Every Student Succeeds Act (ESSA) Suffolk BOCES Presented by - PDF document

Every Student Succeeds Act (ESSA) Suffolk BOCES Presented by Assistant Commissioner Ira Schwartz March 17, 2017 Greetings and Introductions ESSA Update Winter Regional Meetings Presentation of Questions School Quality & Student Success Indicators Survey ESSA State Plan Timeline Trump Administration Budget Blueprint Questions 1

ESSA Update ESSA Updates The Every Student Succeeds Act (ESSA) remains in effect. • Rulemaking pertaining to the assessment provisions of ESSA are now • final and in effect. Draft rulemaking regarding the supplement not supplant provisions of • ESSA were withdrawn in January 2017 by the Obama administration. On February 7, 2017, the House of Representatives voted to repeal the • rulemaking pertaining to accountability, data reporting, and state plans. On March 9, 2017, the Senate also voted to repeal this rulemaking. Once this Joint Congressional Resolution is signed by the President The United States Department of Education is prohibited from issuing similar regulations to replace those repealed. The dates for submission of State plans remain April and September • 2017. A revised state template was provided by USDE to states on March 13, 2017. 4 2

Implications of Repeal of Rulemaking The Law: (i) beginning with school year 2017–18, and at least once every three school years thereafter, one statewide category of schools for comprehensive support and improvement, which shall include— (I)… (II) all public high schools in the State failing to graduate one third or more of their students; The Rulemaking: Identify: (2) Low high school graduation rate. Any public high school in the State with a four-year adjusted cohort graduation rate, as calculated under § 200.34(a), at or below 67 percent, or below a higher percentage selected by the State. 5 Implications of Repeal of Rulemaking The Law: (ii) For the purpose of measuring, calculating, and reporting … include in the denominator the greater of— (I) 95 percent of all such students, or 95 percent of all such students in the subgroup, as the case may be; or (II) the number of students participating in the assessments. The Rulemaking: (1) Annually calculate … so that the denominator of such measure, for all students and for all students in each subgroup, includes the greater of-- (i) 95 percent of all such students in the grades assessed who are enrolled in the school; or (ii) The number of all such students enrolled in the school who participated in the assessments … 6 3

Winter Regional Meetings ESSA Winter Regional Meetings • Each DS and Big Five superintendent is conducting a series of ESSA Winter Regional Meetings, which began in late February and run through late March. • The meetings are geared to any combination of the following stakeholder groups: a. School Board Members b. Principals c. District Staff d. School Staff e. Parents and the Public 8 4

Suffolk BOCES ESSA Winter Regional Meetings Stakeholder Facilitator Date Time Location Capacity Facilitator Facilitator Title Group E ‐ mail Address School Board 201 Sunrise Suffolk County Members, 9:00 a.m. to Highway, 80 District dwicks@esboces. and BOCES 3/13/17 Principals, David Wicks 11:00 a.m. Patchogue, NY people Superintendent org (Eastern Suffolk) District Staff, 11772 and School Staff 201 Sunrise Suffolk County 6:00 p.m. to Highway, 80 Parents and the District dwicks@esboces. and BOCES 3/13/17 David Wicks 8:00 p.m. Patchogue, NY people Public Superintendent org (Eastern Suffolk) 11772 School Board Suffolk County 31 Lee Avenue Members, and BOCES 6:00 p.m. to 160 Angelique District ajohnson@wsboc 3/2/17 Wheatley Heights Parents, the (Western 8:00 p.m. people Johnson ‐ Dingle Superintendent es.org NY 11798 Public, and Suffolk) Students Suffolk County District Central 31 Lee Avenue and BOCES 3:00 p.m. to 160 Office Staff, Angelique District ajohnson@wsboc 3/7/17 Wheatley Heights (Western 5:00 p.m. people Principals, and Johnson ‐ Dingle Superintendent es.org NY 11798 Suffolk) School Staff 9 You may access the ESSA Winter Regional Meeting survey at: https://www.surveymonkey.com/r/ESS A_Winter_Regional_Meeting_Participa nt_Survey 5

Selected Questions from Winter Regional Meetings Challenging Academic Standards & Assessments 1. Should NY consider applying for the Innovative Assessment Demonstration Authority (assuming the program moves forward)? Yes or No? If yes, why should NY apply? Please rank order your reasons: ___ To pilot classroom-based performance assessments (e.g., performance tasks, or portfolios)? ___ To pilot project-based assessments? ___ To use interim assessments to incorporate multiple measures of student achievement into annual, summative determinations (classifications) of performance? ___ To take advantage of technological advances in educational assessment, such as computer adaptive assessments? 12 6

Supporting English Language Learners • To ensure that accountability for ELLs/MLLs beginning in their first year of enrollment is equitable and reliable, New York State will use student specific factors (like prior schooling, level of English proficiency, and age) to determine whether a student is first tested on state language arts accountability tests in their first or second year here. 13 Supporting English Language Learners 2. If regulations prevent NY from using its preferred option, which of the following options would you recommend?:  Option 1: All recently arrived English language learners (ELLs)/multi lingual learners (MLLs) within the first year of enrollment would be exempted from taking the ELA in year 1, and take the ELA in year 2 and onward to measure achievement and possibly growth.  Option 2: All ELLs/MLLs, including recently arrived ELL/MLL within the first year of enrollment, will take the ELA in year 1 to set a baseline for future growth, in year 2 to measure growth, and in years 3 and after to measure both achievement and growth. 14 7

Supporting English Language Learners Background - Accountability Options  States have two accountability options for recently arrived ELLs/MLLs: Option 1 Year 1: Exempt ELLs/MLLs from English Language Arts (ELA) assessment. Test ELLs/MLLs in Math – but use only for reporting purposes (not accountability). Year 2: Test ELLs/MLLs in ELA and Math and use to measure achievement, with the option to use Math score to measure growth (compared to score from Year 1). Year 3 and thereafter: Test ELLs/MLLs in ELA and Math and use to measure achievement, with the – option to use both scores to also measure growth (from the previous year’s score). Option 2 Year 1: Test ELLs/MLLs in ELA and Math but use only for reporting purposes (not accountability). – Year 2: Test ELLs/MLLs in ELA and Math and use to measure growth (from Year 1). – Year 3 and thereafter: Test ELLs/MLLs in ELA and Math and use to measure both growth (compared – to the previous year’s score) and achievement.  Section 200.16 of the U.S. Department of Education’s state plan regulations under ESSA permits states to use a uniform statewide procedure in which some recently arrived ELLs/MLLs are held accountable under Option 1 and others by Option 2, using student specific factors such as prior schooling, level of English proficiency, and age to determine whether to follow Option 1 or Option 2 for a particular ELL/MLL. 15 Accountability Measurements & Methodologies 6. The Department recently issued a Survey on Possible Indicators for School Quality and Student Success. The following indicators are those that survey respondents, up to the this point, are supporting for inclusion in the state’s school accountability system: a. Chronic Absenteeism b. High School Credit Accumulation c. High School Success Index d. Student Access to Highly Qualified Teachers e. Student Completion of Required Credits By Year f. Student Successful Completion of Required Courses for Graduation g. Student Successful Participation in Advanced Coursework (i.e., AP, IB, dual college credit, and CTE courses) h. Teacher Attendance i. Teacher Certification/Effectiveness Please choose four of the indicators that you most support. Then rank order your 4 choices based on your level of support, from 1 (most strongly support) to 4 (support) for inclusion in the state’s accountability system. 16 8