ESSA: A Leadership Opportunity - ICLE slides for CA .pdf · ESSA allows 100% transferability of funding from state allotments from “Supporting Effective Instruction”, “Student

5/23/2017

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ESSA: A Leadership Opportunity

Sue GendronPresidentMay 5, 2017

#LeaderEdConnect on Twitter @sageducate

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• Evolution of Legislation

• Key Changes Under ESSA

• Opportunity for change

• Why, What, How

• Building Your Plan

Agenda

1965 2001 December 2015

Elevated Government Involvement in Public Ed

Sweeping Education ReformShift from Compliance

to Efficacy

Lyndon B. Johnson George W. Bush Barack H. Obama

Authority left to States & Local Districts

Expanded Federal Role Far Beyond ESEA

Authority devolves back to States and Districts

Evolution of Legislation

ESEA NCLB ESSA

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Key Changes Under ESSAWhat stays the same… and what’s different.

Key Federal Shifts

High Quality Education for AllEnsuring that all children are provided with

the opportunity to receive a fair, equitable,

and high-quality education

Well-Rounded EducationFocusing beyond reading & math to provide

an enriched curriculum and experiences

to all students

Renewed Focus on EvidenceUsing evidence to drive the decisions about

interventions, professional development, and

programs using ESSA funds

Fiscal FlexibilityMaking big changes to “supplement not supplant”

rule; looking at schools as a whole (district level)

and districts as a whole (state level)

Locally Developed InterventionsCombining comprehensive and targeted school

improvements and supports with an SEA 7%

Title I reservation

Rethinking AssessmentsFocusing on useful assessment,

and assessment innovation at the state

and local level

State & Local ControlDevolving policy decision making to states

and districts; the Secretary is largely prohibited

from influencing this

New Accountability FrameworkReaching beyond proficiency to include

growth and other indicators in the new

accountability models

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Well Rounded

Focus beyond reading and math.• STEM• Music and arts• Foreign language instruction• Accelerated learning programs• High school with dual orconcurrent college enrollment • Civics instruction• College and career counseling• Social emotional learning (SEL)

What is new?

Provides a new definition of professional development:

sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused

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Shift from Accountability to How!

No more high-stakes accountability. Interventions for schools includes comprehensive and targeted support for the lowest performing 5% of schools

Spotlight on Federal Entitlements in ESSA

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ES

SA

at

a G

lan

ce

Title I

Title II

Title III

Title IV

Title V

Title VI

Title VII, VIII

Title IX

Improving Basic Programs, State Assessments, Migratory Children, Neglected and Delinquent ChildrenTeacher and Principal Training, Literacy Education for All, American History and Civics, Programs of National SignificanceLanguage Instruction for English Language Learners and Immigrant StudentsStudent Support Grant, 21st Century Community Learning Centers, Charter Schools, Magnet Schools, Family Engagement, Education Research and Innovation, School Safety, Academic Enrichment

State Innovation and Local Flexibility

Indian, Native Hawaiian, and Alaskan

Impact Aid and General Provisions

Homeless, Preschool Development

Changes in Title Programs Under ESSA

TITLE & PURPOSE CHANGES WITHIN ESSA

Title I

Improving Basic Programs Operated by the SEAs and LEAs

Purpose:To provide all children with opportunity to receive a fair, equitable, and high-quality education and to close achievement gaps

State plans must be developed with timely and meaningful consultation with

governors, members of the state legislature, and state board of education, local

education agencies (LEA), American Indian tribes, teachers, principals, and

parents.

“Challenging state academic standards” must be adopted but cannot be

specified by federal government.

Maintains state testing in reading and math annually in grades 3-8 and once in

high school.

Allows for states to use a single annual summative assessment or multiple

statewide interim assessments

Allows districts to use other nationally recognized tests (such as SAT, ACT) for

high schools with state permission

Allows states to limit the aggregate amount of time spent on assessments for each

grade

Maintains requirement that assessments be administered to at least 95% of all

students

Allows states to establish their own laws governing “opt-outs” and requires parents

to be notified regarding their children’s participation rights in assessments.

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Title I, continued

Improving Basic Programs Operated by the SEAs and LEAs

Purpose:To provide all children with opportunity to receive a fair, equitable, and high-quality education and to close achievement gaps

Each state must have a statewide accountability system that establishes long-term

goals and includes indicators of:

Academic achievement as measured by proficiency on annual assessments

For high schools, a measure of the graduation rate

For elementary, middle, and other schools, another indicator of academic

achievement

other than graduation rate

Progress of English learners in achieving English language proficiency

At least one indicator of school quality and student success (“Opportunity

Indicator”)

Identification of schools in need of improvement to include lowest performing 5%

of Title I schools and any high school failing to graduate less than 2/3 of students.

For schools identified for improvement, the LEA will work with educators and other

stakeholders to develop and implement a plan to improve student outcomes that is

informed by all the indicators.

Annual state report cards must collect and report on all indicators in its

accountability system, disaggregated by student subgroup.

Grants are available for states to audit state assessment systems and ensure that

LEAs audit local assessments to eliminate duplicative/low-quality testing.

Seven states can participate in an innovative assessment pilot program.



Title II

Preparing, Training and Recruiting Teachers, Principals or Other School Leaders

Purpose:To promote recruitment,retention, learning and development of educators.

ESSA ends the federal mandate that teacher evaluation systems be based on

standardized test scores. If Title II funds are used to create or change evaluation

systems, these must be based “in part” on student achievement and on multiple

measures.

ESSA eliminates the “highly qualified teacher” requirement.

Definition of professional development to include ongoing, job-embedded

activities and expands professional development to teachers beyond core

subjects.

Creates new teacher, principal, and school leader academies.

Competitive Grants

Teacher and Leader Incentive Program (performance-based compensation

programs)

Literacy for All (comprehensive literacy programs including support for school

libraries)

Alternative Preparation Programs for Teachers

Support for American History and Civics Education

STEM Master Teacher Corps (support STEM teacher professional development

programs)

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Title III

English Learners and Immigrant Students

Purpose:To provide funds to improve the education of limited English proficient and immigrant children by assisting the acquisition of English and meeting challenging state academic content and achievement standards.

Accountability measures for English language learners (ELLs) are moved from

Title III to Title I accountability.

Greater focus on identifying English learners through standardized statewide

entrance and exit procedures, providing educator training and professional

development, and monitoring and evaluating the effectiveness of programs.

Students exiting English learner programs now tracked for four years instead of

two.

Competitive grants under the National Professional Development Project have

been expanded to include private schools and now allow funds to be used to

support community engagement.



Title IV

21st Century Schools

Purpose:To provide all students with access to a well-rounded education and to improve school conditions for student learning.

Collapses much of previous Titles IV and V into Title IV, eliminating several small

grant programs but creating a smaller number of more flexible programs that include

many of the same activities.

Grant programs include:

IV-A: Student Support and Academic Enrichment (well-rounded education)

IV-B: 21st Century Community Learning Centers (expand community centers to

provide services during non-school hours)

IV-C: Charter Schools

o Eliminates Voluntary Public School Choice Programs

o Early childhood charter schools eligible for funding

o Eligible entities expanded to include charter school boards, governors, and nonprofit,

nongovernmental charter school support organizations

o Authorized local uses of charter school funds expanded

IV-D: Magnet Schools

IV-E: Family Engagement in Education Programs

IV-F: National Activities (creates four new grants incorporating aspects of NCLB Titles

IV & V)

o Education Innovation and Research program (entrepreneurial evidence-based field

initiated innovation to improve student achievement for high-needs students)

o Community Support for School Success program to be used to establish community

schools

o National Activities for School Safety Program

o Academic Enrichment program promoting arts education for disadvantaged and

disabled students

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Title V

State Innovation and Local Flexibility

Purpose:To allow state and local flexibility aimed at improving student outcomes.

ESSA allows 100% transferability of funding from state allotments from

“Supporting Effective Instruction”, “Student Support and Academic Enrichment”,

and “Community Learning Centers” to most parts of Title I and also to Title III.

Title VI

Indian, Native American, and Alaska American Programs

Purpose:To authorize programs to support education of Indian and Native American children.

ESSA included a new program to support Indian and Alaska Native immersion

schools.

Greater emphasis on coordination among schools and community groups

serving

Native American children and families.



Title VIIImpact Aid

Purpose:To authorize funding for schools located on federal property not generating tax revenue.

ESSA allows 100% transferability of funding from state allotments from

“Supporting Effective Instruction”, “Student Support and Academic Enrichment”,

and “Community Learning Centers” to most parts of Title I and also to Title III.

Title VIIIGeneral Provisions

Purpose:Provides definitions of terms, outlines the use of administrative funding, and details secretarial prohibitions.

Redefines/adds definitions for key terms including “early childhood education

program”, “evidence-based”, “pay for success initiative”, and “multi-tier system of

supports”.

Secretarial prohibitions intended to emphasize state and local control.

Title IXHomeless & Miscellaneous

Purpose:To authorize funding for homeless children and preschool programs.

Use of funding to identify and support homeless students broadened.

Adds privacy provision to protect homeless students’ status.

Creates Preschool Development Grants program.

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ESSA: Three Guiding Principles

Equity Evidence Efficacy

The law’s core and historical purpose is to provide disadvantaged students in schools of high concentrations of poverty with increased educational opportunities. Activities under ESSA should advance educational equity for disadvantaged students while providing them with a well-rounded education.

The statute and the guidance state that evidence should drive the decisions about program investment and direction. There is also the need to have sufficient information to monitor the progression of programs using ESSA funds.

It follows that the evidence should clarify whether a program is effectively causing the desired response from the adults and students. If not, then adjustments are necessary. Efficacy certainly includes academic outcomes, but also programs and practices that are effective for an organization.

Evidence Criteria for Intervention Solutions

Study Design WWC Standard Favorable Effects Other EffectsSample Size and Overlap

Strong Evidence

Experimental Study Meets WWC Evidence Standards withoutreservations

Shows a statistically significant and positive effect

Is not overridden by statistically significant and negative evidence

Includes a large sample and a multi‐site sample, overlapping with populations andsettings proposed to receive the intervention

Moderate Evidence

Quasi‐Experimental Study

Meets WWC Evidence Standards with or withoutreservations

Same as Strong Evidence


Includes a large sample and a multi‐site sample, overlapping with populations or settings proposed to receive the intervention

Promising Evidence

Correlational study with statistical controls for selection bias

N/A Same as Strong Evidence


N/A

Demonstrates a Rationale

Provides a well‐specified logicmodel informed by research or evaluation

N/A Relevant research or an evaluation that suggests that the intervention is likely to improve a student outcome or other relevant outcome

An effort to study the effects of the intervention, ideally producing promising evidence or higher, will happen as part of the intervention or is underway elsewhere

N/A

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California LCAP/ESSA

California

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Nation’s Most Rapidly Improving Schools

Source: Publicly available performance and enrollment data



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The Nation’s Most Rapidly Improving Schools

•Culture Trumps Strategy

•Future Focused

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How does it work?

Each district must• Provide a plan • Include closing achievement gaps• Identify students at risk of academic

failure• Implement instructional strategies to

strengthen academic programs and improve school conditions for learning

• Provide EVIDENCE equitable, effective education for ALL students

Why What How

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Why

Culture Trumps Strategy

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Technology

Technology has transformed how students interact and play.

It has transformed the workplace they will enter,

but has it transformedhow we educate them?

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The Order of Things Have ChangedUber – The world’s largest taxi company, owns no vehicles

Facebook – The world’s most popular media owner, creates no content

Alibaba – The world’s most valuable retailer, has no merchandise

Airbnb – The world’s largest accommodation provider, owns no real estate

Job Shares by Skill Group1980 -2040

12.7% 16.2%

47.1% 37.7%

21.3%20.7%

18.9% 25.4%

0%

20%

40%

60%

80%

100%

1980 2010 2040

Low‐skill Lower‐middle Upper‐middle High‐skill

Source: NY Fed Calculations, U.S. Census Bureau

33.4%

10.2%

31.3%

25.1%

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Source: McKinsey Quarterly 2016 Number 1

Impact of Automation

5% of jobs can

be automated


Impact of Automation

5% of jobs can

be automated

30% of tasks in 60% of jobs

will be automated

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Lost Jobs


Lost Jobs99%Telemarketers

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Secretarial / Administrative Assistants

94%Accountants / Auditors




65%Machinists

Economists


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65%

43%

Machinists

Economists


#leadered

U.S. Job Creation by Decades

0%

5%

10%

15%

20%

25%

30%

35%

1960s 1970s 1980s 1990s 2000s 2010s

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#leadered

Job Shares by Skill Group1980 - 2040

12.7% 16.2%

47.1% 37.7%

21.3%20.7%

18.9% 25.4%

0%

20%

40%

60%

80%

100%

1980 2010 2040

Low-skill Lower-middle Upper-middle High-skill

Source: NY Fed Calculations, U.S. Census Bureau

33.4%

10.2%

31.3%

25.1%

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by Dr. Bill Daggett

Highlights the six core values that underpin the vision at leading‐edge schools, and the frameworks to fold them into your own district, school, and classrooms.

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College Ready

#leadered

College Dropout Rate 2015First to Second Year

Source: http://www.air.org/sites/default/files/downloads/report/AIR-CALDER-Understanding-the-College-Dropout-Population-Jan14.pdf

34.8%

44.5%

Four-Year Colleges

Two-Year Colleges

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#leadered

Average Graduation Rate 20151983 - 2015

Source: http://www.air.org/sites/default/files/downloads/report/AIR-CALDER-Understanding-the-College-Dropout-Population-Jan14.pdf

36.6%

29.1%

Four-Year Colleges in 5 years

Two-Year Colleges in 3 years

Your Major MattersA LOT

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Source: National Center for Education Statistics

Bachelor’s Degrees1. Business

2. General Studies

4. Psychology

3. Social Science and History 8. Engineering and Technology

5. Health Professions

7. Visual and Performing Arts

6. Education

9. Communications and Journalism

10. Computer and Information Science

Source: National Center for Education Statistics

Bachelor’s Degrees1. Business

2. General Studies

4. Psychology

3. Social Science and History 8. Engineering and Technology

5. Health Professions

7. Visual and Performing Arts

6. Education

9. Communications and Journalism

10. Computer and Information Science

8

1

10

6

9

4

5

2

7

3

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2 Year College Graduates

OCCUPATION STARTING AVERAGE

Management Info Systems $45,100 $72,100

Electrical and Chemical Engineers $45,100 $69,800

Occ. Health and Safety $50,300 $68,200

Diagnostic Medical Specialist $50,200 $66,800

Computer Programmer $42,300 $65,300

Payscale.com



Human Development $35,900 $48,000

Athletic Trainer $34,800 $46,900

Social Worker $33,000 $46,600

Recreation and Leisure $32,200 $45,300

Child and Family Studies $30,300 $37,200

Payscale.com

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Petroleum Engineer $103,000 $160,000

Actuarial Math $58,700 $120,000

Nuclear Engineer $67,600 $117,000

Chemical Engineer $68,200 $117,000

Aerospace Engineer $62,800 $109,000

Payscale.com

Federal Bank of New York

Bottom 25% of 4 year college graduates earn no more than the median high school

graduate

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What Begin with an

Instructional Framework

Application Model

1. Knowledge in one discipline

2. Application within discipline

3. Application across disciplines

4. Application to real‐world predictable situations

5. Application to real‐world unpredictable situations

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Knowledge Taxonomy

1.

2.

3.4.

5.

6.

1. Remembering2. Understanding3. Applying4. Analyzing5. Evaluating6. Creating

#leadered

Rigor/Relevance Framework

Rigor

Relevance

C

A

D

B456

321

4 5321

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#leadered

Levels

Rigor

Relevance

C

A

D

B456

321

4 5321

#leadered

College Ready (College Prep)

Rigor

Relevance

C

A

D

B456

321

4 5321

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#leadered

Job Ready (CTE)

Rigor

Relevance

C

A

D

B456

321

4 5321

#leadered

Career Ready

Rigor

Relevance

C

A

D

B456

321

4 5321

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#leadered

Levels

Rigor

Relevance

C

A

D

B456

321

4 5321

#leadered

Gathering Evidence for Rigor, Relevance and Engagement

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Applying your skills

•http://coachingdemo.leadered.com

Comprehensive Needs Assessment

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• Foundation Learning (Achievement in the core subjects of English language arts, math and science, and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Learning Criteria

Survey Tools for Measuring What Matters

We Learn We Teach We Lead

Student Survey

Instructional Staff Survey

Whole Staff Survey

We Succeed

We Inspire We Support

Student Survey

Instructional Staff Survey

Parent/Community Survey

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Teacher vs. Student Comparison

92%

Students can apply what I am teaching to their

everyday lives.

Teacher Student

58%

I can apply what I learn to my everyday life.


88%

Students in my classroom engage in hands‐on

activities.

Teacher Student

45%

We do lots of hands‐on activities in my classes.

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84%

I make learning exciting for my students.

Teacher Student

40%

My teachers make learning exciting.


95%

I recognize students when they demonstrate positive

behavior in school.

Teacher Student

40%

Good citizenship is rewarded in this school.

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7

HOW

What is the goal?

that all children receive a high-qualityeducation

close studentachievement gaps

increased graduation rates

ALL students ready for college and career

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Building your plan

Four-Phase Approach

Create A Plan1

Build the Culture and Foundation2

Sharpen Skills3

Sustain the Impact4

Co

ach

ing

& P

rog

ress

M

on

ito

rin

g

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Coaching Process

81

Pre-Visit Visit

Debrief Apply

Register Today!www.modelschoolsconference.com

#modelschools

5/23/2017

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PURCHASE YOUR COPY TODAY

Store.LeaderEd.comSave 30% through 12/31/16 with code MSW30

by Dr. Bill Daggett

Highlights the six core values that underpin the vision at leading-edge schools, and the frameworks to fold them into your own district, school, and classrooms.

Documents

ESSA: A Leadership Opportunity - ICLE slides for CA .pdf · ESSA allows 100% transferability of funding from state allotments from “Supporting Effective Instruction”, “Student