STATE PLAN REQUIREMENTS: CONSULTATION,

PERFORMANCE MANAGEMENT, AND

ACADEMIC ASSESSMENTS

JANUARY 18, 2017

OBJECTIVES

Explain how SEAs should utilize the consolidated State plan

guidance.

Review the consultation, performance management, and

assessments portions of the consolidated State plan template

and guidance.

Share resources, best practices, and TA to support States with

completing the consultation, performance management, and

assessments portions of the consolidated State plan template

2

AGENDA

Overview of Consolidated State Plan Webinar Series

Consolidated State Plan Guidance

State Plan Consultation Requirements & Resources

State Plan Performance Management Requirements &

Resources

State Plan Academic Assessment Requirements &

Resources

sources

Consolidated State Plan Technical Assistance

Q & A

3

4

Overview of Consolidated

State Plan Webinar Series

CONSOLIDATED STATE PLAN WEBINAR SERIES

5

January 11, 2017

Assessment Regulations: Title I, Parts A and B

January 18, 2017

Consultation, Performance Management, and Assessment Requirements

January 25, 2017

Supporting Excellent Educators and All Students

February 1, 2017

Accountability Systems: Long-term Goals and Indicators

February 8, 2017

Accountability Systems: Annual Meaningful Differentiation and School Identification

February 15, 2017

School Improvement and Support

March 1, 2017

Program-Specific Requirements

March 8, 2017

State Plan Submission

6

Consolidated State Plan

Guidance

CONSOLIDATED STATE PLAN GUIDANCE

The guidance should be used by each SEA as it develops its State plan and will also be

used by peer review teams when they evaluate each consolidated State plan during the

State plan review process.

There are two key components:

1. REQUIRED ELEMENTS. Questions in bold text in the guidance represent

required elements that an SEA must address in its consolidated State plan

template. In order to fully address the statutory and regulatory requirements,

an SEA must respond to all bold questions.

2. CONSIDERATIONS. Questions that are in italicized text in the guidance reflect

guiding questions that the Department encourages peers to consider when

evaluating the quality and sufficiency of the SEA’s plan. The questions for

consideration should be used by an SEA as a resource to improve the quality of

their responses in the consolidated State plan template.

HOW TO USE THE DOCUMENT

7

CONSOLIDATED STATE PLAN GUIDANCE

Use for SEAs:

Each SEA should use the guidance when developing responses to each of

the requirements in the consolidated State plan template.

Each SEA must address each question in the guidance in bold to fully

address all applicable statutory and regulatory requirements.

An SEA should use the bold questions in this guidance as a checklist to

ensure it has provided all required information.

An SEA should use the questions in italicized text to improve the quality of

its responses in the consolidated State plan template.

HOW TO USE THE DOCUMENT (CONT.)

8

STRUCTURE OF THIS PRESENTATION

3.A: Advanced Mathematics Coursework

EXAMPLE

Does the State: 1) administer end-of-course mathematics assessments to high

school students in order to meet the requirements under section

1111(b)(2)(B)(v)(I)(bb) of the ESEA; and 2) use the exception for students in

eighth grade to take such assessments under section 1111(b)(2)(C) of the ESEA?

Yes. If yes, describe the SEA’s strategies to provide all students in the State the

opportunity to be prepared for and to take advanced mathematics coursework in

middle school consistent with section 1111(b)(2)(C) and 34 C.F.R. § 200.5(b)(4).

No

An SEA should:

Provide data or other evidence to support the rationale of its described strategies.

Include strategies that are likely to provide all students in the State the opportunity to

be prepared for and to take advanced mathematics coursework in middle school.

9

TEMPLATE

10

Consultation

§ 299.13 (b) and 299.15(a) Consolidated State Plan Template &

Guidance

CONSULTATION

The Governor or appropriate

officials from the Governor’s

office;

Members of the State legislature;

Members of the State board of

education, if applicable;

LEAs, including LEAs in rural areas;

Representatives of Indian tribes

located in the State;

Teachers, principals, other school

leaders, paraprofessionals,

specialized instructional support

personnel, and organizations

representing such individuals;

Charter school leaders, if

applicable;

Parents and families;

Community-based organizations;

Civil rights organizations, including

those representing students with

disabilities, English learners, and

other historically underserved

students;

Institutions of higher education

(IHEs);

Employers;

Representatives of private school

students;

Early childhood educators and

leaders; and

The public.

REQUIRED STAKEHOLDERS §§299.13 (b) AND 299.15(a)

11

CONSULTATION

In developing its consolidated State plan, or revising or amending that plan, an

SEA must engage in timely and meaningful consultation with stakeholders. This

must include:

2.1.A: Public Notice

Provide evidence that the SEA met the public notice requirements, under

§299.13(b), relating to the SEA’s processes and procedures for developing

and adopting its consolidated State plan.

PUBLIC NOTICE

12

CONSULTATION

Each SEA must meet the requirements in 34 C.F.R. §

200.21(b)(1)-(3) to provide information:

– In an understandable and uniform format;

– To the extent practicable, written in a language that parents can

understand or, if it is not practicable to provide written translations

to a parent with limited English proficiency, be orally translated for

such parent; and

– Upon request by a parent who is an individual with a disability as

defined by the Americans with Disabilities Act, 42 U.S.C. 12102,

provided in an alternative format accessible to that parent.

PUBLIC NOTICE REQUIREMENTS

13

CONSULTATION

2.1.B.i: Outreach and Input

For each of the components of the consolidated State plan, describe how the

SEA conducted outreach to and solicited input from the required stakeholders:

During the design and development of the SEA’s plans to implement the

programs that the SEA has indicated it will include in its consolidated State

plan; and

Following the completion of its initial consolidated State plan by making

the plan available for public comment for a period of not less than 30

days prior to submitting the consolidated State plan to the Department for

review and approval.

OUTREACH AND INPUT

14

CONSULTATION

2.1.B.i: Outreach and Input

The description must include:

How the SEA conducted outreach to, and solicited input from each of

the required stakeholders.

How the SEA conducted outreach to, and solicited from, a

geographically diverse set of stakeholders.

An SEA’s description, which may include evidence, must also:

Indicate the timeframe during which the SEA made its consolidated

State plan available for public comment that demonstrates that it was

available for public comment for a period of not less than 30 days prior

to submitting it to the Secretary for initial review and approval

OUTREACH AND INPUT

15

GUIDANCE

CONSULTATION

2.1.B.i: Outreach and Input

An SEA should:

Describe strategies that would ensure meetings or hearings are accessible (e.g.,

hold meetings or hearings at varying times of day and in varying locations across

the State, provide accommodations and supports to those who need them, and

offer child care so that families could attend).

Describe how its process was transparent, including allowing stakeholders the

opportunity to engage at different times and levels of policy development.

Target the outreach so that it is responsive to the specific needs of the State.

Describe how it solicited input from a wide range of educators, both teachers and

principals, at all levels of experience.

Schedule meetings and other opportunities for input in such a way that practicing

teachers have opportunities to participate.

Describe how it consulted with stakeholders who have expertise specific to each of

the components of the consolidated State plan and to educators with disabilities

and English Learners.

OUTREACH AND INPUT

16

GUIDANCE

CONSULTATION

2.1.B.ii: Outreach and Input

For each component of the consolidated State plan, describe how the SEA

took into account the input obtained through consultation and public comment.

The response must include both :

How the SEA addressed the concerns and issues raised through consultation

and public comment and

Any changes the SEA made as a result of consultation and public comment

for all components of the consolidated State plan.

An SEA should:

Provide a sufficient description of how it addressed each of the issues and

concerns raised through consultation.

OUTREACH AND INPUT

17

GUIDANCE

CONSULTATION

2.1.C: Governor’s Consultation

Describe how the SEA consulted in a timely and meaningful manner with the Governor

consistent with section 8540 of the ESEA, including whether officials from the SEA and the

Governor’s office met during the development of this plan and prior to the submission of this

plan.

Date SEA provided plan to the Governor

Check one:

☐The Governor signed this consolidated State plan.

☐ The Governor did not sign this consolidated State plan.

An SEA should:

Include processes and procedures that are likely to lead to timely and meaningful

consultation with the Governor or appropriate officials from the Governor’s office.

GOVERNOR’S CONSULTATION

18

GUIDANCE

CONSULTATION VS. ENGAGEMENT

Stakeholder consultation does not begin until the SEA has received

final requirements for the State plan.

The final State Plan regulations were published in the Federal

Register on November 29, 2016. Therefore, the earliest date

for timely and meaningful consultation on a State plan that

responds to the final regulations is November 29, 2016.

An SEA may also describe its ESSA engagement and other

consultation activities prior to November 29, 2016. However,

an SEA must ensure that timely and meaningful consultation

occurred on the final requirements.

Engagement Strategies and Best Practices can be utilized by

SEAs to support consultation activities on State Plans.

19

20

Consultation Resources

ESSA STAKEHOLDER ENGAGEMENT

ED recommends and encourages States and districts to:

Design processes that allow stakeholders the opportunity to

provide meaningful feedback throughout the development of

plans and policies related to ESSA implementation as well as

throughout the implementation of the law.

Develop and support high-quality systems of engagement and

remove systemic barriers that could prevent meaningful and

broad engagement.

Provide multiple and ongoing opportunities for engagement

from policy development through implementation.

Develop a communications plan that identifies who needs to be

informed, at what stages, and how they are best reached.

Resource Link: http://www2.ed.gov/policy/elsec/guid/secletter/160622.html

21

DEAR COLLEAGUE LETTER

REFORM SUPPORT NETWORK

The Reform Support Network has developed strategic communications

resources to support States with successfully implementing and sustaining

reforms through effective communications and engagement with multiple

stakeholders.

Examples of tools that SEAs can find on the Reform Support Network

website include:

– Communications and Engagement Assessment Rubric

– From "Inform" to "Inspire": A Framework for Communications and

Engagement

– Engaging Educators: A Reform Support Network Guide for States and Districts

– Social Media Resources

Resource Link: https://rtt.grads360.org/#communities/sce/strategic-

communications

22

STRATEGIC COMMUNICATION RESOURCES

This resource provides strategies, tools, examples and resources to help

States engage with stakeholders to develop and implement their ESSA

Plans.

CCSSO recommends to start off by clarifying your outreach goals and

working with partner organizations to identify and engage

stakeholders.

CCSSO offers engagement best practices such as identifying

ambassadors, using multiple communication vehicles, asking for input

before decisions are made, keeping materials brief and simple, and

communicating early and often.

Resource Link: http://www.ccsso.org/Documents/2016/ESSA/CCSSO

Stakeholder Engagement Guide FINAL.pdf

23

COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)

ESSA STAKEHOLDER ENGAGEMENT GUIDE

24

Performance Management §299.15(b)

Consolidated State Plan Template &

Guidance

PERFORMANCE MANAGEMENT

2.2.A: Review and Approval of LEA Plans

Describe the SEA’s process for supporting the development, review, and

approval of LEA plans in accordance with statutory and regulatory

requirements.

The description should include a discussion of how the SEA will

determine if LEA activities align with:

1) The specific needs of the LEA, and

2) The SEA’s consolidated State plan.

REVIEW AND APPROVAL OF LEA PLANS § 299.15(b)(1))

25

PERFORMANCE MANAGEMENT

2.2.A: Review and Approval of LEA Plans

An SEA should describe (cont.):

Collecting and using data and information to assess the proposed

activities in the LEA plan.

A reasonable timeline by which the SEA will provide LEAs with

resources for plan development, review LEA plans, and approve or

deny LEA plans

Differentiating review based on statutory and regulatory requirements

and unique LEA needs.

Determining compliance with the tribal consultation requirements, as

applicable.

REVIEW AND APPROVAL OF LEA PLANS § 299.15(b)(1))

26

GUIDANCE

PERFORMANCE MANAGMENT

2.2.B: Monitoring

Describe the SEA’s plan to monitor SEA and LEA implementation of the included

programs to ensure compliance with statutory and regulatory requirements.

This description must include how the SEA will collect and use data and information

which may include input from stakeholders and data collected and reported on State

and LEA report cards (under section 1111(h) of the ESEA and 34 CFR §§ 200.30-

200.37), to assess the quality of SEA and LEA implementation of strategies and

progress toward meeting the desired program outcomes.

MONITORING § 299.15(b)(2)(ii))

27

PERFORMANCE MANAGEMENT

2.2.B: Monitoring

An SEA should describe:

The data it will use to monitor including whether it will use input from

stakeholders and data collected and reported on State and LEA report

cards.

A plan that:

Is likely to support effective and meaningful implementation of LEA

plans

Includes a timeline for monitoring that is ambitious, practicable, and

actionable.

Is responsive to the context of the State (e.g. academic calendar

year, number of LEAs, and geography of the State).

Is differentiated based on the LEA-specific factors (e.g.

performance, history of non-compliance etc.)

MONITORING § 299.15(b)(2)(ii))

28

GUIDANCE

PERFORMANCE MANAGEMENT

2.2.C: Continuous Improvement

CONTINUOUS IMPROVEMENT § 299.15(b)(2)(iii))

Describe the SEA’s plan to continuously improve SEA and LEA plans and

implementation.

This description must include how the SEA will collect and use data and

information which may include input from stakeholders and data

collected and reported on State and LEA report cards (under section

1111(h) of the ESEA and 34 CFR §§ 200.30-200.37), to assess the

quality of SEA and LEA implementation of strategies and progress

toward meeting the desired program outcomes.

29

PERFORMANCE MANAGEMENT

2.2.C: Continuous Improvement

An SEA should describe:

The data it will use to continuously review, evaluate and improve both

the SEA and LEA plans and implementation of those plans.

Strategies that draw from best practices for promoting continuous

improvement such as:

Feedback loops

Collection of information about implementation and steps to

implement necessary changes

Methods of analysis to examine effectiveness and reflect on

outcomes

Identification of challenges and potential solutions

A timeline for continuous improvement at the SEA and LEA levels.

CONTINUOUS IMPROVEMENT § 299.15(b)(2)(iii))

30

PERFORMANCE MANAGEMENT

2.2.C: Continuous Improvement

An SEA should describe (cont.):

Differentiated continuous improvement strategies and timelines based on

statutory and regulatory requirements and the unique needs of LEAs in

differing circumstances.

The SEA’s plan to continuously engage stakeholders to solicit feedback to

improve implementation.

How the SEA will evaluate the consolidated State plan’s effectiveness on an

ongoing basis.

CONTINUOUS IMPROVEMENT § 299.15(b)(2)(iii))

31

PERFORMANCE MANAGEMENT

2.2.D: Differentiated Technical Assistance

Describe the SEA’s plan to provide differentiated technical

assistance to LEAs and schools to support effective

implementation of SEA, LEA, and other subgrantee strategies.

DIFFERENTIATED TECHNICAL ASSISTANCE § 299.15(b)(3)

32

PERFORMANCE MANAGEMENT

2.2.D: Differentiated Technical Assistance

An SEA should describe:

How it supports effective and meaningful implementation of LEA plans.

How it identifies differences among LEA and schools to inform a

differentiated approach to TA and support based on needs.

A description of how it will specify the supports or range of supports

that will be provided or are available based on the needs and context

of the LEAs.

A timeline for providing TA that is timely, meets the needs of LEAs and

schools, and is likely to result in improved academic performance.

How it will differentiate TA strategies and timelines based on several

circumstances (e.g. unique needs of LEAs.)

How it will provide assistance to LEAs and individual elementary

schools choosing to use funds under this part to support early

childhood programs.

DIFFERENTIATED TECHNICAL ASSISTANCE § 299.15(b)(3)

33

34

Performance Management

Resources

REFORM SUPPORT NETWORK

The Reform Support Network website contains resources for State leaders focused on

building internal expertise, performance management systems, and community support to

sustain State and local reforms. The resources include:

Sustainability Rubric

What is it? The Sustainability Rubric is a tool for education agencies to assess the

sustainability of a specific priority reform—a body of work that an education

agency is undertaking in order to achieve priority goals for student outcomes. The

rubric covers 19 elements of sustainability and what characterizes “inadequate” to

“exemplary” for each element.

How can I use it? The rubric should be used in conjunction with the Sustainability Self-

Assessment Workbook (see next slide).The rubric is most valuable when applied by a

team composed of education agency team members who have leadership roles for

either the specific priority reform(s) and/or the areas of focus that the agency has

identified in the sustainability rubric. This tool could also be used at the higher echelons

of an education agency to assess the agency’s overall readiness to sustain priority

reforms, or within specific offices or content teams within the education agency.

35

STATE EDUCATION AGENCY CAPACITY BUILDING AND SUSTAINABILITY

REFORM, SUPPORT NETWORK

Sustainability Self-Assessment Workbook

What is it? The Sustainability Self-Assessment Workbook is designed to support the use

of the Sustainability Rubric (above). It outlines five exercises that will help you conduct

an initial self-assessment of the sustainability of your reforms.

How can I use it? The Self-Assessment Workbook should be used alongside the

Sustainability Rubric. It can help your team assess the sustainability of a specific

priority reform and develop a plan to address specific areas to strengthen.

Integrated Messaging Tools

What is it? These are supplemental resources for your sustainability planning work to

help you develop strong messaging to support your implementation of priority

reforms.

How can I use it? These resources will help you develop clear, consistent messaging

around your priority reforms. First, read through the Integrated Messaging and

Communications PowerPoint, the From “Inform” to “Inspire”: A Framework for

Communications and Engagement and the Integrated Messaging Handout.

36

STATE EDUCATION AGENCY CAPACITY BUILDING AND SUSTAINABILITY

REFORM SUPPORT NETWORK

Capacity Building Tools

What is it? These tools are supplemental resources for your sustainability planning work.

The Capacity Building PowerPoint, provides an overview of what effective capacity building

looks like, and steps for shifting system-wide practice at the SEA toward a focus on

development. The Capacity Building Template walks through the stages of building capacity:

desired change, formal learning, practicing and reflecting.

How can I use it? Read through the PowerPoint presentation to familiarize yourself with the

framework. Identify a specific person or group whose capacity must be enhanced in order for

your priority reforms to succeed. Use the template to identify the desired change you seek

and opportunities for formal learning, practice and reflection to accomplish that change.

Additional Reform Support Network Articles and Resources

Performance Management: Setting Outcomes to Improve Student Achievement

Performance Management: Aligning Resources to Reform

Performance Management: Collecting and Using Data to Measure Progress, Improve

Results

Performance Ensuring Accountability for Results

37

STATE EDUCATION AGENCY CAPACITY BUILDING AND SUSTAINABILITY

REFORM SUPPORT NETWORK

The School Turnaround Performance Management

Framework can help States navigate the changes ahead and

sustain their work. The Framework has four variables:

• Clarity of Outcomes and Theory of Action

• Alignment of Resources

• Collection and Use of Data

• Accountability for Results

38

SCHOOL TURNAROUND PERFORMANCE MANAGEMENT FRAMEWORK

39

Academic Assessments §299.16

Consolidated State Plan Template &

Guidance

ACADEMIC ASSESSMENTS

3.A: Advanced Mathematics Coursework

ADVANCED MATHEMATICS COURSEWORK

Does the State: 1) administer end-of-course mathematics assessments to high

school students in order to meet the requirements under section

1111(b)(2)(B)(v)(I)(bb) of the ESEA; and 2) use the exception for students in

eighth grade to take such assessments under section 1111(b)(2)(C) of the ESEA?

Yes. If yes, describe the SEA’s strategies to provide all students in the State the

opportunity to be prepared for and to take advanced mathematics coursework in

middle school consistent with section 1111(b)(2)(C) and 34 C.F.R. § 200.5(b)(4).

No

An SEA should:

Provide data or other evidence to support the rationale of its described strategies.

Include strategies that are likely to provide all students in the State the opportunity to

be prepared for and to take advanced mathematics coursework in middle school.

40

ACADEMIC ASSESSMENTS

Applicability

This flexibility is available IF:

A State administers an end-of-course test to high school students to meet the

assessment requirements under Title I, Part A;

Eighth grade students are taking the course related to the specific end-of-

course test the State uses to meet the assessment requirements under Title I,

Part A for high school students, take the end-of-course test, and the results

are used for accountability purposes; and

The eighth grade student takes a more advanced State-administered end-of-

course assessment or nationally recognized high school assessment for high

school accountability.

ADVANCED MATHEMATICS COURSEWORK § 200.5(b)

41

ACADEMIC ASSESSMENTS

3.B.i: Definition

Provide the SEA’s definition for “languages other than English

that are present to a significant extent in the participating

student population,” consistent with 34 C.F.R. § 200.6(f)(4), and

Identify the specific languages that meet that definition.

LANGUAGES OTHER THAN ENGLISH

42

ACADEMIC ASSESSMENTS

3.B.i: Definition

An SEA must:

In it’s definition, include at least the most populous language other than English

spoken by the State’s participating student population.

In determining which languages are present to a significant extent in the

participating student population, describe:

How it considered languages other than English that are spoken by distinct

populations of English learners, including English learners who are migratory,

English learners who were not born in the United States, and English learners

who are Native Americans.

How it considered languages other than English that are spoken by a

significant portion of the participating student population in one or more of

the State’s LEAs, as well as languages spoken by a significant portion of the

participating student population across grade levels.

LANGUAGES OTHER THAN ENGLISH

43

ACADEMIC ASSESSMENTS

3.B.ii: Existing Assessments in Languages other than English

Identify any existing assessments in languages other than English, and specify

for which grades and content areas those assessments are available.

3.B.iii: Assessments not Available and Needed

Indicate the languages other than English identified in 3.B.i. for which yearly

student academic assessments are not available and are needed.

An SEA should:

Include the languages identified in 3.B.i.

LANGUAGES OTHER THAN ENGLISH

44

ACADEMIC ASSESSMENTS

3.B.iv: Efforts to Develop Assessments

Describe how the SEA will make every effort to develop assessments, at a minimum, in

languages other than English that are present to a significant extent in the participating

student population by providing:

1. The State’s plan and timeline for developing such assessments, including a

description of how it met the requirements of 34 C.F.R. § 200.6(f)(4);

2. A description of the process the State used to gather meaningful input on

the need for assessments in languages other than English, collect and

respond to public comment, and consult with educators; parents and families

of English learners; students, as appropriate; and other stakeholders; and

Click here to enter text.

3. As applicable, an explanation of the reasons the State has not been able to

complete the development of such assessments despite making every effort.

LANGUAGES OTHER THAN ENGLISH

45

ACADEMIC ASSESSMENTS

3.B.iv.a: Plan and Timeline to Develop Assessments

Provide the State’s plan and timeline for developing such assessments, including a

description of how it met the requirements of § 200.6(f)(4).

An SEA must:

Include a plan and timeline for developing such assessments.

An SEA should:

Describe how it plans to use assessment funds available under ESEA section 1201, or

other funds from included programs, to develop content assessments in languages other

than English.

Include a timeline for developing such assessments that is ambitious, practicable, and

actionable.

LANGUAGES OTHER THAN ENGLISH

46

ACADEMIC ASSESSMENTS

3.B.iv.b: Consultation on the Need for Assessments

Provide a description of the process the State used to (1)gather meaningful input

on the need for assessments in languages other than English; (2) collect and

respond to public comment, and (3) consult with educators; parents and families

of English learners; students, as appropriate; and other stakeholders.

An SEA should include:

How the State ensured that its process to gather meaningful input was accessible

to an appropriate range of stakeholders.

How the State took into account the stakeholder input.

A described process that is likely result in timely and meaningful input.

LANGUAGES OTHER THAN ENGLISH

47

ACADEMIC ASSESSMENTS

3.B.iv.c: Reasons Assessments Have Not Been Developed

As applicable, provide an explanation of the reasons the State has not been

able to complete the development of such assessments despite making every

effort.

An SEA should:

Describe the effort made to develop such assessments.

Describe the barriers it has faced to develop such assessments and its attempts

to overcome them.

Provide sufficient explanation as to why such assessments are not available.

LANGUAGES OTHER THAN ENGLISH

48

49

Academic Assessments

Resources

ACADEMIC ASSESSMENTS RESOURCES

ED issue paper on the inclusion of English learners in academic assessments

This issue paper can be used by SEAs to gain background information on the statutory

provisions in ESSA related to the inclusion of English learners in academic assessments.

– Issue Paper #5a

https://www2.ed.gov/policy/elsec/leg/essa/session/issue-paper-5a-els-

inclusion-in-academic-assessments.pdf

IES Resources

IES has released research reports that can be used by SEAs to support the

development of native language assessments. For example:

– WWC Review of the Report “Accommodations for English Language Learner

Students: The Effect of Linguistic Modification of Math Test Item Sets”

https://ies.ed.gov/ncee/wwc/Docs/SingleStudyReviews/wwc_linguisticmod_06

1212.pdf

50

51

Consolidated State Plan

Technical Assistance

CONSOLIDATED STATE PLAN TA

OSS Technical Assistance Resources:

– http://www2.ed.gov/about/offices/list/oese/oss/technicalassistance

State Support Network:

– The Network’s web site will be launching soon with more information

about technical assistance related to State plan development,

communities of practice, and peer to peer opportunities.

To receive a launch announcement, please sign up at:

tinyurl.com/StateSupportNetwork

Send questions and requests for individualized TA to your State contacts

at: OSS.State@ed.gov

52

GENERAL RESOURCES

ED’s Every Student Succeeds Act (ESSA)website:

– https://www.ed.gov/essa

Call for Peer Reviewers:

– The U.S. Department of Education is seeking highly qualified individuals

to serve in a critical role as peer reviewers of State plans.

– Applications are due by January 27, 2017.

For more information, including a link to the application, visit:

https://www2.ed.gov/admins/lead/account/stateplan17/index.html

Questions about this request may be sent to:

ESSA.PeerReview@ed.gov

53

54

Questions?