Connecting ESSA to School Libraries€¦ · Connecting ESSA to School Libraries Tuesday, October...
Transcript of Connecting ESSA to School Libraries€¦ · Connecting ESSA to School Libraries Tuesday, October...
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Connecting ESSA to School Libraries
Tuesday, October 25, 2016
Connecticut Association of School Librarians
(CASL)
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This program is made possible through the matching funds provided by Follett School Solutions. Follett advocates for, and understands, the expertise and dynamic role school librarians play in making a difference in their district’s success.
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Table of Contents
Schedule of Events Power Point Presentation
Section 1 ESSA Overview
• ESSA Federal Legislation Timeline • ESSA State Timing, Rules and Implementation • Opportunities for School Librarians
o Title IV, Part A Fact Sheet
Section 2 Connecticut Department of Education
• ESSA Webinar Series o Overview and Regulatory Process o Accountability, Assessment, Data Collection and Reporting
• Superintendent Memo • Commissioner Memo (10/5/16)
Section 3 Identifying Stakeholders & Building Coalitions
• Coalition Development Plan
Section 4 Connecting Messages to Stakeholders
• ESSA Key Messages, “Ask Me How School Librarians Ensure Student Success” • Elevator Speech Development • Crafting Your ESSA Elevator Speech Example
Section 5 Additional Material
• Glossary • AASL Position Statements
“Definition for an Effective School Library Program” “Appropriate Staffing for School Libraries” “Instructional Role of the School Librarian” “Role of the School Library Program” “Preparation of School Librarians”
• Rule Marking & Guidance, Comments submitted to proposed rulemaking on ESSA (7/26/16) • Student Support and Academic Achievement Enrichment Grants (ESSA Block Grants)
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Schedule
September 25, 2016
Time Session Presenter 1:00 pm Welcome Remarks Leslie Preddy, AASL
Immediate Past President 1:00- 1:30 pm ESSA Overview
- Federal and State Timeline - Review of titles that include
School Librarians - Call to action
Emily Sheketoff Executive Director of Washington Office of American Library Association Leslie Preddy, AASL Immediate Past President
1:30-1:45 pm Review of Connecticut DOE - ESSA Webinar Series - Commissioner Update
TBD
1:45-2:15 pm Identifying Stakeholders and Coalitions
Leslie Preddy, AASL Immediate Past President
2:15-2:30 pm Coalition Development Plan Small group work 2:30-2:45 pm Report/Share Out 2:45-3:00 pm Review of Key Messages
Elevator Speech Development Sample Elevator Speech
Leslie Preddy, AASL Immediate Past President
3:00-3:15 pm Elevator Speech Development 3:15-3:30 pm Elevator Speech
Practice/Refinement Small group work
3:30-3:45 pm Report/Share Out 3:45-4:00 pm Review of supplemental handbook
material Leslie Preddy, AASL Immediate Past President
4:00 pm Closing Remarks/Questions
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10/17/2016
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Tuesday, October 25, 2016Connecticut Association of School Librarians (CASL)
CONNECTING ESSA TO SCHOOL LIBRARIES
Welcome
Leslie PreddyAASL Immediate Past President, 2016-2017,
Perry Meridian Middle SchoolIndiana
Handbook
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SHARE, SHARE, SHARE
Tag @aasl
#ESSAlibraries
Send photos to [email protected]
ESSA Webpage
http://essa.aasl.org/
ALA Washington Office
Emily SheketoffExecutive Director of Washington Office
of American Library Association
https://vimeo.com/183396897
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Effective School Library Program
The American Association of School Librarians (AASL) supports the position that:
An effective school library program has a certified school librarian at the helm, provides personalized learning environments, and offers equitable access to resources to ensure a well-rounded education for every student.
Effective School Library Program
As a fundamental component of college, career, and community readiness, the effective school library program:1. is adequately staffed, including a state-certified school librarian who
a. is an instructional leader and teacher,b. supports the development of digital learning, participatory learning, inquiry learning, technology literacies, and information literacy, andc. supports, supplements, and elevates the literacy experience through guidance and motivational reading initiatives;
Effective School Library Program Cont.
2. has up-to-date digital and print materials and technology, including curation of openly licensededucational resources; and3. provides regular professional development and collaboration between classroom teachers and schoollibrarians.
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Title I
Title I – Improving basic programs operated by state and local educational agencies
Message: School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
https://vimeo.com/183388920
Title II, Part A
Title II: Supporting effective instruction
Message: School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district. https://vimeo.com/183390785
LEARN
Literacy education for all, results for the nation (LEARN)
New literacy program that specifically authorized school librarians to participate in required activities.
https://vimeo.com/183392270
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IAL
Innovative Approaches to Literacy (IAL)
New authorization that specially authorizes funds to be used for developing and enhancing effective school library programs.
https://vimeo.com/183393334
Title II, Part B
Title II, Part B: Literacy education for all, results for the nation (LEARN)/ Innovative Approaches to Literacy (IAL)https://vimeo.com/183393643Message: School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.
Title IV, Part A
Title IV, Part A: Student Support and Academic Enrichment Grants (Block Grants)
Message: School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.https://vimeo.com/183394913
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Connecticut ESSA Update
CT Department of Education ESSA Page http://www.sde.ct.gov/sde/cwp/view.asp?a=2683&Q=336396
ESSA Webinar Series contact [email protected] to register (100 seat limit)• Tuesday, November 15, 2016• Tuesday, January 17, 2017• Tuesday, February 14, 2017
– 2:00 – 2:45 PM
Connecticut ESSA Updates
Included in handbook:• Webinar Series Flyer
(http://www.sde.ct.gov/sde/lib/sde/pdf/digest/essa_supt_webinar_series_flyer.pdf)
– First two webinar slide presentations• Overview and Regulatory Process• Accountability, Assessment, and Data Collection and
Reporting
• Superintendent Memo on ESSA• Commissioner Update (10/5/16)
Identifying Stakeholders & Building Coalitions
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Coalitions
• Critical to identify stakeholders• Including at the school, district (LEA) and state (SEA) levels
• Form coalitions• Bring together groups and organizations that support libraries
• Think outside the box• Utilize relationships and connections with education officials and
policymakers in support of the effort
• When anyone thinks of ESSA how do you get them to connect to school libraries• Be prepared to talk about positive impact of library programming in
the community – How are you making a difference?
ESSA Stakeholder Engagement Required Participants
• Governor• State legislature• State boards of
education• Local educational
agencies• Representatives of
Indian Tribes located in the state
• Teachers
• Principals & other school leaders
• Specialized instructional support personnel
• Paraprofessionals• Administration & other
staff• Parents
State Support and Opportunities
• Must provide support to schools not meeting state-determined goals for student and school performance
• Must engage stakeholders and include them in the development of state plans to monitor student and school performance.
• School Librarians are among the list of stakeholders
• Be at the table!
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Parents as Stakeholder Partners
• ESSA includes a provision for family engagement. Parents must be “meaningfully consulted” and involved in:
• State and local Title I plans• Title II state and local applications• Title III state and local plans• Title IV-A local applications• Title IV-B state applications• State and local report cards• School improvement plans
Coalition Development Plan
• Name individual/organization/business• What previous activities/news tie them to
your efforts• What stake do they have in school library
funding• What can they contribute to your plan• What three things could you do today to
strengthen a relationship with them
Coalition Development Plan
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Coalition Development Plan
Connect Messages to Stakeholders
Connecting the dots
• Four ESSA areas (Title I, Title II- Part A, Title II- Part B, and Title IV, Part A)
• Review the key messages on your message card
• Connect the dots to your work
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ESSA Key Messages
• School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
• School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district.
• School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.
• School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.
Key Words/Phrases
• Specialized instructional support staff • Digital literacy skills• Academic achievement• Personalized, rigorous learning experiences• Adequate access to school libraries• Use technology effectively• Effective integration of technology• Improve instruction and student achievement
ESSA Elevator Speech
https://vimeo.com/183395638
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Meaningful Messaging
Elevator Speech- 4 pieces
1.The message
2.The Story & Key Data
3.The Ask
4.The Elevator Speech
Example
Title I: Improving basic programs operated by state and local educational agencies
Message: School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
Story & Data : A middle school librarian links the reading incentive program to books read and increases in reading scores.
Ask: Include librarians on district-wide school improvement team. (Audience: District Administrator)
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Example
The Elevator Speech:For the past 3 years, as part of our school-wide reading focus, the library has hosted the Panthers Pounce reading challenge. Last year our students read nearly 11,000 books— that’s about 27 books per student. Our reading scores have increased 6%-- 7% for English language learners!-- and now students demand to come to the library on the first day of school! Librarians partner with colleagues throughout the building to improve student achievement. Will you include a librarian on the district’s school improvement team?
ESSA Elevator Speech
Reminders:• The intention is to educate not humiliate.• What you do is important, so sound
important. • Practice• You can start the conversation.
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
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Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
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ESSA Federal Legislation Timeline
1965 ESEA was enacted by Congress and signed into law.
1968 Congress expanded ESEA to include new programs (and titles) that serve at-risk children (migrants and neglected children). The Bilingual Education Act was also passed.
1994 The renewal of the ESEA called for states to develop standards and standards-aligned assessments for all students. States and districts were obligated to identify schools that were not making “adequate yearly progress” as detailed in the Improving America’s Schools Act (IASA).
2002 ESEA became NCLB (No Child Left Behind Act). NCLB shifted much of the decision-making and resource allocation away from states. NCLB also significantly expanded testing requirements.
2015 In December 2015, bipartisan support for the ESSA was high and the overdue reauthorization was finally signed into law.
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ESSA State Timing, Rules and Implementation
December 10, 2015 President Obama signs the Every Student Succeeds Act (ESSA) into
law
December 22, 2015 U.S. Department of Education (ED) publishes request for information (RFI) re: regulations on Title I of ESSA
March 21 – April 19, 2016 ED holds three sessions of negotiated rulemaking (neg-reg) on assessment and supplement, not supplant (SNS) issues
April 27, 2016 ED releases assessment regulations that were agreed to by the neg-reg committee
May 31, 2016 ED releases a notice of proposed rulemaking (NPRM) on accountability and state plan issues under Title I
August 1, 2016 (1) ESEA waivers are null and void, per the statute, and (2) comments are due on the NPRM re: accountability and state plan issues
October 1, 2016 Effective date for competitive programs under ESSA, unless otherwise provided for in the statute
October/November, 2016 Final regulations published by ED
February/April, 2017 States submit plans for School Year 2017-2018
May/June, 2017 ED begins peer review and approves state plans
July 1, 2017 Effective date for formula grant programs under ESSA
August, 2017 New state plans take effect in schools at the start of the 2017-2018 school year
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P.L. 114-95, The Every Student Succeeds Act of 2015 Conference Agreement to Reauthorize the Elementary and Secondary Education Act
OPPORTUNITIES FOR SCHOOL LIBRARIANS
This document highlights library-related provisions in P.L. 114-95, the Every Student Succeeds Act (ESSA) and provides an overview of initial next steps to help maximize opportunities for effective school library programming under the new law. TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY STATE AND LOCAL EDUCATIONAL AGENCIES Background Under Title I, Part A of ESSA, States (referred to as State Educational Agencies) and school
districts (referred to as Local Educational Agencies) must develop plans to implement federally-funded education activities.
States and school districts must develop their plans with “timely and meaningful consultation with” teachers, principals and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.
Library Provisions ESSA includes new provisions that authorize – but do not require – school districts to
include in their local plans how they will assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.
Next Steps Because the local application provision related to effective school library programming is
allowable (not required from the federal level), it is critical that school district personnel be made aware of their ability to develop and implement effective school library programming.
Contact and work with the superintendent’s office in developing the local plan under Title I,
Part A to ensure that the school district takes into consideration:
o The importance of developing and maintaining effective school library programs; and
o How effective school library programs can help with the development of digital literacy skills and improve academic achievement.
Contact and work with State and school district officials regarding the ability of school
librarians to participate in both the State and school district planning and application process (as part of “specialized instructional support personnel”).
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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj0yKnEkfLJAhUM6CYKHXBUD4sQjRwIBw&url=http://www.ala.org/aboutala/governance/annualreport/annualreport/annualreportarch/washingtonoffice/washington&psig=AFQjCNHZAZMwFDlHj9A08Le-IF3duO-9kw&ust=1450965410990449
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TITLE II, PART A – SUPPORTING EFFECTIVE INSTRUCTION Background Title II, Part A of ESSA provides funds for States and school districts to increase academic
achievement through professional development. Library Provisions ESSA includes new provisions that authorize States, as well as school districts, to use grant
and subgrant funds for “supporting the instructional services provided by effective school library programs.”
Next Steps Because States and school districts can now use their Title II, Part A funds specifically to
support effective school library programming, it will be important to make sure that school district and school personnel that develop and implement professional development activities are aware of the new uses of funds related to libraries.
Work with school district and school personnel to encourage the use of Title II, Part A funds
specifically for effective school library programming, as well as part of other professional development efforts taking place with these funds.
o Note that under the No Child Left Behind Act (NCLB), Title II, Part A funds were primarily
used for professional development for “teachers” which made it difficult for other instructional support personnel to participate in activities. ESSA rectifies this by specifically authorizing funds to be used to support instructional services provided by effective school library programs.
TITLE II, PART B, SUBPART 2 – LITERACY EDUCATION FOR ALL, RESULTS FOR THE NATION (LEARN) Background ESSA includes a new literacy program that provides federal support to States to develop,
revise, or update comprehensive literacy instruction plans. States award competitive subgrants to school districts for activities that focus on children in kindergarten through grade 5 as well as children in grades 6 through 12.
Library Provisions ESSA specifically authorizes school librarians to participate in required grant activities that
focus on children in kindergarten through grade 5 as well as activities that focus on children in grades 6 through 12.
In addition, ESSA allows all local subgrants (that serve children in kindergarten through
grade 5 and/or children in grades 6 through 12) to be used to provide time for teachers and school librarians to meet, plan and collaborate on comprehensive literacy instruction.
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Next Steps Since this is a new competitive program under ESSA, it will be important to work with
individuals responsible for literacy instruction and development at the State, school district, and school level.
Encourage/assist appropriate State, school district, and/or school personnel in developing
and applying for grants or subgrants.
o Note that subgrants awarded for local uses of funds must include professional development for school personnel that specifically includes school librarians. Therefore, any grants awarded at the school district level under this program must provide professional development for school librarians.
TITLE II, PART B, SUBPART 2, SECTION 2226 – INNOVATIVE APPROACHES TO LITERACY (IAL) Background ESSA includes a new authorization of the Innovative Approaches to Literacy (IAL) program
(previously funded through appropriations legislation) that provides dedicated funding to promote literacy programs in low income communities.
o Note that while IAL activities have been funded over the past several years through
appropriations bills, the “codification” (or explicit authorization) of this program in ESSA provides a specific “line item” to help better secure funding in future years.
Library Provisions ESSA specifically authorizes funds to be used for developing and enhancing effective
school library programs, which includes providing professional development for school librarians, books, and up-to-date materials to high need schools.
Next Steps Since IAL is a competitive grant program that has been funded in the past (through
appropriations), but is newly authorized under ESSA, it will be important to focus advocacy efforts at the federal level to ensure enough funds are appropriated to continue and possibly expand the IAL program.
o Note that while efforts to fund IAL in the past have been successful, the lack of an
explicit authorization for these activities has hindered advocacy efforts related to expanding the program. The specific authorization of IAL under ESSA will help with future funding as Congress has expressed its support for these activities under the most recent authorization of the Elementary and Secondary Education Act.
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TITLE IV, PART A – STUDENT SUPPORT AND ACADEMIC ENRICHMENT GRANTS (BLOCK GRANT) Background ESSA authorizes a new program to provide Student Support and Academic Enrichment
activities (commonly referred to as the “Block Grant” under ESSA) to help States and school districts target federal resources on locally-designed priorities.
o Funds are allocated to States and then school districts based on their share of Title I,
Part A funding (formula grant allocated on the basis of poverty).
Library Provisions
ESSA authorizes (but does not require) States to use funds to assist school districts in providing programs and activities that increase access to personalized, rigorous learning experiences supported by technology, including adequate “access to school libraries.”
ESSA also authorizes (but does not require) States to use funds to assist school districts in
providing school librarians and other school personnel with the knowledge and skills to use technology effectively, including effective integration of technology, to improve instruction and student achievement.
In developing their local applications, school districts must consult with teachers, principals
and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.
In addition, ESSA requires that school districts conduct a “needs assessment” prior to
receiving funds from the State (that must be conducted every 3 years). The needs assessment must include access to personalized learning experiences (which may include access to school libraries).
Next Steps Because States are authorized (and not required) to support school districts by providing
programs and activities that increase access to personalized learning experiences (which may include professional development for school librarians and better access to school libraries for students), it will be important to contact and work with State Educational Agency officials to make them aware of their ability to use funds in support of personalized learning experiences.
Since school districts are required to consult with stakeholders that may include school
librarians on the development and implementation of their local activities, it is critical to work with technology leaders at the school and school district levels to ensure that school librarians can adequately participate in the planning process.
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Title IV, Part A of ESSA: Student Support and Academic Enrichments Grants Description of Grants The newly enacted bipartisan Every Student Succeeds Act (ESSA) includes a flexible block grant program under Title IV Part A, which is authorized at $1.65 billion in FY 2017. Title IV, Part A authorizes activities in three broad areas:
1) Providing students with a well-rounded education (e.g. college and career counseling, STEM, arts, civics, IB/AP)
2) Supporting safe and healthy students (e.g. comprehensive school mental health, drug and violence prevention, training on trauma-informed practices, health and physical education) and
3) Supporting the effective use of technology (professional development, blended learning, devices).
Distribution of Funds Each state will receive an allocation based on the Title I funding formula. Using the same Title I formula, the states will then allocate funds to school districts. Any school district that receives a formula allocation above $30,000 must conduct a needs assessment and then must expend 20 percent of its grant on safe and healthy school activities and 20 percent on activities to provide a well-rounded education programs. The remaining 60% of the money can be spent on all three priorities, including technology. However, there is a 15% cap on devices, equipment, software and digital content. If a district receives an allocation below $30,000, the law does not require a needs assessment or setting aside percentages for well-rounded and safe and healthy students programs. It must spend money on activities in at least one of the three categories. The 15 percent technology purchase cap would continue to apply. President’s FY17 Budget Request The President's FY 2017 budget proposal would provide $500 million for the Title IV flexible block grant, less than one-third of the authorized $1.65 billion level. The Administration also requested to include language in the appropriations bill that would allow states to distribute $50,000 per year to districts on a competitive basis and would allow states to limit their spending to just one of the three listed priorities, or specific activities within one of the priorities. Since the Student Support and Academic Enrichments Grants program is the third largest authorized program in ESSA, failing to adequately fund it, as the President’s FY 2017 budget proposes to do, will undermine the bipartisan Congressional intent in passing this important law. Program Funding Need Strong evidence demonstrates the need for students to have access to health and safety programs, a diversity of academic programs, and modern technology. • Evidence supports a direct correlation between physical and mental health and learning that is
essential to academic success, school completion, and the development of healthy, resilient, and productive citizens. Schools are uniquely positioned to help students acquire life-long knowledge and skills through comprehensive health education, physical education, nutrition, comprehensive school mental and behavioral health services, counseling, and integration among all education and health programs.
• In order to prepare students to succeed, they need access to a well-rounded curriculum. Funds through the block grant will help schools expand music, art, STEM, computer science, accelerated learning, history, and civics courses, as well as expand access to college and career guidance and counseling.
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• Federal investments in education technology ensure schools have technology-proficient educators, well equipped classrooms, sufficiently supported administrative structures, and a curriculum optimized to take advantage of the benefits technology offers to all students––such as closing the opportunity and learning gaps and providing students with essential modern workforce skills.
Given the elimination under the Every Student Succeeds Act (ESSA) of numerous programs that support the overall health and safety of students, the investments in education technology, as well as helping districts ensure access to a well-rounded education, a robust federal investment in support of these programs is absolutely essential through Title IV Part A. Without a significant investment in Title IV, Part A, districts will be forced into choosing which of the priorities to invest in––even though an ample investment in all three is necessary to providing students with a comprehensive education. For further information, or if any questions arise, please contact Sunil Mansukhani at The Raben Group, [email protected] or Jon Bernstein at Bernstein Strategy Group, [email protected].
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The Connecticut State Department of Education is pleased to present a professional learning opportunity
2016-17 Superintendents’
ESSA Webinar Series Timely information for an orderly transition to ESSA
A webinar series for superintendents, school leaders, and other interested stakeholders who want to learn more about the Every Student Succeeds Act (ESSA). ESSA reauthorizes the Elementary and Secondary Education Act (ESEA) of 1965, and replaces the No Child Left Behind Act (NCLB) of 2002.
Registration: Registration began in May 2016. One hundred seats are available on our new
webinar platform. Openings are still available. To register, contact [email protected] . In
the subject line, write “ESSA Webinar Registration.”
Recordings: You may view the slide deck or recording without registering for the live events.
Archived after each session, webinars can be found at the Superintendent Digest page of the
CSDE Web Site. The June 2016 webinar, “ESSA Overview and the 2016 Regulatory Process,” is
posted there.
Webinar Hosts and Topics:
Hosted by Ellen Cohn, Deputy Commissioner, and Ajit Gopalakrishnan, Chief Performance Officer.
Designed to educate and inform leaders about the ESSA components; mandated changes and available flexibilities the law provides to states and LEAs.
As the transition unfolds, webinars will include information on the stakeholder engagement process, final federal regulations, timelines, and state plan requirements.
Webinar Dates:
For more information, contact Jennifer Webb, Education Consultant
and Webinar Producer, at [email protected]
2016 Wednesday, June 15 2:00 – 2:45 PM Thursday, September 15 2:00 – 2:45 PM Thursday, October 20 2:00 – 2:45 PM Tuesday, November 15 2:00 – 2:45 PM
2017 Tuesday, January 17 2:00 – 2:45 PM Tuesday, February 14 2:00 – 2:45 PM
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mailto:[email protected]
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vel o
f kno
wle
dge
rega
rdin
g E
SSA
?
a)I a
m ju
st s
tart
ing
to le
arn
abou
t th
e ne
w la
w.
b)I h
ave
a ge
nera
l und
erst
andi
ng o
f the
cha
nges
cal
led
for
in t
he
new
law
.
c)I h
ave
a de
ep u
nder
stan
ding
of m
any
aspe
cts
of t
he n
ew la
w.
7
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
ESSA
IMPL
EMEN
TAT
ION
TIM
ELIN
E
Sour
ce:
Nat
iona
l Ass
ocia
tion
of S
econ
dary
Sch
ool P
rinc
ipal
s (n
assp
.org
)
Dec
. 201
5 -S
ept.
2017
= T
rans
ition
Per
iod
to E
SSA
2015
2016
2017
2018
Dec
embe
r 20
15:
Pres
iden
t O
bam
a si
gns
ESSA
into
law
Aug
ust
1, 2
016:
ESEA
flex
ibili
ty w
aive
rs
expi
re
2017
-201
8 Sc
hool
Yea
r:Fu
ll im
plem
enta
tion
of E
SSA
Mar
ch 6
/ Ju
ly 5
, 201
7:C
onso
lidat
ed s
tate
pla
ns d
ue
8
29
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
Adv
ice
from
USE
D R
egar
ding
the
“O
rder
ly T
rans
ition
” to
ESS
A
Stat
es a
nd d
istr
icts
sho
uld
cont
inue
to
impl
emen
t th
e ac
tiviti
es
and
prog
ram
s th
ey h
ave
in p
lace
now
thr
ough
the
end
of t
he
2015
-201
6 sc
hool
yea
r. T
rans
ition
s m
ay o
ccur
dur
ing
2016
-17,
an
d fu
ll im
plem
enta
tion
will
beg
in in
the
Fal
l 201
7.
USE
D c
ontin
ues
to m
eet
with
tea
cher
s, ad
min
istr
ator
s, th
e ci
vil
righ
ts c
omm
unity
and
oth
ers
to in
form
the
dev
elop
men
t of
re
gula
tions
and
gui
danc
e.
USE
D is
rec
eivi
ng in
put
from
all
stak
ehol
ders
to
help
sup
port
hi
gh-q
ualit
y tr
ansi
tion
to, a
nd im
plem
enta
tion
of, t
he n
ew la
w.
9
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
OV
ERV
IEW
OF
TIT
LES
& P
ROG
RA
MS
FOU
ND
IN E
SSA
Tit
le1
Impr
ovin
gBa
sic
Prog
ram
s O
pera
ted
by S
tate
Edu
catio
n A
genc
ies
and
Loca
l Edu
catio
n A
genc
ies
Tit
le II
Prep
arin
g, Tr
aini
ng, a
nd R
ecru
iting
Tea
cher
s, Pr
inci
pals
, and
O
ther
Lea
ders
Tit
le II
IEn
glis
h Le
arne
rs a
nd Im
mig
rant
Stu
dent
s
Tit
le IV
Twen
ty F
irst
Cen
tury
Scho
ols
(mos
tly p
ost-
seco
ndar
y)
Tit
le V
Stat
e In
nova
tion
and
Loca
l Fle
xibi
lity
(mos
tly p
ost-
seco
ndar
y)
Tit
le V
IIn
dian
, Nat
ive
Haw
aiia
n an
d A
lask
a N
ativ
e Ed
ucat
ion
Tit
le V
IIIm
pact
Aid
Tit
le V
III
ESSA
Gen
eral
Prov
isio
ns
Tit
le IX
McK
inne
y-Ve
nto
Act
and
oth
er p
rovi
sion
s10
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
REQ
UIR
EMEN
TS
OF
ESSA
:ST
ATE
PLA
NS
Inst
ead
of s
ubm
itti
ng in
divi
dual
pro
gram
pla
ns, t
he S
tate
may
dev
elop
co
nsol
idat
ed p
lans
acr
oss
mul
tipl
e pr
ogra
ms
cove
red
unde
r E
SSA
Stat
e Pl
ans
Con
sult
atio
nan
dC
oord
inat
ion
Cha
lleng
ing
Aca
dem
ic
Stan
dard
s &
A
cade
mic
St
anda
rds
Acc
ount
abili
ty,
Supp
ort,
and
Im
prov
emen
t fo
r Sc
hool
s
Supp
orti
ng
Exc
elle
nt
Edu
cato
rs
Supp
orti
ng
All
Stud
ents
•Fo
r al
l com
pone
nts,
exce
pt
Cons
ulta
tion
and
Coor
dina
tion,
the
Stat
e is
req
uire
d to
pro
vide
a
desc
ript
ion,
incl
udin
g st
rate
gies
and
tim
elin
es, o
f its
sys
tem
of
perf
orm
ance
man
agem
ent o
f im
plem
enta
tion
of S
tate
&LE
A p
lans
.
•T
itle
I, Pa
rt A
; Titl
e I,
Part
C; T
itle
I, Pa
rt D
; T
itle
II, P
art A
; Titl
e III
, Par
t A; T
itle
IV, P
art
A; T
itle
IV, P
art
B; a
nd T
itle V
, Par
t B,
Su
bpar
t 2
11
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
REQ
UIR
EMEN
TS
OF
ESSA
:A
CA
DEM
IC S
TAN
DA
RD
S A
ND
ASS
ESSM
ENT
I.St
ate
mus
t ad
opt “
Cha
lleng
ing
Aca
dem
ic S
tand
ards
”St
ates
may
des
ign,
ada
pt, m
odify
, or
repl
ace
Col
lege
and
Car
eer
Rea
dy
stan
dard
sES
SA li
mits
the
pow
er o
f the
Sec
reta
ry o
f Edu
catio
nII
.St
ates
mus
t an
nual
ly a
sses
s al
l stu
dent
s in
Gra
des
3-8
and
once
in
Hig
h Sc
hool
Rea
ding
/Lan
guag
e A
rts
and
Mat
hem
atic
sSc
ienc
e on
ce in
eac
h gr
ade
band
(3-5
; 6-8
; 9-1
2)M
inim
um 9
5% P
artic
ipat
ion
Rat
e (a
ll st
uden
ts a
ndea
ch s
ubgr
oup)
III.
Not
e: O
ppor
tuni
ties
in A
sses
smen
t O
ppor
tuni
ties
for
inno
vatio
n in
ass
essm
ent
and
acco
unta
bilit
yFu
ndin
g fo
r St
ates
and
Dis
tric
ts to
Aud
it/Ex
amin
e A
sses
smen
t U
sage
12
30
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
REQ
UIR
EMEN
TS
OF
ESSA
:A
CC
OU
NTA
BILI
TY
SYS
TEM
S
Base
d on
ext
ensi
ve fe
edba
ck fr
om d
iver
se s
take
hold
ers,
Con
nect
icut
impl
emen
ted
a m
ultip
le m
easu
res
Nex
t G
ener
atio
n A
ccou
ntab
ility
Sys
tem
in M
arch
201
6 .
Thi
s sy
stem
alig
ns w
ell w
ith E
SSA
whi
ch r
equi
res
a m
ultip
le
mea
sure
s ac
coun
tabi
lity
syst
em t
hat
inco
rpor
ates
:ac
adem
ic a
chie
vem
ent
grad
uatio
n ra
tes
scho
ol q
ualit
y/su
cces
s in
dica
tors
•
stud
ent
enga
gem
ent
•ac
cess
to
adva
nced
cou
rsew
ork
•po
stse
cond
ary
read
ines
s13
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
REQ
UIR
EMEN
TS
OF
ESSA
:A
CC
OU
NTA
BILI
TY
SYS
TEM
S
Aca
dem
ic g
row
th o
n st
ate
asse
ssm
ents
may
be
inco
rpor
ated
by
the
stat
e fo
r el
emen
tary
/mid
dle
scho
ols
as is
alre
ady
plan
ned
by
CSD
E.ES
SA d
isco
ntin
ues
the
Titl
e III
EL
acco
unta
bilit
y sy
stem
and
re
quire
s th
at p
rogr
ess
tow
ard
Engl
ish
prof
icie
ncy
be a
dded
to
the
Titl
e I a
ccou
ntab
ility
sys
tem
(i.e
., N
ext
Gen
erat
ion
Acc
ount
abili
ty S
yste
m).
14
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
REQ
UIR
EMEN
TS
OF
ESSA
:A
CC
OU
NTA
BILI
TY
SYS
TEM
S
Con
nect
icut
will
mai
ntai
n its
focu
s on
al
l sub
grou
ps a
s re
quire
d by
ESS
A w
hile
al
so c
ontin
uing
to
inco
rpor
ate
the
Hig
h N
eeds
sub
grou
p as
it in
clud
es
thou
sand
s of
mor
e st
uden
ts in
to
acco
unta
bilit
y ca
lcul
atio
ns.
Con
nect
icut
’s ac
coun
tabi
lity
syst
em
alre
ady
fact
ors
in t
he 9
5% p
artic
ipat
ion
rate
req
uire
men
t (e
.g.,
scho
ol
clas
sific
atio
ns, d
istin
ctio
n se
lect
ion)
as
expe
cted
und
er E
SSA
.
15
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
REQ
UIR
EMEN
TS
OF
ESSA
:A
CC
OU
NTA
BILI
TY
and
SC
HO
OL
IMPR
OV
EMEN
T
Com
preh
ensi
ve S
uppo
rt a
nd Im
prov
emen
t P
lans
Req
uire
d fo
r:
Low
est-
perf
orm
ing
5% o
f Titl
e I s
choo
ls o
n st
ate
acco
unta
bilit
y in
dex
Hig
h sc
hool
s w
ith <
67%
gra
duat
ion
rate
sSc
hool
s w
ith u
nder
perf
orm
ing
subg
roup
s th
at d
o no
t im
prov
e af
ter
a st
ate-
dete
rmin
ed n
umbe
r of
yea
rs
Scho
ol Im
prov
emen
t P
lans
mus
t in
clud
e:Ev
iden
ce-b
ased
inte
rven
tions
(sch
ool m
odel
s no
long
er r
equi
red)
Ba
sed
on s
choo
l-lev
el n
eeds
ass
essm
ent
Iden
tific
atio
n of
res
ourc
e in
equi
ties
App
rova
l by
scho
ol, d
istr
ict,
and
stat
eM
onito
ring
and
per
iodi
c re
view
by
the
stat
e
16
31
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
REQ
UIR
EMEN
TS
OF
ESSA
: T
EAC
HER
EVA
LUAT
ION
AN
D E
QU
ITY
Tit
le I
stat
e pl
ans
mus
t des
crib
e ho
w t
he s
tate
will
en
sure
tha
t “lo
w-in
com
e an
d m
inor
ity c
hild
ren
enro
lled
in T
itle
I sch
ools
are
not s
erve
d at
disp
ropo
rtio
nate
rate
s by
inef
fect
ive,
out-o
f-fie
ld a
nd in
expe
rienc
ed” e
duca
tors
Tit
le II
auth
oriz
es fu
nds
that
may
be
used
for
stat
e ev
alua
tion
syst
ems
Tit
le II
also
aut
hori
zes
the
Teac
her
and
Scho
ol L
eade
r In
cent
ive
Prog
ram
, a c
ompe
titiv
e gr
ant t
o su
ppor
t in
nova
tive
educ
ator
eva
luat
ion
syst
ems
Not
e: E
SSA
doe
s no
t req
uire
spe
cific
edu
cato
r ev
alua
tion
mea
sure
s or
met
hods
(Con
nect
icut
sta
te
stat
ute
does
, how
ever
)
r
17
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
AR
EAS
OF
FOC
US
FOR
TH
E R
EGU
LATO
RY P
ROC
ESS
IN 2
016
Stat
e ac
coun
tabi
lity
syst
ems
& r
epor
ting
* pr
opos
ed re
gula
tions
pub
lishe
d in
June
201
6
Subm
issi
on o
f sta
te p
lans
*
prop
osed
regu
latio
ns p
ublis
hed
in Ju
ne 2
016
Stud
ent
asse
ssm
ent
* fo
cus
on s
tude
nts
with
disa
bilit
ies
and
Engl
ish le
arne
rs
Tit
le I
fund
ing:
sup
plem
ent,
not
supp
lant
Inno
vati
ve a
sses
smen
t de
mon
stra
tion
aut
hori
ty
18
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
SUPE
RIN
TEN
DEN
T P
OLL
ING
The
nex
t se
ssio
n on
Sep
tem
ber
15th
will
focu
s on
A
ccou
ntab
ility
Sys
tem
s. W
hich
of t
he fo
llow
ing
topi
cs w
ould
you
like
to
lear
n m
ore
abou
t?a)
Con
solid
ated
Sta
te P
lans
b)A
cade
mic
Sta
ndar
ds a
nd A
sses
smen
tc)
Scho
ol Im
prov
emen
td)
Teac
her
Eval
uatio
n an
d Eq
uity
19
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
TO L
EAR
N M
OR
E, C
HEC
K O
UT
TH
ESE
RES
OU
RC
ES
USE
D E
SSA
web
page
http://w
ww.ed.gov/essa?utm
_con
tent=&
utm_m
edium=email&utm_n
ame=&utm_sou
rce=govdelive
ry&utm_term
Nat
iona
l Ass
ocia
tion
of S
tate
Boa
rds
of E
duca
tion
(Ass
essm
ent r
educ
tion)
http://w
ww.nasbe
.org/w
p-conten
t/up
loads/Prociw_A
ssessm
ent-Final.pdf
Nat
iona
l Con
fere
nce
of S
tate
Leg
isla
ture
s (1
3 pa
ge s
umm
ary
of E
SSA
)http://w
ww.ncsl.org/docum
ents/capito
lforum/2015/on
lineresou
rces/sum
mary_12
_10.pd
f
The
Sch
ool S
uper
inte
nden
ts A
ssoc
iati
on (
AA
SA)
(ESS
A r
esou
rces
)http://w
ww.aasa.org/AA
SAESSA
.aspx
Nat
iona
l Ass
ocia
tion
of S
econ
dary
Sch
ool P
rinc
ipal
s (A
rchi
ved
web
inar
s)https://nassp.org/professio
nal-learning/on
line-professio
nal-d
evelop
men
t/archived
-web
inars/every-
stud
ent-succeeds-act-web
inar-series-part-1?SSO
=true
20
32
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
QU
EST
ION
S CO
CC
S
21
Web
inar
#2
will
be
held
on
Thu
rsda
y, SE
PT
EM
BE
R 1
5th
from
2:0
0-2:
45 p
.m.
Topi
c: A
ccou
ntab
ility
Syst
ems,
Stat
e As
sess
men
ts, a
nd R
epor
ting
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
--
Web
inar
#3:
Thu
rsda
y, O
CT
OB
ER
20t
h
from
2:0
0-2:
45 p
.m.
Topi
c: St
ate
Plan
s; C
onsu
ltatio
n an
d Fe
edba
ck
Supp
lem
ent,
not S
uppl
ant,
Com
plia
nce
Rule
s
22
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
Tha
nk y
ou fo
r pa
rtic
ipat
ing
in t
oday
’s w
ebin
ar!
Thi
s re
cord
ed w
ebin
ar w
ill b
e po
sted
with
in o
ne w
eek
in t
wo
loca
tions
: •
Supe
rint
ende
nt’s
Dig
est
on t
he C
SDE
Hom
epag
e •
CT
Cor
e St
anda
rds
web
site
unde
r Pr
ofes
sion
al D
evel
opm
ent
If y
ou h
ave
addi
tion
al q
uest
ions
, ple
ase
cont
act:
Elle
n E.
Coh
n, D
eput
y C
omm
issi
oner
Elle
n.C
ohn@
ct.g
ov
Ajit
Gop
alak
rish
nan,
Chi
ef P
erfo
rman
ce O
ffice
rA
jit.G
opal
akri
shna
n@ct
.gov
23
33
-
SUPE
RIN
TEN
DEN
TS’
ESS
A W
EBIN
AR
SER
IES
WEB
INA
R 2
:
AC
CO
UN
TAB
ILIT
Y, A
SSE
SSM
EN
T, A
ND
DA
TA C
OLL
EC
TIO
N A
ND
RE
PO
RTIN
G
TH
UR
SDAY
, SEP
TEM
BER
15,
201
6
2:00
–2:
45 P
.M. E
ST
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
LOG
IST
ICS…
TH
ING
S TO
KN
OW
How
to
com
mun
icat
e vi
a W
ebEx
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
How
to
use
the
Polli
ng fe
atur
e
2
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
CSD
E H
OST
S
Elle
n E.
Coh
nA
jit G
opal
akri
shna
nD
eput
y C
omm
issi
oner
Chi
ef P
erfo
rman
ce O
ffice
r
3
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
POLL
Wha
t is
you
r ro
le in
you
r or
gani
zati
on?
a)Su
peri
nten
dent
b)A
ssis
tant
Sup
erin
tend
ent
c)D
istr
ict
Lead
er (D
irect
or,
Supe
rvis
or, o
r C
oord
inat
or)
d)Sc
hool
Lea
der
e)Le
ader
of a
noth
er t
ype
of e
duca
tiona
l org
aniz
atio
n
4
34
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
UPD
ATES
Con
nect
icut
’s ES
SA T
imel
ine
Con
nect
icut
’s St
akeh
olde
r En
gage
men
t Pr
oces
s
ESSA
Res
ourc
esW
ebin
ars
CSD
E ES
SA W
ebpa
ge
5
ge
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
AG
END
A
Acc
ount
abili
ty
Ass
essm
ent
Dat
a C
olle
ctio
n an
d R
epor
ting
6
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
AC
CO
UN
TABI
LIT
Y P
ER E
SSA
Req
uire
d In
dica
tors
Aca
dem
ic a
chie
vem
ent
–pr
ofic
ienc
y on
ann
ual s
tate
su
mm
ativ
e as
sess
men
tsSt
uden
t gr
owth
or
anot
her
valid
sta
tew
ide
acad
emic
in
dica
tor
(ele
men
tary
/mid
dle
scho
ols)
Gra
duat
ion
rate
(fo
ur-y
ear
coho
rt, e
xten
ded
rate
opt
iona
l)Pr
ogre
ss in
ach
ievi
ng E
nglis
h la
ngua
ge p
rofic
ienc
y on
Eng
lish
lang
uage
pro
ficie
ncy
asse
ssm
ents
Sc
hool
qua
lity
or s
tude
nt s
ucce
ss (i
.e.,
stud
ent
enga
gem
ent,
educ
ator
eng
agem
ent,
stud
ent
acce
ss t
o an
d co
mpl
etio
n of
ad
vanc
ed c
ours
ewor
k, po
stse
cond
ary
read
ines
s, sc
hool
cl
imat
e an
d sa
fety
, and
any
oth
er in
dica
tor
stat
e ch
oose
s)7
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
AC
CO
UN
TABI
LIT
Y P
ER E
SSA
(CO
NT
INU
ED)
Subs
tant
ial w
eigh
t to
achi
evem
ent,
grow
th,
grad
uatio
n, a
nd p
rogr
ess
tow
ard
ELP,
and
in t
he
aggr
egat
e, m
uch
grea
ter
wei
ght t
han
the
scho
ol
qual
ity o
r st
uden
t su
cces
s in
dica
tors
8
35
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
CO
NN
ECT
ICU
T’S
NEX
T G
ENER
ATIO
N
AC
CO
UN
TABI
LIT
Y S
YST
EM
Mul
tiple
-mea
sure
s sy
stem
Ba
sed
on e
xten
sive
sta
keho
lder
feed
back
N
o ne
w d
ata
colle
ctio
nLa
unch
ed M
arch
201
6Ve
ry w
ell a
ligne
d w
ith E
SSA
and
sta
te la
wH
ighl
ight
ed in
nat
iona
l pub
licat
ions
9
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
CO
NN
ECT
ICU
T’S
NEX
T G
ENER
ATIO
N
AC
CO
UN
TABI
LIT
Y S
YST
EM U
ND
ER E
SSA
Con
tinue
mea
suri
ng p
rofic
ienc
y th
roug
h th
e pe
rfor
man
ce in
dex
appr
oach
(In
dica
tor
1)C
ontin
ue t
o in
corp
orat
e re
sults
from
gro
wth
mod
el
on S
mar
ter
Bala
nced
ELA
and
Mat
hem
atic
s as
sess
men
ts fo
r gr
ades
4 t
hrou
gh 8
thi
s fa
ll (In
dica
tor
2) Dev
elop
gro
wth
mod
el fo
r th
e En
glis
h la
ngua
ge
prof
icie
ncy
asse
ssm
ent
(LA
S Li
nks)
, mea
sure
pro
gres
s to
war
d En
glis
h la
ngua
ge p
rofic
ienc
y fo
r En
glis
h le
arne
rs, a
nd in
corp
orat
e re
sults
(ad
ditio
n to
In
dica
tor
2)10
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
CO
NN
ECT
ICU
T’S
NEX
T G
ENER
ATIO
N
AC
CO
UN
TABI
LIT
Y S
YST
EM U
ND
ER E
SSA
Con
tinue
with
flex
ibili
ty fo
r R
ecen
tly A
rriv
ed E
nglis
h Le
arne
rs –
thos
e w
hose
initi
al e
ntry
dat
e in
a U
.S. s
choo
l is
less
tha
n tw
o ye
ars
(i.e.
, 24
mon
ths)
pri
or t
o te
st a
dmin
istr
atio
n.
Rec
ently
arr
ived
ELs
mus
t te
st in
all
cont
ent a
reas
ann
ually
from
yea
r 1.
Year
1: N
ot in
clud
ed in
Per
form
ance
Inde
x -A
chie
vem
ent
(Indi
cato
r 1)
fo
r an
y su
bjec
t.
Year
2: I
nclu
ded
in G
row
th (I
ndic
ator
2)
from
yea
r 1
to y
ear
2 in
bot
h EL
A a
nd m
athe
mat
ics
but
not
incl
uded
in A
chie
vem
ent
(Indi
cato
r 1)
Year
3: I
nclu
ded
in b
oth
Ach
ieve
men
t (In
dica
tor
1) a
nd G
row
th
(Indi
cato
r 2)
.11
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
CO
NN
ECT
ICU
T’S
NEX
T G
ENER
ATIO
N
AC
CO
UN
TABI
LIT
Y S
YST
EM U
ND
ER E
SSA
Scho
ol Id
enti
ficat
ion
and
Supp
ort
Iden
tify
scho
ols
in c
ateg
orie
s 1,
2, a
nd 3
in Ja
n. 2
017
Con
tinue
sup
port
to
scho
ols
in c
ateg
orie
s 4
and
5
Iden
tify
new
sch
ools
for
supp
ort
in c
ateg
orie
s 4
and
5 an
d ex
it cu
rren
tly id
entif
ied
scho
ols
mak
ing
prog
ress
(tim
efra
me
TBD
but
ten
tativ
ely
Dec
. 201
8)
12
36
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
POLL
Wha
t is
you
r le
vel o
f kno
wle
dge
of C
onne
ctic
ut’s
Nex
t G
ener
atio
n A
ccou
ntab
ility
Sys
tem
?a)
I had
nev
er h
eard
of i
t pr
ior
to t
his
web
inar
.
b)I a
m ju
st s
tart
ing
to le
arn
abou
t it.
c)I h
ave
a ge
nera
l und
erst
andi
ng o
f the
indi
cato
rs a
nd
the
syst
em.
d)I h
ave
a de
ep u
nder
stan
ding
of t
he in
dica
tors
, the
ir
wei
ghts
, and
the
ove
rall
syst
em.
13
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
CSD
E C
OM
MEN
TS
ON
FED
ERA
L R
EGU
LAT
ION
S
CSD
E co
mm
ente
don
issu
es
whe
re U
SED
was
add
ing
rule
s th
at w
ere
not
in t
he E
SSA
st
atut
e an
dno
t a
requ
irem
ent
at t
he s
tate
leve
l eith
er…
rul
es
that
wou
ld u
nder
min
e th
e po
sitiv
e sh
ifts
we
have
mad
e w
ith t
he N
ext
Gen
erat
ion
Acc
ount
abili
ty S
yste
m.
14
s
14
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
ASS
ESSM
ENT
PER
ESS
A
ELA
and
Mat
hem
atic
s In
eac
h of
gra
des
3 th
roug
h 8
At
leas
t on
ce in
gra
des
9 th
roug
h 12
Scie
nce
Onc
e in
gra
des
3 th
roug
h 5
Onc
e in
gra
des
6 th
roug
h 9
Onc
e in
gra
de 1
0 th
roug
h 12
15
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
ASS
ESSM
ENT
PER
ESS
A (C
ON
TIN
UED
)
Mai
ntai
ns O
ther
NC
LB p
rovi
sion
sA
lignm
ent
to s
tand
ards
A
dequ
ate
tech
nica
l qua
lity
Acc
omm
odat
ions
and
incl
usio
n of
ELs
Indi
vidu
al s
tude
nt r
epor
tsSt
ate
may
pro
vide
for
alte
rnat
e as
sess
men
t al
igne
d to
al
tern
ate
asse
ssm
ent
achi
evem
ent
stan
dard
sU
nive
rsal
par
ticip
atio
n of
all
stud
ents
and
stu
dent
gro
ups,
and
incl
usio
n in
acc
ount
abili
ty s
yste
m; n
ot le
ss t
han
95%
16
37
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
KEY
FED
ERA
L FL
EXIB
ILIT
IES
AVA
ILED
BY
C
ON
NEC
TIC
UT
Tran
siti
oned
to
rede
sign
ed S
AT
as
the
high
sch
ool a
sses
smen
t R
educ
es t
estin
g tim
e fo
r G
rade
11
stud
ents
Enab
les
use
of s
tate
ass
essm
ent
for
colle
ge
adm
issi
ons
Maj
ority
of C
T C
ore
Stan
dard
s ha
ve a
st
rong
/mod
erat
e m
atch
to
rede
sign
ed S
AT17
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
KEY
FED
ERA
L FL
EXIB
ILIT
IES
AVA
ILED
BY
C
ON
NEC
TIC
UT
(CO
NT
INU
ED)
Uti
lized
com
pute
r-ad
apti
ve
test
ing
in E
LA a
nd M
athe
mat
ics
Subs
tant
ially
sho
rter
tes
ts w
hen
com
pare
d to
CM
T
Alig
ned
to n
ew s
tand
ards
Com
para
ble
or b
ette
r re
liabi
lity
than
C
MT
18
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
KEY
FED
ERA
L FL
EXIB
ILIT
IES
AVA
ILED
BY
C
ON
NEC
TIC
UT
(CO
NT
INU
ED)
Impr
oved
Effi
cien
cies
wit
h Su
mm
ativ
e A
sses
smen
t O
ngoi
ng c
lari
ficat
ion
of p
urpo
ses
of a
sses
smen
tSh
orte
r su
mm
ativ
e as
sess
men
ts (
aver
age
time
for
ELA
an
d M
athe
mat
ics
com
bine
d is
less
tha
n 4
hour
s)C
lass
room
tea
cher
s ha
ve m
ore
time
for
the
form
ativ
e as
sess
men
t pr
oces
s an
d th
e us
e of
tar
gete
d, a
ligne
d in
teri
m a
sses
smen
t bl
ocks
Stan
dard
s, no
t th
e su
mm
ativ
e te
st, g
uide
inst
ruct
ion
19
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
OT
HER
OPT
ION
AL
FLEX
IBIL
ITIE
S PE
R E
SSA
Stat
e m
ay e
xem
pt 8
th g
rade
rs fr
om s
umm
ativ
e m
ath
asse
ssm
ent
if st
uden
t ta
kes
stat
e-ad
min
iste
red
adva
nced
mat
h en
d of
cou
rse
exam
.St
ate
may
cho
ose
to a
llow
dis
tric
ts t
o ch
oose
a n
atio
nally
rec
ogni
zed
high
sch
ool a
cade
mic
ass
essm
ent
in p
lace
of s
tate
ass
essm
ent.
Stat
e m
ay u
se c
ompu
ter
adap
tive
test
s. C
AT m
ay a
llow
abo
ve a
nd
belo
w g
rade
leve
l ite
ms.
Stat
e m
ay a
dmin
iste
r st
ate
asse
ssm
ent
thro
ugh
a si
ngle
sum
mat
ive
asse
ssm
ent
or t
hrou
gh m
ultip
le s
tate
wid
e in
teri
m a
sses
smen
ts d
urin
g th
e co
urse
of t
he a
cade
mic
yea
r th
at r
esul
t in
a s
ingl
e su
mm
ativ
e sc
ore.
Stat
e m
ay a
pply
to
part
icip
ate
in a
n in
nova
tive
asse
ssm
ent
and
acco
unta
bilit
y pi
lot
(up
to s
even
sta
tes
coul
d be
gra
nted
).20
38
-
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
DAT
A C
OLL
ECT
ION
AN
D R
EPO
RTIN
G
Dis
aggr
egat
e st
uden
t ac
hiev
emen
t re
sult
s by
ne
w s
ubgr
oups
Hom
eles
s st
atus
(co
llect
ed t
hrou
gh P
SIS)
Stud
ents
in fo
ster
car
e (r
ecei
ved
from
DC
F)
Stud
ent w
ith a
t le
ast
one
pare
nt in
the
arm
ed fo
rces
(n
ew d
ata
elem
ent
colle
ctio
n st
artin
g in
201
7-18
)
Mig
rant
sta
tus
(col
lect
ed t
hrou
gh P
SIS)
21
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
DAT
A C
OLL
ECT
ION
AN
D R
EPO
RTIN
G
Upd
ate
“rep
ort
card
s” (i
.e.,
the
Prof
ile a
nd P
erfo
rman
ce
Rep
ort)
to
incl
ude
acco
unta
bilit
y sy
stem
res
ults
Stat
es m
ust
incl
ude
at le
ast
95
perc
ent
of s
tude
nts
in
achi
evem
ent
calc
ulat
ions
if
perc
ent
test
ed is
less
tha
n 95
22
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
POLL
Wha
t ar
e th
e th
ree
topi
cs y
ou’re
mos
t in
tere
sted
in
lear
ning
/dis
cuss
ing
mor
e ab
out?
a)T
he N
ext
Gen
erat
ion
Acc
ount
abili
ty S
yste
mb)
Con
nect
icut
’s Sm
arte
r Ba
lanc
ed G
row
th M
odel
c)C
onne
ctic
ut’s
LAS
Link
s G
row
th M
odel
d)N
ext
Gen
erat
ion
Scie
nce
Ass
essm
ents
e)“T
ypes
and
Pur
pose
s of
Ass
essm
ent”
and
Red
ucin
g Tes
ting
Tim
ef)
Dat
a an
d R
epor
ting
Impl
icat
ions
from
ESS
A23
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
QU
EST
ION
S CO
CC
S
24
39
-
Web
inar
#3
will
be
held
on
Thu
rsda
y, O
CT
OB
ER
20t
hfr
om 2
:00-
2:45
p.m
. Ti
tle I
Und
er E
SSA:
Im
prov
ing
Basic
Pro
gram
s O
pera
ted
by S
tate
and
Loc
al E
duca
tiona
l Ag
encie
s--
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
----
Web
inar
#4:
Tue
sday
, NO
VE
MB
ER
15t
hfr
om 2
:00-
2:45
p.m
. Ti
tle II
& II
I Und
er E
SSA:
Pre
parin
g, Tr
aini
ng, a
nd R
ecru
iting
H
igh-
Qua
lity T
each
ers,
Prin
cipal
s, or
Oth
er S
choo
l Lea
ders
; La
ngua
ge In
stru
ctio
n fo
r Eng
lish
Lear
ners
and
Imm
igra
nt
Stud
ents
25
CO
NN
ECTI
CU
T ST
ATE
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
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nk y
ou fo
r pa
rtic
ipat
ing
in t
oday
’s w
ebin
ar!
Thi
s re
cord
ed w
ebin
ar w
ill b
e po
sted
with
in o
ne w
eek
in t
wo
loca
tions
: •
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rint
ende
nt’s
Dig
est
on t
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SDE
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epag
e •
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anda
rds
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ofes
sion
al D
evel
opm
ent
If y
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al q
uest
ions
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ase
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act:
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n E.
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eput
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issi
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ohn@
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ov
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Gop
alak
rish
nan,
Chi
ef P
erfo
rman
ce O
ffice
rA
jit.G
opal
akri
shna
n@ct
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26
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S T A T E O F C O N N E C T I C U T DEPARTMENT OF EDUCATION
P.O. BOX 2219 | HARTFORD, CONNECTICUT 06145 An Equal Opportunity Employer
TO: Superintendents of Schools
FROM: Shannon Marimón, Division Director, Talent Office
DATE: April 21, 2016
SUBJECT: Updates on the Reauthorization of the Elementary and Secondary Education Act,
PEAC Recommendations, Ongoing Support of BloomBoard, and Moving from
Compliance to Coherence Conference 2016
On December 10, 2015, President Obama signed into law the Every Student Succeeds Act
(ESSA), which reauthorizes the Elementary and Secondary Education Act (ESEA) and replaces
No Child Left Behind (NCLB). While there are many components within the new law, this
memorandum is focused on educator evaluation and support.
Please note: Connecticut’s current ESEA waiver will remain in effect until August 1, 2016. The
Connecticut State Department of Education (CSDE) is working with the United States
Department of Education (USED) to inform the transition to ESSA.
With respect to educator evaluation and support, ESSA grants states greater flexibility. The
Performance Evaluation Advisory Council (PEAC) remains the body charged with making
recommendations to the State Board of Education (SBE) for amendments to Connecticut’s
current system. PEAC has met on multiple occasions since the passage of ESSA to discuss areas
of potential refinement to the Connecticut Guidelines for Educator Evaluation, as well as
ongoing support for implementation.
On March 9, 2016, PEAC met and made the following recommendations to the SBE:
Annual Educator Evaluation and Support Plan Submission PEAC reached a consensus decision to recommend that local educational agencies
(LEAs) be allowed to continue with their current CSDE-approved plans for the 2016-17
school year. LEAs would not be expected to submit their 2016-17 Educator Evaluation
and Support Plan for CSDE review and approval. If an LEA makes a substantive change
that diverges from its CSDE-approved 2015-16 plan, LEAs would submit an amendment
form for review and approval. A Request for Amendment form can be found on the
CSDE website.
Use of State Test Data in Educator Evaluation PEAC voted to recommend that the SBE extend the current flexibility on the
incorporation of state test data in the evaluation of educators for the 2016-17 school year.
During this time, PEAC will further study the appropriate use of state test data in
educator evaluation.
41
http://www.connecticutseed.org/wp-content/uploads/2015/01/Request_for_EESP_Amendment_2015-16.docx
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Superintendents of Schools
April 21, 2016
Page 2
The SBE adopted these recommendations on April 6, 2016, with the understanding that they
fully support and expect the implementation of the required use of state test data starting in the
2017-18 academic year. Please note: All 2015-16 Educator Evaluation and Support Plans are
publicly available on the CSDE website.
Ongoing Support of BloomBoard
As districts are planning for the 2016-17 academic year, we want to provide an update regarding
ongoing support of BloomBoard. Starting in 2013-14, the CSDE, in collaboration with the
Connecticut Association of Schools (CAS), funded perpetual licenses for the BloomBoard
evaluation/observation platform for all LEAs in th