Every Student Succeeds Act Jeff Pertl Senior Policy
Every Student Succeeds Act Jeff Pertl Senior Policy Advisor Jennifer Kammerud Policy Initiatives Advisor Assembly Education Committee - February 9, 2017 Deadlines & Process Assurances: Due April 3, 2017 State Plan Template: Due Sept. 18, 2017 Key Timeline Considerations: Submission Date: Sept. 18 (subject to change) Required minimum 30 day public review of plan. Required minimum 30 day review by Governor. DPI will revise the plan based on public, stakeholder, legislative, and gubernatorial input. Note: The effective date for the final regulations was postponed from January to March 21, 2017; however, they are likely to be repealed via the Congressional Review Act (which as already passed the U.S. House).
Growing Poverty & Changing Enrollment Poverty is Growing in Wisconsin Change in Free & Reduced Lunch (2001-2012) Wisconsin FRL Rate Doubles 2001: 21% 2012: 43% Source: Wisconsin Department of Public Instruction. School Finance Maps. http://dpi.wi.gov/sfs/maps.html In many rural districts, more than half the students are eligible for free-and-reduced lunch.
Students are in Fewer Districts Change Student Membership (2001-2012) In 2001, 1/3rd of districts were in declining enrollment. By 2012, over 2/3rds districts were in declining enrollment. Today, 75% of our students are located in just 30% of our districts. Cumulative # of % of Enrollment Percentile Districts Districts 209,535
25% 8 2% 419,387 50% 41 11% 626,834 75% 114
30% 871,551 100% 424 100% District Enrollment Source: Wisconsin Department of Public Instruction. School Finance Maps. http://dpi.wi.gov/sfs/maps.html % of Districts Under 1,000 55%
Under 3,000 83% Under 10,000 98% Rural Districts: Fewer Kids & Greater Poverty Change in Enrollment Change in Poverty Rural Districts: Fewer Kids & Greater Poverty Shifting Enrollment Growing Poverty
The Changing Faces of Wisconsin Schools are leading indicators 12% *Nationally, 38% of the population identify as people of color of Wisconsins overall population identified as a person of color. (2013 U.S. Census) and schools are much more diverse 28% *Nationally, 49% of the population identify as students of color
of Wisconsins public school population identified as students of color. (2013 U.S. Census) 25 Districts with the Most Students of Color These districts enroll 27% of all Wisconsin students. Nine are majority students of color. Students of Color Across Wisconsin (Sparsity Districts Highlighted)
Nearly 90% of African Americans live in 6 counties (Milwaukee, Dane, Racine, Kenosha, Rock, and Waukesha). Source: ISES CD, 2015-16. Each do represents 0.1%. Rural (=sparsity) districts outlined in black Asian Black Hispanic/ Latino Native American Poverty Does NOT Explain it all 3rd Grade ELA Scores Forward Exam
Native Asia n Blac k Hispani Pacifi c c Two + Whit e 8th Grade Math Scores Forward Exam Nativ e
Asia n Blac k Hispani Pacifi c c Two + Whit e Every Student Succeeds Act
Whats Changed? Key Elements Process and Timeline Core Requirements Many provisions pieces of the law are similar to or unchanged from No Child Left Behind Annual testing grades 3-8 and once in high school. The state must identify schools if they arent meeting certain benchmarks. States must disaggregate test data by subgroups. States and schools must make available school performance information annually.
Private schools are entitled to services allocated from school district federal funds. States must look at and address the distribution of teachers. Homeless student provisions continue to apply under McKinney Vento. ESSA is More Locally-Focused NCLB ESSA District & school focused School focused, District led Federally-determined interventions
Locally-determined interventions State monitored prescriptive requirements Priority & Focus Schools State is focused on implementation Targeted (gaps) & Comprehensive (low achievement) Opportunities & Challenges Action Congressional Review Act Impact Repeal regulations; Passed the U.S. House Executive Order
Delays federal rules to March 21st; requires the repeal of two rules for every one adopted Moving Forward Focus on statutory federal requirements (i.e. state plan, etc.); align with state law What is a State Plan? Note: The state plan is part of the ESSA law, but there are statutory requirements in addition to the plan A state plan is a plain language document that functions somewhat like a grant application for federal funds. State plans are a common requirement of federal laws. It often includes elements of state law and
administrative rule, but is a plain language document. DCF: Temporary Assistance for Needy Families (TANF); Child Care Development Fund (CCDF) DWD: Workforce Investment Opportunity Act (WIOA) state plan In the past, the legislature has elected to pass laws or direct agencies to promulgate rules for some programs or grants (such as Race to the Top, State Longitudinal Data System, etc.). When the new administration finalizes their guidance, we will consult with the Governor and legislature about whether law changes are necessary or desirable. Examples of state plans: DHS: Medicaid state plan
DNR: Wisconsin Statewide Comprehensive Outdoor Recreation Plan (SCORP) DOA: Consolidated plan (housing, community and economic development) ESSA: School Improvement School Improvement Which schools need to be identified? Who oversees improvement strategies? What strategies for improvement? ? School Improvement Identification Targeted Support (old focus schools, 119 identified) Schools with consistently underperforming subgroups as defined by the state.
Comprehensive Support (old Priority schools, 59 identified) 1. 5% of lowest performing Title I schools in achievement as defined by the state. 2. All high schools with less than 67% high school graduation rate. 3. Title I Schools with underperforming subgroups that do not improve after statedetermined number of years. Support Targeted Support Schools implement subgroup improvement plans, approved and monitored by the district. Comprehensive Support* Districts (LEAs) develop support and improvement plans with required elements. Plans are approved and monitored by the state. *No improvement in 4 years State must take more rigorous action.
ESSA: Accountability Accountability Federal Accountability Policy ESSA Provisions Goals for student achievement States must set long-term student achievement goals with measurements of interim progress for all students and subgroups of students. Accountability Indicators Elementary
Accountability Indicators High School Test scores A measure of student growth or other academic indicator that allows for meaningful differentiation among student groups English language proficiency At least one indicator of school quality or success that allows for meaningful differentiation among student performance Test scores (states also may use student growth based on annual assessments.) Four-year graduation rate (states also may use an extended-year graduation rate.)
English language proficiency At least one indicator of school quality or success that allows for meaningful differentiation among student groups ESSA Requires a New Data Element This may include these measures: Engagement College & Career Readiness student engagement educator engagement student access to and completion of advanced coursework postsecondary readiness suspension & expulsion (discipline data) Climate & Safety bullying, harassment, crime data, etc.
Or. we use absenteeism, which is already collected as part of the State Report Card System. Overwhelmingly, stakeholders want federal and state requirements aligned. Things to Consider Measures What data should we include in accountability? Metrics How should we include it? Intended/unintended consequences How might including this measure in this way change behavior? Other New ESSA Requirements Performance information for military and foster care students Foster care liaison School Level Financial Reporting Private School Ombudsman and additional Equitable Participation
Provisions English learner entrance and exit criteria Cap on alternate assessments for special education students Assessments provided in other languages Basic learning grant (Title IV Part A) ESSA: Next Steps Listening Sessions & Feedback Stakeholder engagement is a critical part of our planning process DPI hosted five listening sessions, solicited initial online feedback Date Location Representing June 28
Madison Education organizations, civil rights organizations, disability rights advocates, higher education June 30 Pewaukee Current school and district staff July 27 Eau Claire School/district staff, CESAs, Edcuators, community, parents August 8 Virtual
Open to the public August 22 Virtual Native American Tribes Online feedback: Title I, Title II, Title III, Title IV Part A, Title IV Part B Equity in ESSA Council Michael Anton Wisconsin PTA Darienne Driver Council for Great City Schools Brian Jackson Wisconsin Indian Education Association (WIEA)
Rep. Adam Neylon Assembly Majority John Ashley Wisconsin Association of School Boards (WASB) Heather DuBois Bourenane Wisconsin Public Education Network (WPEN) John Jacobs Wisconsin eSchool Network (WEN) Sen. Luther Olsen Senate Majority Tony Evers Wisconsin Department of Public Instruction (DPI)
Brian Juchems Gay Straight Alliance for Safe Schools, GSAFE Rep. Sondy Pope Assembly Minority Kim Kohlhaas Wisconsin Federation of Teachers (AFTWisconsin) Lisa Pugh Disability Rights Wisconsin (DRW) Jon Bales Wisconsin Association of School District Administrators (WASDA) Jim Bender School Choice Wisconsin (SCW) Fran Finco
Wisconsin Association for Supervision and Curriculum Development (WASCD) Stephen Kolison University of Wisconsin System Evan Bradtke Wisconsin Governors Office Jesse Harness CESA Statewide Network Salvador Carranza Latino Education Council Mike Haynes Cooperative Educational Service Agency 10 Jim Lynch Association of Wisconsin School Administrators
(AWSA) Kathleen Cullen Wisconsin Technical College System Chris Her-Xiong Wisconsin Southeast Asia Resource Action Center Representative Ronald Martin Wisconsin Education Association Council (WEAC) Frank Humphrey Wisconsin NAACP, Madison Gary Myrah Wisconsin Council of Administrators of Special Services (WCASS) Ralph Hollmon
Milwaukee Urban League Sean Roberts Milwaukee Charter School Advocates (MCSA) Sen. Lena Taylor Senate Minority Rolf Wegenke Wisconsin Association of Independent Colleges and Universities (WAICU) Woodrow Wiedenhoeft Wisconsin Association of School Business Officials (WASBO) Process and Timelines Review Key Timeline Considerations: Submission Date: September 18** Required minimum 30 day public review of plan.
Required minimum 30 day review by Governor. **pending status of final regulations
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