Every Student Succeeds Act (ESSA) Update

NC School Boards Association District Meetings

Lou Fabrizio, Ph.D.Federal Policy Director

Office of the State Superintendent

Donna BrownDirector of Federal Program Monitoring & Support

Office of the Deputy State Superintendent

September 2017

AgendaØ USED Updates and Reminders

Ø Status of Draft Plan – See http://www.ncpublicschools.org/succeeds/– Timeline

– Feedback from 30-Day Public Comment Period

– Feedback from Governor’s 30-Day Review

– Theory of Action

– Accountability Model/Plan

– Schools Identified for Comprehensive Support & Improvement (CSI) & Targeted Support & Improvement (TSI)

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USED Updates

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Ø June 16 FAQ from the USED Regarding Peer ReviewØ June 28 Letter from the USED Regarding Financial

Transparency and Per Pupil Expenditures Reporting –One Year Delay

RemindersØ USED has up to 120 days to review and approve or reject a state’s ESSA Plan

Ø Part of that process involves USED-approved Peer Review Panels

Ø USED may request that a state make changes to the plan during the review process (15 days to respond)

Ø Ultimate decision regarding the plan rests with the U.S. Secretary of Education

Ø North Carolina will request waivers for two items in the plan (extend grade 8 math exception to 7th grade and delay identification of Schools for Targeted Support and Improvement [TSI] until after the 2018-19 school year – using two years of data under the modified School Performance Grades model)

Ø Once the plan is approved by the USED, North Carolina can always submit amendments to the USED in the future if changes are warranted in the plan

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Final ReminderØ Make sure that your computer loads the plan dated September 1, 2017Ø If it doesn’t, clear the cache (history) from your browser and reload the plan

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ESSA Revised Timeline

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January–June 2017 • Conduct additional simulations of accountability model and finalize certain decisions

• Continue receiving feedback and input on draft plan

• Post new versions of draft plan when available. New template issued by the USED in March. New draft plan posted May 1 using new template.

• Present to General Assembly Education Committee(s) and meet with legislators and staff

• Provide monthly updates to the State Board of Education (SBE)

Mid-to-Late June • Post draft plan for 30-day public comment period

Mid-to-Late July • Review public comments and make appropriate changes to plan

• Submit draft plan to Governor’s office for 30-day review period

July and August SBE Meetings

• Discuss draft state plan with SBE

• Incorporate details in plan that result from actions of the NC General Assembly

September SBE Meeting • Seek SBE approval of the NC ESSA Plan

September 18, 2017 • Submit state plan to the U.S. Department of Education (USED)

Feedback from 30-Day Public Comment Period

Ø Majority of comments from early childhood advocatesØ Additional comments from organizations and

individuals for:– Chronic absenteeism & early childhood education (13

CEOs)

– Physical education & health (15 retired admirals & generals)/school nutrition

– Accountability model issues: indicators (include AP, music), school performance grades, historical data for long-term goals, N-size, growth, alternative schools

– School climate, equity analyses, highly effective teachers & principals, dual enrollment

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Feedback from 30-Day Public Comment Period (continued)

Ø Additional comments from organizations and individuals for:– Exit criteria for CSI and TSI schools – Well-rounded education: music, arts, media

coordinators

– Exceptional children issues

– Personalized learning and the Theory of Action– Better utilization of Nationally Board Certified Teachers

– Clarifications in plan, vendor requirements, typos

– Including additional indicators on School Report Cards 8

Feedback from Governor’s 30-Day Review

Ø Include more measures on the NC School Report Cards (SRC). Accountability should be more than standardized test scores.

Ø Address how to support school districts on providing equitable educational opportunities for high-achieving students, specifically high-achieving, low-income students. Explore indicator on NC’s SRC around student access to rigorous educational opportunities.

Ø Indicate how the NCDPI will ensure support and PD for principals in low-performing schools, especially for principals in schools identified for turnaround.

Ø Explain how the NCDPI will work to ensure the equitable distribution of effective teachers across schools and assist schools in recruitment and retention of effective teachers.

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Theory of Action

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Theory of Action from City, Elmore, Fiarman, and Teitel, 2009

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Ø Aligns intended theory with the realities of work within an actual organization

Ø Connects strategy to the actions and relationships critical to good instruction and student learning

Ø Identify the mutual dependencies that are required to get the complex work of instructional improvement done

Ø Grounded in research or evidence-based practice

What is Personalized Learning?What are some best practices?

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Accountability Model

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Ø Grade 8 Math exception (NC will submit waiver to USED for Grade 7)

Ø Accountability Indicators legislated by the NC General Assembly

Ø EVAAS growth will be reported by separate subgroups beginning with the 2017–18 school year as well as school as a whole

Ø Issue of N-size for accountability versus N-size for reporting (currently 30 and 10 students respectively)

Ø Four-year exited English learners included in accountability reporting

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Comprehensive Support and Improvement (CSI)

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Ø Definition– Lowest performing 5% of Title I schools based on index score– Lowest performing high schools based on graduation rate <66.7%

(irrespective of Title I status)Ø Identification

– First identified 2018–19 based on 2017–18 data– Identified every 3 years– Exit criteria applied at the end of the 4-year period (year 1 is considered a

“planning” year)Ø Services from the SEA

– North Carolina Comprehensive Needs Assessment– Continuous improvement support through NCStar Coaching Comments– Direct coaching services– Differentiated support through customized professional development and

implementation and resource monitoring

Targeted Support and Improvement (TSI)

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TSI-Consistently Underperforming Subgroups

TSI- Additional Support- Subgroup underperforming “on its own”

Ø Includes all schools not just Title I Ø Identification based on underperforming subgroups compared to CSI schools

Ø “Consistently” defined as most recent school year and 2 previous school years

Ø Based on most current school year and 2 previous school years

Ø Identified annually beginning 2019–20 with just two years of data

Ø First identified 2021–22 (Based on performance and growth in 2018–19, 2019–20, and 2020–21)

Ø Will seek waiver from USED Ø Identified every 3 years

THEN

Title I schools not exiting must be identified as CSI schools

First applied in 2024–25 based on performance in 2021–22, 2022–23, 2023–24

Support for improvement in all TSI schools is the

responsibility of the LEA

Questions

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