Overview: Every Student Succeeds Act April 2016 Ohio 321653;": ESEA in Ohio In 2012, our state applied for and received a waiver from provisions of No Child Left Behind. – Alternative to adequate yearly progress (AYP) – Greater flexibility with regard to use of federal funds – Identification of priority, focus and watch schools – Membership in multi-state assessment consortia – College- and career-ready standards Every Student Succeeds Act Reauthorizes the Elementary and Secondary Education Act to create a long-term, stable federal policy that gives states additional flexibility and encourages innovation, while at the same time holds them accountable for results. Standards The Every Student Succeeds Act reinforces state authority over standards, accountability and other key education policies. It prohibits any U.S. Secretary of Education from requiring states to adopt specific standards or assessments. The law does require that states align standards with college and career skills. Assessments Each state is required to have implemented a set of high-quality student academic assessments in math, reading or language arts in grades 3-8 and once during high school; science assessments in designated grade bands. States may allow districts to use a nationally-recognized high school academic assessment in lieu of a state assessment as long as such assessment is aligned to the state's standards and meet other requirements. Assessments States may use computer-adaptive assessments and may measure a student's academic proficiency above or below grade level and use such scores in the state accountability system. The law allows, but does not require, states to set a limit on the amount of time devoted to assessment administration for each grade. Accountability Each statewide system must “meaningfully differentiate” schools using at least: • Academic proficiency on state assessments; • Graduation rates for high school; • English language proficiency; • Growth or another statewide academic indicator for K-8 schools; • Not less than one other state-set non-academic indicator of school quality or student success; and • 95 percent assessment participation rate benchmark. School Improvement States must use evidence-based interventions. Specific school improvement models are no longer required. School Improvement Must identify, at least, the following support levels: Comprehensive Support and Improvement • Lowest-performing 5 percent of Title I schools on state accountability index; • High schools with <67 percent graduation rates; and • Schools with underperforming subgroups that do not improve after a state-determined number of years. Targeted Support and Improvement • Schools with consistently underperforming subgroups, as defined by the state. Teacher and Leader Quality The Every Student Succeeds Act does not require specific educator evaluation measures or methods. • The law does allow, but does not require, states to use Title II funds to implement teacher evaluations Title II Part A allows states to fund their priorities in attracting, preparing, supporting and retaining effective teachers and leaders to serve highpoverty, minority students. The law reauthorizes the Teacher Incentive Fund, a competitive grant to support innovative educator evaluation systems. Teacher and Leader Quality ESSA authorizes new allowable federal funding for states to develop and implement: • Teacher and School Leader Academies; • Activities to support principals (new 3 percent Title II set-aside); • Educator training on the use of technology and data privacy; • Reform of state certification, licensure and tenure systems; • Development and implementation of teacher evaluation and support systems; and • Other state educator workforce priorities. Equitable Access to Effective Teachers ESSA continues to require implementation of states’ equity plan to ensure poor and minority students have equitable access to effective teachers. Transition Timeline Now Engage stakeholders. August 2016 ESEA Flexibility Waiver will expire. School Year 2016-2017 Transition period to work with stakeholders and develop state plans. School Year 2017-2018 New state plans in compliance with ESSA will go into effect. Key Decision Points Assessments – Adaptive testing, nationally-recognized high school assessments and innovative pilot Accountability – Nonacademic report card measure, enhanced English learners accountability and subgroup accountability Educator Effectiveness – Revisions to state equity plan and independent academies Key Decision Points School Improvement – Definition of struggling schools (tiered identification and support), organizational structure for improvement, wraparound services and definition of evidence-based Title Funds – Schoolwide threshold, distribution of school improvement dollars, set asides, competitive grants and equitable services for nonpublic schools Special populations – Homeless, foster care system, military dependents, etc. Ohio's Transition Plan Stakeholder engagement • Initial discussions February – April • Follow-up discussions on specific topics • Draft plan available online for not less than 30 days Communications – Website, email updates, webinars, meetings ucation.ohio.govIESSA