grades 3-8 and once in high school
Must assess not less than 95% of all students and 95% for each subgroup
Conduct statewide assessment in science once in grade span 3-5, 6-9, and 10-12

31. Assessment at the High School Level
Flexibility exists allowing high schools to administer a locally-selected, nationally-recognized high school assessment in lieu of the North Dakota State Assessment

32. Assessment and Growth
North Dakota intends to apply a growth model as one measurement within its accountability system

33. Student Learning Index
Student Growth
Student Learning Index
High
High Growth
Low Achievement
High Growth
High Achievement
Growth
Low Growth
Low Achievement
Low Growth
High Achievement
High
Low
Achievement

34. ESSA Comprehensive School Improvement
What does ESSA require?
Identification of schools: Beginning with the school year, and at least once every three (3) years thereafter, states must identify schools for support and improvement

35. School Improvement Two levels of school intervention are required:
Comprehensive Support and Improvement
Targeted Support and Improvement
No districts (K-12) are identified for program improvement in ESSA Law

36. School Improvement
Comprehensive Support and Improvement (CSI) include:
Lowest-performing 5% of Title I schools
High schools with <67% graduation rates

37. School Improvement Targeted Support and Improvement (TSI) include:
Schools with consistently under- performing subgroups, as defined by the state

38. School Improvement
The mandatory sanctions under NCLB have been eliminated. State departments will provide funding and support to schools identified for improvement. Schools will need to develop evidence-based improvement plans.
Evidence-based Intervention and Strategies:
TSI and CSI plans must include “evidence- based” strategies and interventions, which provides increased flexibility from the NCLB requirement of “research-based” strategies.

39. Title Programs
The ESSA law maintains the key Title programs from NCLB that districts are familiar with and count on to assist with academic improvement

40. ESSA – Teacher and Leader Effectiveness
ESSA eliminates definitions related to highly qualified teachers
Districts may use funds for professional development in multiple areas; expands allowability from:

41. Federal Programs: Title III English Learners
There is a strong focus under ESSA on English Learners
Replaces prior English Language Learners (ELLs) with English Learners (ELs)
States must set entry and exit procedures
Title III accountability measures are put under Title I
Adds two additional reporting requirements
ELs with disabilities
Long-term ELs

42. Federal Programs: Title IV
Title IV Part A: Student Support and Academic Enrichment Grants
Consolidates number of programs into new block grant
Provides all students access to a well-rounded education
Improves school conditions for student learning
Improves the use of technology in order to improve the academic achievement and digital literacy
Title IV Part B: 21st Century Community Learning Centers
Preserves separate funding stream for afterschool, before school, and summer learning programs

44. October 2016
Subcommittee Meetings:
Standards, Assessment, Accountability and Reporting October 5, 2016
Teacher Leader Effectiveness October 17, 2016
Continuous Improvement October, 2016
October 25, 2016
ESSA Planning Committee Meeting
November 2016
Continuous Improvement November 3, 2016
Teacher Leader Effectiveness November 16, 2016
Standards, Assessment, Accountability and Reporting November 22, 2016
Initial Draft of State Plan Created
November 30, 2016
ESSA Planning Committee Meeting – Review Draft Plan
December 2016
Continuous Improvement December 20, 2016
Standards, Assessment, Accountability and Reporting December 21, 2016
Teacher Leader Effectiveness December, 2016
December 2016
ESSA Planning Committee – Review Final Regulations and ESSA Draft Plan
January 2017
Public Comment Period
February 2017
Address Feedback
Final Draft and Proofing
March 2017
Submission of Plan to USDE
March-May 2017
Develop State Policy, Communications, Guidance, Training, etc. for Statewide Rollout
April-August 2017
Statewide Communication, Training, Rollout

45. In Summary
The ESSA law brings a new opportunity to states, districts, and schools for increased flexibility to promote innovation
There is a strong focus on a well-rounded education, which opens up new possibilities for programming in the arts, CTE, civics, technology, and school climate
Districts have significant leeway to make choices that fit their unique needs

46. Questions on ESSA can be directed to: Laurie Matzke Assistant Superintendent North Dakota Department of Public Instruction Phone: (701)