Every Student Succeeds Act (ESSA) New York State Council of Education Associations Presented by Jason Harmon October 13, 2017
New York’s Voices, New York’s Plan: Stakeholder Feedback on ESSA Plan Since fall 2016, New York State has sought feedback to design a plan that advances equity, access, and opportunity for all students. Consultation Activities ESSA Think Tank Title I Committee of Practitioners ESSA Winter Regional Meetings ESSA Spring Regional Meetings Work with National Experts Linda Darling-Hammond, Learning • Policy Institute Scott Marion, National Center for • Improvement of Educational Assessment CCSSO, Brustein & Manasevit • Consultation with Governor’s Office and Legislature 2
New York’s Voices, New York’s Plan: Stakeholder Feedback on ESSA Plan Fall & Winter ESSA Think Tank Public Hearings Regional Meetings • Over 100 • 120 Meetings statewide: • 13 public hearings Organizations statewide: Albany, 37 Boards of Represented: Including Binghamton, Bronx, Cooperative district leaders, Brooklyn, Buffalo, Long Educational teachers, parents, Island, Manhattan, Services (BOCES) community members Plattsburgh, Queens, Five largest City and students Rochester, Staten Island, School Districts Syracuse, Yonkers Attended by more • ESSA Think Tank meeting than 4,000 on June 14 stakeholders • 270+ speakers • 1000+ Comments Received ESSA Plan Surveys Best meets the needs of the state’s • Over 4,000 Responses students, schools and communities; Received on: Possible Indicators of School Emphasizes promoting equity in education; Quality & Student Expands measures for school support and Success; High Concept accountability and student success; and Ideas; ESSA Plan Requires school-level improvement plans Development; and for lowest performing schools and schools Public Comments with the lowest performance for certain combined. student populations. 3
General ESSA Update: USDE Review Timeline • NYSED submitted the ESSA plan and the three waivers on September 18, 2017. • By statute, USDE has 120 days to return feedback to NYSED. • USDE has indicated that it will hold one phone conference to provide feedback to states, prior to releasing a preliminary determination letter to the state. • Preliminary determination letters will be made public. • At that time, NYSED will have two weeks to respond and make any revisions. • Final plan approval from USDE is expected to be given around the end of December 2017. 4
A Well-Rounded Education for All New York State’s accountability system will use a variety of indicators beyond core academic subjects. For all schools For high schools College, Career, and Social English Language Civic Readiness: Science Studies Arts taking advanced coursework, earning technical education Graduation Rate certificates, etc. Progress for Students Mathematics Learning English Students who are Chronically Absent Out-of-school suspensions will be added as a measure beginning with 2018-19 school year results. A high school readiness index will be added once two years of data become available. 5
Reduction in Testing Time Improvement in the Testing Experience 95% New York State The state The federal law Tests in grades will continue to will try ways requires 95% of 3-8 English translate math to assess students in tested and math will and science student grades and be reduced to tests into more knowledge subgroups to take two days each languages, and that could the appropriate in 2018. when funding ask students tests. New York becomes to complete State will work with available, will and present parents, schools, create a performance and districts to language-arts tasks. increase test in students’ participation. native language. 6
Redefinition & Reimagination of the Educator Preparation Experience Working with The state will districts and higher examine changes to education, the state field experiences will create tools and and placement other resources that requirements for will increase prospective communication teachers and school between leaders to make preparation sure they are ready programs and the on day one. districts that employ their graduates. 7
New York State’s Commitment to Working with Districts to Ensure Cultural Responsiveness The state will Schools will get The state will enable teachers assistance to write help ensure that and leaders to get improvement plans that materials are in support and include culturally languages and development in responsive and formats that culturally linguistically appropriate families responsive supports for students understand and instruction. and parents. can access. 8
Funds Provided to Each School District to Support a Professional Development Plan Created by Educators New York State will Each district must This team must develop, award Title II funds establish a professional implement, and evaluate under ESSA to development team that a Professional support local includes a majority of Development Plan that implementation of educators and one or includes, among other these plans. more administrators. things, mentoring for new teachers. 9
Encouraging and Fostering the Ability of School Boards to Advance Equity and Access for All New reports The reports also School boards will outline how will give can use the much each information on reports to promote district and indicators such equity of school is as class size or resources within spending per opportunity for their districts. student and students to from what participate in the source. arts. 10
A New York Sample Data Dashboard *Please note this is only a conceptual draft. The actual data 11 dashboard will be very different.
Identification of Schools/Districts for Support & Recognition Based on Multiple Measures Comprehensive Targeted Schools in Targeted Support and Support and Recognition Good Districts Improvement Improvement Schools Standing Schools Schools Districts with Schools in the Schools with Schools that Schools that schools bottom 5% of all subgroups that are high- are not identified for schools, high are among the performing or identified in any Comprehensive schools with 4-, 5-, lowest- rapidly of the Support and and 6-year performing in the improving as preceding Improvement; or graduation rates of state. determined by categories. Targeted 67% or less, or the Support and schools that have Commissioner. Improvement. not improved after receiving targeted support. 12
Setting the Context for Accountability Not everything that can be measured is important and not everything that is important can be measured (Albert Einstein). That which is measured, improves (Unknown). Goals worth pursuing are ones that are difficult to obtain, but possible to achieve (Ira Schwartz).
Levels Drive the Accountability System Schools will be identified for Comprehensive Support and Improvement (CSI) based on lowest performance and low high school graduation rates, beginning with 2017-18 school year results and every three years thereafter. Schools will be identified for Targeted Support and Improvement (TSI) annually beginning in 2017-18 based on the performance of subgroups. Identification is based upon how the school and its subgroups perform on accountability measures in term of Levels of performance. A district must provide support to any school that has one or more subgroups performing at Level 1 for any subgroup. The best way to avoid identification is by working towards levels higher than level 1. Level 1 = Lowest 10%; Below State Goal and Not Achieving Measures of Interim Progress Level 2 = At least 10% and Below 50%; Below State Goal but meeting a Measure of Interim Progress Level 3 = At least 50% and Below 75%; Meeting State Goal Level 4 = At least 75%; Exceeding State Goal 14
School Boards Oversee Improvement of Low- Performing Schools in Their Districts Each school identified for improvement will work with staff, families, and the community to craft a plan that identifies school- specific solutions for areas of need. The state provides Schools review The state uses School boards additional support multiple sources, data from must approve to low-performing such as multiple improvement schools that achievement data measures to plan developed struggle to make and staff surveys determine by educators gains. The state results, to which schools and parents will work with determine if the need support. based on an boards, if the plan has to be examination of schools need modified and re- causes for additional submitted to the identification. oversight. school board. 15
Using Achievement and Growth to Measure School Performance
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