Every Student Succeeds Act (ESSA) Title I, II and III Programs Guidance and Requirements Wednesday, May 4, 2016 MDE Conference Center B Room CC16 1:00 3:00 p.m. 1
Agenda Purpose and outcome of today s topic meeting ESSA overview and timelines NCLB requirements NCLB Flexibility Waiver requirements ESSA requirements Applicable Minnesota laws Q & A and discussion about opportunities for Minnesota under ESSA 2
Purpose of the Discussion Today Stakeholder engagement is critical to developing a Minnesota ESSA state plan that will serve ALL Minnesota students well. Today is an opportunity to: Share and clarify the ESSA law. Listen to stakeholders and collect feedback. The purpose of the meeting is not to: Reach consensus and formally provide recommendations as a workgroup. Produce a final report (other than recording notes for the meeting). Speculate outcomes for implementation. 3
What is the outcome for today? MDE staff will record notes and disseminate feedback received from today s discussion. Input from this meeting will inform future workgroups that will be convened after guidance is released. These workgroups will collaborate to develop Minnesota s state plan. MDE may use feedback from today to provide input to the U.S. Department of Education. 4
General ESSA Planning Timeline January 27 February 9 April-May May/June June-July August- October October November- December Early 2017 Meeting with legislators. First large stakeholder informational meeting. Topic area meetings with stakeholder groups to dive deeper into the requirements of ESSA. USDE is expected to release draft regulations. Topic area workgroups may begin to meet. Regional meetings to lay out ESSA requirements and framework. USDE is expected to release final new regulations. Re-convene stakeholders for final workgroup discussions on ESSA. Be prepared to submit ESSA state plan. Timelines for submission are unknown at this time. 5
The Elementary and Secondary Education Act of 1965 (ESEA) Original law Deliver federal dollars to eligible students in eligible districts With concentrations of children from low income families To expand and improve their educational programs Funding would supplement, not supplant, the duty of local educational agencies and schools 6
Reauthorized No Child Left Behind Title I Title II Title III (NCLB) 2001 To ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and State academic assessments (Core subjects). To increase student academic achievement by improving teacher and principal quality and hold local educational agencies and schools accountable for improvement in student academic achievement. To improve the education of limited English proficient (LEP) children and youths by helping them learn English and meet challenging State academic content and student academic achievement standards. 7
Some Key NCLB Concepts and Comprehensive Needs Assessment (CNA ) preschool grade 12 Requirements #1 Supplement not Supplant Service Models Teachers and Principals Targeted Assistance Professional Development Schoolwide (SWP) Funding Highly Qualified Students who generate funds Licensed Programs and Services Competency Rank Order for service Set-asides School Choice/Supplemental Educational Services, Homeless, Parent Involvement, Neglected & Delinquent Parent Involvement Nonpublic equitable services Accountability (Adequate Yearly Progress - AYP) (Annual Measurable Achievement Objective - AMAO) Maintenance of Effort - MOE Comparability 8
Some Key NCLB Concepts and Requirements #2 Comprehensive Needs Assessment CNA (preschool -12) Annual assessment of academic needs To assess what is needed to close the gaps between the current status and the desired goal(s) 9
Some Key NCLB Concepts and Requirements #3 Supplement not Supplant Federal funds received supplement the funds that would, in the absence of such Federal funds, be made available from non-federal sources for the education of pupils participating in programs assisted under this part, and not to supplant such funds. 10
Targeted Assistance Some Key NCLB Concepts and Requirements #4 Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures. Schoolwide Consolidate funds under this part, together with other Federal, (SWP) State, and local funds, in order to upgrade the entire educational program of a school that serves an eligible school attendance area in which not less than 40 percent of the children are from lowincome families, or not less than 40 percent of the children enrolled in the school are from such families. 11
Some Key NCLB Concepts and Requirements #5 Teachers and Principals (Professional Development) Increase student academic achievement utilizing strategies that improve teacher and principal quality and increase the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools 12
Some Key NCLB Concepts and Requirements #6 Highly Qualified (Licensed and competency) To be deemed highly qualified a teacher must: 1) a bachelor's degree, 2) full state certification or licensure, and 3) prove that they know each subject they teach. 13
Some Key NCLB Concepts and Requirements #7 Funding Title I Title II Title III Children ages 5-17 from families below the federal poverty line (most current census information 2-3 years old) Children ages 5-17 (with some poverty provisions) English Learners ages 5-17 (Limited English Proficient) 14
Some Key NCLB Concepts and Requirements #8 Programs and Services Rank Order and Serve (Title I) Programs supporting comprehensive needs assessment Title I - Core academics Title II Professional Development Title III English Language Learners Annually rank order and serve eligible school attendance areas from highest to lowest poverty either by grade span or for the entire local educational agency according to the percentage of children from low-income families (when an attendance area exceeds 75 percent, it must be served) and serve such eligible school attendance areas in rank order either within each grade-span grouping or within the local educational agency as a whole as funding permits. 15
Some Key NCLB Concepts and Requirements #9 Set-asides Choice/Supplemental Educational Services (SES) Homeless Parent Involvement Neglected & Delinquent (N & D) LEA Activities 16
Some Key NCLB Concepts and Requirements #10 Comparability The comparability provision in Title I of ESEA requires school districts to provide services in Title I schools from state and local funds that are at least comparable to services in non-title I schools. Federal assistance provided through Title I is intended to provide additional resources to Title I schools rather than to compensate for an inequitable distribution of state and local funds that benefits more affluent schools. 17
Some Key NCLB Concepts and Requirements #11 Parent Involvement Shared accountability between schools and parents for high student achievement Local development of parental involvement plans with flexibility to address local needs, and Building parents capacity for using effective practices to improve their own child s academic achievement 18
Some Key NCLB Concepts and Requirements #12 Maintenance of Effort - MOE A district may receive funds if the combined fiscal effort per student or the aggregate expenditures of the LEA for the preceding fiscal year was not less than 90 percent of the combined fiscal effort or the aggregate expenditures for the second preceding fiscal year. 19
Some Key NCLB Concepts and Requirements #13 Nonpublic equitable services Educational services and other benefits for such private school children shall be equitable in comparison to services and other benefits for public school children participating under this part, and shall be provided in a timely manner. 20
Some Key NCLB Concepts and Requirements #14 Accountability Statewide State accountability system: (AYP) (AMAO) based on the academic standards and academic assessments same accountability system for all public elementary schools and secondary schools includes sanctions and rewards 21
NCLB Flexibility Waiver Accountability system moved from AYP to MMR (Multiple Measurements Rating). Schools receiving funding under Title I - identified as Reward, Celebration Eligible, Continuous Improvement, Priority, or Focus (including Grad Focus) based on their relative MMR or FR (Focus Rating) scores. Focus and Priority (schools in greatest need) could become schoolwide with <40% free & reduced price lunch. The Record of Continuous Improvement (Schoolwide requirement) Highly Qualified (waived submission of district plans to state) 22
Reauthorized Every Student Succeeds Act (ESSA) 2015 Title I Title II Title III n/a blank cell To provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. To increase student achievement consistent with the challenging State academic standards and improve the quality, effectiveness, and number of teachers, principals, and other school leaders providing instruction to lowincome and minority students. To help ensure that English Learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English. Orderly Transition from NCLB to ESSA 23
ESSA Requirements in Title I Accountability and Reporting Achievement Growth (Optional) Graduation Rate English Language Development (ELD) (ACCESS) At least one other indicator of school quality or student success Incorporating the concept of a well-rounded education into program models (targeted assistance and schoolwide) Schoolwide programs The state can approve schoolwide programs at schools with <40% of children from low-income backgrounds (free & reduced price lunch)(waiver required) Professional development requirement removed 24
ESSA Requirements in Title I #2 Private/nonpublic schools State must designate an ombudsperson to ensure attention to equity pieces Increased attention to equity for Title I-eligible children Set-asides (Homeless, N&D, Family Engagement if >$500,000) Supplement not supplant (aggregate expenditures vs. individual) Maintenance of Effort (MOE) 25
ESSA Requirements in Title II? Federal Funding formula will be based more on poverty indicators (state allocation based partly on state s number of 5-17 year olds - population and partly on state s number of lowincome 5-17 year olds poverty levels) Hold Harmless nonpublic 2001-2002 professional development amount Professional development activities and class-size reduction evidence based Eliminates highly qualified teacher requirement State must collect and publicly report on disparities Identify & address disparities that result in students of lowincome and students of color being taught by ineffective, inexperienced, and out-of-field teachers at higher rates than others 26
ESSA Requirements in Title III Replaces Limited English Proficient with English learners Adds student groups to reporting English Learners (ELs) with disabilities long-term ELs (LTELs) ELs who have not achieved proficiency after 5 years of being initially classified as an EL Family Engagement is a required activity 27
ESSA Requirements (Topical Meetings) Accountability Early Learning Data Collection and Reporting Foster Care and Homeless Youth Social-Emotional Learning School Climate Healthy Learning Environments School Improvement English Learners Standards and Assessment Family Engagement 28
Some Key ESSA Concepts and Requirements Comprehensive Needs Assessment Supplement not Supplant CNA (preschool -12) Service Models Targeted Assistance Schoolwide/SWP (<40% Waiver option?) Funding (School Level Expenditures) (Students who generate funds) (Programs and Services) (Rank Order for service) Teachers, Principals and Other School Leaders Professional Development Well Rounded Education Equity Report Disparities (ineffective, inexperienced, and out-of-field teachers at higher rates than others) Set-asides (Improvement, Homeless, Comparability Family Engagement, N & D, LEA (School Level Expenditures) (FTEs activities) fulltime equivalents) Nonpublic Equitable Share Other 29
Existing Initiatives Technical Assistance The Record Regional Centers of Excellence Service Cooperatives Teacher Equity Plan English Language Development Framework 30
World s Best Workforce (WBWF) WBWF is in Minnesota Statutes 120B.11. WBWF means striving to: Have all students meet school readiness goals. Have all third-grade students achieve grade-level literacy. Close the academic achievement gap among all groups. Have all students graduate from high school. Have all students attain career and college preparedness. 31
Q & A and Discussion Given the parameters in the ESSA law What ideas do you have? What opportunities do you see for Minnesota? Are there possibilities to build off of existing state or federal efforts or align with ongoing initiatives? Contact mde.essa@state.mn.us with comments or questions after the meeting today. Check the MDE ESSA website for updates and future stakeholder engagement opportunities. ESSA Webpage http:///mde/schsup/essa/ 32