every student succeeds act

Every Student Succeeds Act Overview Video

Description: This passage completely focuses on every student succeeds act, providing an overview of the Every Student Succeeds Act and discussing the important requirements for districts and for the state of Wisconsin.

I will provide a quick overview of the Elementary and Secondary Education Act and how it affects Wisconsin. My name is Jennifer Cameron. I’m a policy initiatives adviser at the Wisconsin Department of Public Instruction. The Elementary and Secondary Education Act is also known as the Every Student Succeeds Act. The original legislation was signed into law in 1968 by President Johnson as a civil rights piece of legislation.

Most recently, it was reauthorized as ESSA or the Every Student Succeeds Act. what’s an ESSA? ESSA has a number of titles. The titles that tend to get the most attention are Title 1, which is intended to provide all children with an opportunity to receive a fair, equitable and high-quality education and to close at an educational achievement gaps.

Title 2 is to provide additional grants to focus on improving the number, quality and effectiveness of educators. Title 3 covers English language instruction. Title 4 is meant to improve student academic achievement by providing some basic grants and funding for Community Learning Centers. The law contains a number of provisions that states are required to do and local districts require to implement.

The top 10 things are as follows. They are what states are required to do in terms of things we get asked about and things that people tend to pay a lot of attention to. One, states must have challenging academic standards. Two, they must test all students in grades three through eight in English language, arts, math and once in high school in those same subjects. Three, they have to test students once in elementary, middle and high school in science. Four, we have to identify the lowest performing schools and schools with low performing subgroups of students.

Five, approve school improvement plans for the lowest performing schools. Six, disaggregate student performance data by subgroups. Seven, provide supports to students who are English learners, migratory, homeless and delinquent, neglected or at-risk. Eight, report school level financial data. Nine, look at the distribution of teachers in front of different student populations. Ten, submit a state plan which we have done identifying state goals in a timeline for improving education.

What is in our state plan in terms of accountability, our long term goal is to cut achievement gaps in half within six years. In particular we’ve focused as required under the law in English language arts, math, and graduation rates. We’ve set goals by subgroups. We’re looking at race, disability, English learner status, and economic status. We can accomplish that long term goal.

In terms of what we’re looking at in accountability, we have a number of performance indicators that are required under the law. We’ve addressed all of those in our state plan. We’re looking at academic achievement in other words how you do on the state test related to English language arts and math. Progress towards English language proficiency, graduation rates and chronic absenteeism.

In terms of school improvement we look at identifying schools based on those performance indicators. We have two sets of schools required to be identified under federal law. Targeted support schools and comprehensive support schools.

Targeted support schools are those with the consistently under performing subgroups. If those schools have that designation, they have six years to improve and close that gap. Schools which have the designation are required to locally develop an improvement plan that isn’t approved and monitored by the local school district.

Comprehensive support schools on the other hand are the lowest performing Title I schools that have less than 67% of their students graduating. The targeted support schools were not able to exit that status within six years. Any school with that comprehensive support school designation has to put together an improvement plan that is approved by the state. ESSA has a number of reporting requirements.

We’ve talked about the accountability metrics there’re also all of these reporting requirements that we are required to post and have available for the public to view. One example of a renew reporting requirement is cross tabulation where you can look at data from a number of perspectives, so you can see relationships based on multiple factors. If you want to see graduation rates by race and income status.

We have sent our state plan and wait to be approved by the US Department of Education. Once we get notification that the plan is approved, we will ask local school districts to submit to us a local plan for approval sometime in the spring of 2018. A local districts will be asked to provide assurances to ensure that they’re going to meet the requirements in the law as parts of that plan as well as answering specific questions required in the law.

I also want to note that in developing loped their local plan, local educational agencies or school districts are required to meaningfully consult with a number of stakeholders. We have a link for a full list of those stakeholders that are required to be consulted with under the law. Local educational agencies will need to assure to us that they have met these consultation requirements.

Finally, there is more to the state plan than these few pieces that I have discussed today. There’re more details around each of these pieces and there are more in regards to educator development and student supports that you may want to learn about. If you’re looking for a complete review of our state plan, it’s available on our website at www.uvu.edu/library.

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