From Cradle to Career: KEY POLICY SHIFTS FOR CHILDREN, YOUTH AND PROFESSIONALS CEC National...
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Transcript of From Cradle to Career: KEY POLICY SHIFTS FOR CHILDREN, YOUTH AND PROFESSIONALS CEC National...
From Cradle to Career:KEY POLICY SHIFTS FOR CHILDREN, YOUTH AND PROFESSIONALS
CEC National Legislative Conference ▪ June 8, 2014
Let’s Discuss…
• Advancing Early Learning Opportunities for Children with Disabilities
• ESEA Flexibility Driving Transition to College & Career Ready Standards & Assessments
• Implementing New Standards/Assessments: Impact on Students with Disabilities, Special Educators
•Transitioning to Postsecondary and Career
•Investing in Special/Gifted Education
4
Importance of a Good Catchphrase
Early Learning
PK-12 Education Reforms
Overhauling Higher
Education
Expanding Workforce
Opportunities
Investing in Education
Resources
Sharon WalshCEC DIVISION FOR EARLY CHILDHOOD
INFANT AND TODDLER COORDINATORS ASSOCIATION
PK-12 Education ReformsIMPACT OF ESEA FLEXIBILITY
2007…2008…2009…2010…2011…2012…2013…2014??
What a difference 7 years makes!!
Senator Lamar Alexander
R-Tennessee
Senator Tom Harkin
D- Iowa
Lots of Talking …
American Association of Administrators, Policy Insider Oct 2011
9
82%
White House Announces WaiversSEPTEMBER, 2011
ESEA Waivers
• 43 States + Washington, DC; Puerto Rico have waivers
BREAKING NEWS:Washington State Waiver
Revoked on April 24, 2014
Remove 2014 AYP deadline
Funding Flexibility
Changes to Accountability
Flexibility for HQT Plans
ESEA Waivers
4 Conditions: Adopt College & Career Ready
Standards Develop Assessments that
Measure Student Growth Develop Guidelines for Local
Teacher and Principal Evaluations Based on Effectiveness
Develop Differentiated Accountability System
ESEA Waivers
Source: Fordham Institute
15
CEC Supporting Special Educators in Transition to CCRS & Assessments
Increasing professional development opportunities for special educators to learn, digest, and prepare for the implementation of college and career ready standards;
Halting/Removing high-stakes, personnel decisions based solely on student outcomes on college and career ready standards;
Building professional learning communities to reinforce a joint, collaborative approach between general and special educators; and
Rebuilding educator preparation programs to ensure future educators understand how students with disabilities have access to college and career ready standards.
Next Generation of Assessments
1%
Dynamic Learning
Maps
1%
National Center &
State Collaborative
99%
Smarter Balanced Consortia
99%
PARCC
Consortia
“The newness of this program will
generate a few hiccups.”
– PARCC Official, March 2014
Field Tests: March –June 2014
4 million + students 36 states, District of Columbia
What Works? What Doesn’t?
Hardware? Bandwidth? Desktops? Laptops?
Tablets?
Accommodations Policies, Implementation
Confusing? Overwhelming for
students?
Field Testing…The Good, Bad, & Ugly!
• 37,000 Schools
• 4 million students
• 36 States
• 3-4 Hours of testing…for now!
• Most students taking online
Source: EdWeek
18 StatesAlaska, Colorado,
Illinois, Iowa, Kansas, Michigan,
Mississippi, Missouri, New Jersey, North
Carolina, North Dakota, Oklahoma,
Utah, Vermont, Virginia,
Washington, West Virginia, and Wisconsin
Alternate Assessment based on Alternate Achievement Standards
Dynamic Learning Maps
Arizona, Arkansas, California, Connecticut, Delaware, District of
Columbia, Florida, Idaho, Indiana, Louisiana, Maine, Maryland, Montana, New Mexico, New York,
Oregon, Pacific Assessment Consortium (PAC 6),Pennsylvania,‐Rhode Island, South Carolina, South Dakota, Tennessee, and Wyoming
Alternate Assessment based on Alternate Achievement
Standards
National Center & State Collaborative
17
Computer-Based Asse
ssment
http://www.parcconline.org/
ArizonaArkansasColoradoDistrict of ColumbiaIllinoisIndianaLouisianaMarylandMassachusetts
MississippiNew JerseyNew MexicoNew YorkOhioPennsylvaniaRhode IslandTennessee
Computer-Adaptive Asse
ssment
http://www.smarterbalanced.org/
John RileyNATIONAL EDUCATION ASSOCIATION
2013 House vs. Senate ESEA Bills
Total Opposites!!
Where are we in the legislative process??
Passage by House Education
Committee
Passage by Senate Education
Committee
President Signs!
Conference Committee Works Out Differences!
Passage by Full House of Representatives Passage by Full Senate
• July 19, 2013: Passed House by 221-207 vote; all Democrats and 12 Republicans voted against
• Two days of debate– 18 amendments passed– 4 amendments defeated– 4 withdrawn
Student Success Act (HR 5)House Version of ESEA
CEC Opposed, as did most of the education & disability communities
Provisions in Student Success Act (HR 5) CEC Supports
Eliminates AYP & 2014 Deadline
Maintains Disaggregation of Subgroup Data
Student Success Act (HR 5)House Version of ESEA
CEC Expresses Serious Concerns with Student Success Act (HR 5)
Reduces Accountability for Students with Disabilities
Eliminates Highly Qualified Teacher Provisions
Lacks focus on Professional Development
Reduces, Caps and Eliminates Funding; Locks into place sequestration
Increases Privatization
Ignores High-Ability Students
Student Success Act (HR 5)House Version of ESEA
• Passed Senate Health, Education, Labor, Pensions (HELP) Committee June 12, 2013
• Passed with only Democrat support
• Two days of debate and amendments
Strengthening America’s Schools ActSenate Version of ESEA
CEC supported with some reservations, as did most of disability
community; education community split
Provisions in Strengthening America’s Schools Act CEC Supports
Focus on early learning for entry “ready to learn”
Encourage equity through greater transparency and fair distribution of resources
Limits Use of Alternate Assessment
Changes to Accountability System, Focus on Bottom 15%, Low Performing Subgroups, Maintains Subgroup Disaggregation, Student Growth & Performance Targets; Eliminates AYP & 2014 Deadline
Early Intervening Services in General Ed, UDL, PBIS
Mental Health Supports
Includes Key Provisions of CEC-Endorsed, TALENT Act for High-Ability Students
Strengthening America’s Schools ActSenate Version of ESEA
Provisions in Strengthening America’s Schools Act That Concern CEC
New Requirements without Adequate Resources
Accountability System Focus on Bottom 15% of Schools and Only Reporting for Remaining 85%
Includes “Turnaround” Models that Promote Firing of Staff and Other Interventions
Overemphasis of Teacher Evaluation from Federal Level
Defining “Highly Qualified” to Include Individuals Still Enrolled in Alternate Route to Certification Programs
Strengthening America’s Schools ActSenate Version of ESEA
What’s Next for ESEA?
Expanding Opportunities in Higher Education & Workforce
Supporting Transition to Postsecondary Education Must reinforce high expectations
Transition planning must begin at age 14
Strengthen relationships between PK-12, postsecondary, workforce systems
Invest in National Center for Information and Technical Support for Postsecondary Students with Disabilities
Invest in National Coordinating Center for Students with Intellectual Disabilities
Only 29% of students with
disabilities complete
postsecondary program/graduate
with diploma
Expanding Opportunities in Higher Education & Workforce
Workforce Innovation & Opportunity Act Limits use of subminimum wage for individuals with disabilities by
ensuring that before an individual receives subminimum wage they first:
1. receive pre-employment transition services;
2. applied for vocational rehabilitation services, and if eligible, made a serious attempt at competitive integrated employment;
3. receive counseling, information and referral about alternatives to subminimum wage employment.
Individuals with disabilities currently employed at subminimum wage must be provided on going career counseling, information and referrals, and notification of local training opportunities to move into competitive integrated employment, as appropriate.
Expanding Opportunities in Higher Education & Workforce
Emphasizes State vocational rehabilitation agencies make “pre-employment transition services” available to all students with disabilities and to coordinate those services with IDEA’s transition services.
State vocational rehabilitation programs
will set aside 15% of their Federal funding to help young people with disabilities transition from secondary school to post secondary education programs and employment.
06
12
Unemployment Rate %
Investing in Special/Gifted Education
IDEA Early Intervention IDEA Preschool IDEA School
Aged
More children served + stagnant
funding = cost savings measures
Federal funding per child at 27-
year low
IDEA Full Funding Act:
Reach 40% in 10 yrs, now at 15.8%
IDEA Full Funding Act
Congressmen Van Hollen (D-MD), McKinley (R-WV), Walz (D-MN), Gibson (R-NY), Huffman (D-CA) and Reichert (R-WA)
IDEA Full Funding Act would fully fund IDEA by 2024 (HR 4136)
Investing in Special/Gifted Education
IDEA National Programs
(R&D)
National Center for Special Education Research
Javits Gifted & Talented Students
Act
Only 2% of IDEA budget, far too
low
Cut by 30% in 2011 resulted in
75% fewer grants in 2013
Resurrected in 2014 but only $5
million
Today’s Topic: Education policy shifts… Discuss!