Annual Meeting of the National Coordinating Committee

on School Health and Safety

Chad Aldeman

May 25, 2016

Federal Education Policy: From NCLB

to the Every Student Succeeds Act

2

Agenda

Background and Brief Overview of Titles

Budgets, Major Programs, and Other Provisions

Deep Dive on Titles I and II

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History

• The Elementary and Secondary Education Act (ESEA) was signed in

1965, emphasizing equal access to education for all children.

• Since 1965, ESEA has been reauthorized periodically. The law was

last reauthorized in 2002 as the No Child Left Behind Act.

• Near the end of 2015, the law was almost 9 years overdue for

reauthorization.

• Historically, those reauthorizations have led the federal government

to take on a progressively stronger role.

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Background

• In December 2015, Congress passed the Every Student Succeeds

Act (ESSA) reauthorizing NCLB.

• After passing with wide bipartisan majorities, President Obama called

it a “Christmas miracle.”

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Brief Overview of ESSA’s Titles

• Title I: Improving Basic Programs Operated By State and Local Educational

Agencies

• Title II: Preparing, Training, and Recruiting High Quality Teachers, Principals,

or Other School Leaders

• Title III: Language Instruction for English Learners and Immigrant Students

• Title IV: 21st Century Schools

• Title V: State Innovation and Local Flexibility

• Title VI: Indian, Native Hawaiian, and Alaska Native Education

• Title VII: Impact Aid

• Title VIII: General Provisions

• Title IX: Education for the Homeless and Other Laws

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Agenda

Background and Brief Overview of Titles

Budgets, Major Programs, and Other Provisions

Deep Dive on Titles I and II

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Key authorization levels

• Title I: $15 billion in 2017, rising to $16.2 billion in 2020

– Existing formula remains intact

– But dollars may not keep up with inflation or growth in student populations

• Title II: $2.3 billion, frozen through 2020

– Phases in a new formula placing a heavier weight on poverty, less on prior

population counts

– Grants will likely not keep up with the increase in teachers

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A few significant competitive grant programs in the bill

• Preschool Development Grants

– $250 million to assist states in coordinating among existing programs of

early childhood care

• Community Support for School Success (similar to the Promise

Neighborhoods program)

– $71 million program to support school districts, institutions of higher

education, or nonprofits plan, implement, and operate full-service

community schools

• Academic Enrichment Program

– $ 55 million to support school districts or nonprofits enhance art programs,

school readiness initiatives, or gifted education

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Other key provisions

• ESSA revises the test for supplement-not-supplant

• It creates a new pilot program for districts to consolidate federal,

state, and local funds into one weighted student funding formula

• Adds new reporting requirements:

– Academic results of homeless and foster care youth

– Cross-tabs for all major subgroups (e.g. black and male, rather than

blacks or males)

– Per-pupil expenditures reflecting actual personnel costs

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Agenda

Brief Overview of Titles

Budgets, Major Programs, and Other Provisions

Deep Dive on Titles I and II

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Title I deep dive: Standards and Assessments

• States must adopt “challenging” standards aligned with college

entrance requirements.

• ESSA preserves the same testing requirements as NCLB

– Annual assessments in reading in math in grades 3-8 and once in high

school, plus science assessments at least once per grade span

– States can participate in a pilot of innovative assessment systems

– States can measure performance above or below grade level

–

ESSA prohibits the Secretary from requiring specific standards or

assessments.

– States and districts may use funds to “audit” current assessment systems

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Title I deep dive: Accountability

• Each state must create its own “statewide accountability system”

• Systems must include at least four indicators

– Student achievement

– Another academic indicator (for high schools, this must be graduation

rates)

– Progress toward English Language Proficiency

– An indicator of school quality or success

• Indicators must be valid, reliable, comparable statewide, “allow for

meaningful differentiation” across schools, and be reported for each

subgroup

• Each indicator must be given substantial weight, but academic

indicators must be given “much greater” weight than non-academic

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Title I deep dive: School Improvement

• States must identify for improvement at least 2 categories of schools:

– Comprehensive support schools

All schools in bottom 5 percent overall, with graduation rates below 67

percent, and schools with persistently large achievement gaps

Districts are responsible for crafting “evidence-based” improvement

plans for any comprehensive support schools

– Targeted support schools

All schools with a “consistently under-performing” subgroup

Targeted support schools are responsible for crafting their own

improvement plans, in partnership with stakeholders

• Unlike NCLB, no specific rules on interventions in low-performing

schools.

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Title II deep dive

• States must continue to describe plans for how they’ll ensure low-

income and minority children aren’t disproportionately served by

ineffective, out-of-field, or inexperienced teachers.

• States may continue their teacher and principal evaluation systems

(and used federal dollars to support those systems), but they’re not

required.

• Law creates a permanent, $230 million Teacher and School Leader

Incentive Fund to fund competitive grants for states and districts to

revamp teacher and principal evaluation and compensation systems.

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Conclusions and next steps

• States should be spending time now thinking of how to build their

new systems

– Waivers expire this year

– Most states have paused their accountability systems

– New systems must be in place by 2017-18 school year

• ESSA presents states with an opportunity, to engage stakeholders

and re-evaluate what’s most important

• States now wield great power, but with great power comes great

responsibility

PEOPLE SUPPORT WHAT THEY CREATE

www.communityschools.org

May 25, 2016

2 www.communityschools.org

ABOUT THE COALITION

Established in 1997

Housed at the Institute for Educational Leadership

Alliance of over 200 national, state and local organizations

Our partners span the sectors of education K-16, youth

development, community planning and development, family

support, health and human services, government and

philanthropy as well as national, state, and local community

school networks

www.communityschools.org

MANY PARTNERS, ONE VISION

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OUR HOPE FOR ESSA

That ESSA empowers State and district leaders to rethink strategies to support

all students to succeed and to see their communities as vital partners in that

effort

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STAKEHOLDER ENGAGEMENT

ESSA does not explicitly reference stakeholder engagement, but it iscrucial, in our view, to its successful implementation

Genuine engagement broadens the constituency for public education toinclude a much wider range of people and organizations

From the community schools perspective state and local leaders arebest served by designing a consultation process that casts a wide net

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STAKEHOLDER ENGAGEMENT

This includes:

• Educators

• Students

• Community-based organizations

• Faith-based institutions

• Colleges and universities

• Municipal leaders

• United Way organizations, community foundations, corporate funders, and other

philanthropic groups

Engaging all of these stakeholders is by no means easy, and many public school

districts have limited capacity to do so. But there are community groups and other

intermediaries who know how to mount effective stakeholder-engagement

processes. Their expertise can be marshaled.

STAKEHOLDER ENGAGEMENT Four principles to guide stakeholder engagement:

Inclusion. Engage a wide range of people and organizations with a

stake in education to recognize the value of diverse perspectives.

Accessibility. Make it easy for people to participate, to understand

what is happening, and to be heard.

Sustainability. See stakeholder engagement as a continuous process

involving ongoing dialogue—not as a one-time proposition.

Focus on results. Use engagement as a steppingstone toward building

long-term partnerships that can help school systems get results that

matter—from improved attendance and school climate to more

extensive parent and student engagement.

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STAKEHOLDER ENGAGEMENT

Community partners are not required in local or state Title I planning,

so they must be assertive to get involved

A recent analysis of state department of education websites shows very

few states conducting any informal stakeholder engagement in state

ESSA planning

Critical for people to form coalitions to speak to the importance of

community voice and school-community partnerships in ESSA

See CCS’ guidance & Marty Blank and Kent McGuire’s EdWeek blog

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ESSA: GENERAL OPPORTUNITIES

Strategies throughout the law:

Comprehensive Support and Improvement

School Conditions for learning

A well-rounded & enriched education, including

experiential learning opportunities and personalized

learning

References to partnerships to support student

learning

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TITLE I: OVERALL OPPORTUNITIES

Non-academic indicators represent a broader results framework

& greater attention to out-of-school factors

Requirement of indicators to report on including chronic

absence and school discipline can drive a whole-child approach

For schools identified for improvement, LEAs must conduct a

school-level needs assessment & identify resource inequities that

will open the door for community partners to assist in this work

TITLE I: LOCAL TITLE I PLANNING

must develop and implement a “well-

rounded program of instruction to meet the

academic needs of all students”

must identify & implement instructional and

other strategies intended to strengthen

academic programs and improve school

conditions for student learning

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TITLE I: SCHOOL IMPROVEMENT

States must reserve 7% of Title I funds for school

improvement (about $1 billion)

Can go to non-profit providers with expertise in using

evidence-based strategies to improve student

achievement, instruction, and schools

State grants may include a planning year for school

improvement

TITLE I: SCHOOL IMPROVEMENT

Comprehensive support & improvement: LEA plan for these

schools must:

be developed in consultation with stakeholders including parents

(community/community partners not referenced)

Be Based on a school-level needs assessment

Identify resource inequities

Targeted support and improvement:

Each identified school must develop a plan (in partnership with

parents & other stakeholders-community partners not

referenced)

In schools identified as having consistently underperforming

student subgroups, must identify resource inequities

13

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TITLE I: SCHOOL IMPROVEMENT

State plans must describe:

How they are providing assistance to schools identified for

improvement to improve school conditions for student

learning, including through reducing—

‘‘(i) incidences of bullying and harassment‘‘

(ii) the overuse of discipline practices that remove students

from the classroom

A Schoolwide program is when a school that has at

least 40% of students in poverty applies Title I funds

schoolwide so all students can receive services funded

by Title I

A schoolwide program school may use its Title I, Part A

funds coupled with other Federal education funds to

upgrade the school's entire educational program,

rather than to target services only to identified

children

Title I: SCHOOL-WIDE PROGRAMS

TITLE I: SCHOOL-WIDE PROGRAMS

NEW: Schools with <40% of students from low-income

families may receive a waiver from the SEA to

implement a schoolwide program

Developed during a1-year period

Is developed with the involvement of parents and other

members of the community to be served and

individuals who will carry out such plan

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TITLE I: SCHOOL-WIDE PROGRAMS

Is based on a comprehensive needs assessment of the

entire school

Activities which may include—

‘‘(I) counseling, school-based mental health programs,

specialized instructional support services, mentoring services,

and other strategies to improve students’ skills outside the

academic subject areas;

Services may be delivered by nonprofit providers with

expertise in using evidence-based or other effective

strategies to improve student achievement

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TITLE II: OPPORTUNITIES

Explicit reference for local use of Title II funds to train

teachers, principals and other school leaders to:

“Effectively engage parents, families, and community

partners, and coordinate services between school and

community”

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TITLE IV: STUDENT SUPPORT AND

ACADEMIC ENRICHMENT BLOCK GRANT

LEAs must engage multiple stakeholders in application development

Specifically references community based organizations

Opportunity to improve effective collaboration and integrate servicedelivery

Schools receiving more than $30,000 must do a needs assessment

Purpose is to increase capacity of States, LEAs, schools, and communities to:

Provide students with a well-rounded education

Improve school conditions for student learning

Improve effective use of technology

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TITLE IV : STUDENT SUPPORT AND

ACADEMIC ENRICHMENT BLOCK

GRANT Student Support and Academic Enrichment Block Grant:

State Use of Funds:

Identifying and eliminating barriers to effective coordination and

integration of services and funding streams

Helping LEAs build capacity

Disseminating best practices

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TITLE IV : STUDENT SUPPORT AND

ACADEMIC ENRICHMENT BLOCK

GRANT Well-Rounded Educational Opportunities (20% of funds)

Increasing access to STEM education

Programs that integrate multiple disciplines (e.g. math and music)

Accelerated learning opportunities

Safe and Healthy Students (20% of funds)

Comprehensive school based mental health services

Includes school-community partnerships

Comprehensive school safety efforts (e.g. school climate, crisis response, violence prevention)

Site Resource Coordinator

Effective Use of Technology (portion of funds)

Personalized learning opportunities

Blended learning strategies

Providing rural, remote, or underserved areas with high quality digital learning opportunities

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TITLE IV: STUDENT SUPPORT AND

ACADEMIC ENRICHMENT BLOCK

GRANT Challenges to Success

Inauthentic/sporadic collaboration among stakeholders

Lack of integration with other school improvement efforts

Focus on ‘quick fix’ instead of sustainable change

Competing Political Priorities: Funding:

FY17- Authorized at $1.65 Billion, Formula Grant

FY17 President’s Request=$500 million, Competitive Grant

Wake County Schools, NC

Fully Funded: $3.1 million

President Request: $963,000

Numerous districts “lose”

It is imperative that we all work together toward our shared goals to ensure adequate funding and successful implementation

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TITLE IV: FULL-SERVICE

COMMUNITY SCHOOLS & PROMISE

NEIGHBORHOODS PROGRAMS Full-Service Community Schools- appropriated since FY 2008 at

around $10 million per year; ESSA marks first time it is authorized in law

Nonprofits must apply in consortium with at least one LEA. At least 10 grants per FY. Minimum grant is $75k for each year of grant period.

Promise Neighborhoods- Nonprofits must apply in a formal partnership with a high-need LEA, IHE, local elected official, or tribe. At least three grants per FY.

Five year grant period for both programs. May be extended for an additional two years

Both programs have a matching requirement. Amount depends on program

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TITLE IV: 21ST CENTURY

COMMUNITY LEARNING CENTERS

Authorized at $1 billion for FY 2017

Strengthens hands-on, experiential learning; STEM, CTE;

physical activity & nutrition education, financial literacy,

environmental literacy

Increases PD/TA support through external organizations

Provides accountability measures that go beyond test

scores

Maintains formula grants to states

WWW.COMMUNITYSCHOOLS .ORG 25

Bundling many programs into a flexible pool of the Student

Support and Academic Enrichment grant encourages people

to be outcomes-focused, not program-focused, and allows

superintendents to leverage community resources and align

Title IV funding towards comprehensive strategies like

community schools.

The district-level needs assessment will encourage

superintendents to turn to community partners to help

Title IV needs more appropriations

TITLE IV: SUMMARY OF

OPPORTUNITIES

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COALITION RESOURCES

All ESSA resources are athttp://www.communityschools.org/policy_advocacy/default. aspx including webinars, guidance & more

White paper with National Association of School Psychologists: Nine Elements of Effective School Community Partnerships to Address Student Mental Health, Physical Health, and Overall Wellness

Other resources on community schools including FAQ’s, research/results, toolkits, templates atwww.communityschools.org

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HOW TO GET INVOLVED

Become a Coalition partner

Encourage your state affiliates to join their

state/region’s emerging community schools network to

improve and expand school-community partnerships

and take advantage of the opportunities in ESSA

Contact Mary at rochem@iel.org to get involved

28www.communityschools.org

THANK YOU!

Mary Kingston Roche

rochem@iel.org

Twitter: @kingston_m

Stakeholder Engagement in the Every Student Succeeds Act (ESSA):

“People Support What They Help Create”1

Guidance for Chief State School Officers and Local Superintendents and their potential allies at the state and local level

Purpose: To outline best practices for planning for ESSA implementation at the state and local level

Defining Stakeholder Engagement: Stakeholder engagement is a vehicle for bringing together key organizations and institutions

that represent educators and families as well as representatives of the community who have a stake in the law and also bring

particular assets and expertise that can support the education of our young people.

What the Law Requires and What This Means: ESSA names the following groups to be consulted for ESSA plans:

A) State Title I planning: Governor, members of the State legislature and State board of education, local educational

agencies (including those located in rural areas), representatives of Indian tribes located in the State, teachers,

principals, other school leaders, charter school leaders (if the State has charter schools), specialized instructional

support personnel, paraprofessionals, administrators, other staff, and parents.

B) Local Title I planning: teachers, principals, other school leaders, paraprofessionals, specialized instructional support

personnel, charter school leaders (in a local educational agency that has charter schools), administrators (including

administrators of programs described in other parts of this title), other appropriate school personnel, and parents.

C) Local Title IV planning: parents, teachers, principals, other school leaders, specialized instructional supportpersonnel, students, community-based organizations, local government representatives, Indian tribes or tribalorganizations (where applicable), charter school teachers, principals, and other school leaders, and others withrelevant and demonstrated expertise in programs and activities designed to meet the purpose of this subpart.

What This Means:

ESSA emphasizes the role of educators and parents as important stakeholders to engage.

While the law only requires engagement of community/community partners in Title IV plans, we believe that community

partners bring a wealth of assets and expertise in their work with young people and as such are essential to addressing

new required indicators in the law like chronic absence and school discipline that impact student outcomes.

There is a requirement that the state plan be coordinated with programs supported under other federal laws (IDEA,

Perkins Career and Technical Education, the Workforce Innovation and Opportunity Act, Head Start, etc.). This may open

a window of opportunity for groups working in this space.

We urge leaders at the state and local levels to model for districts and schools strong and continuous family and

community stakeholder engagement that will contribute greatly to your state and district’s academic goals.

What we advocate: From the community schools perspective state and local leaders are best served by designing a

consultation process that casts a wide net. This includes the following kinds of groups: educators, parents/families, young

people, local government, United Ways, community-based organizations, higher education institutions, philanthropy,

private sector, and faith-based institutions, among others.

1 From Margaret Wheatley’s “Ten Principles for Supporting Healthy Communities”

Here are three principles that should guide stakeholder engagement:

Inclusiveness: Engaging a wide range of people and organizations with a stake in the education of young people.

Sustained Consultation: Seeing stakeholder engagement as a sustained process leading to partnership and continuing

support -- not a one-time only proposition.

Results-Focused Partnerships: Engagement is the first step in the process of building long-term partnerships with key

institutions and individuals that can help the school systems deal with challenging issues that affect its ability to prepare

its young people to be ready for college, career and citizenship.

Take Action

At the State and Local Levels:

1) Follow your vision, not the letter of the law: You are not limited by what the law says about who to consult with to

develop your state and local plans. Think about other agencies like health, housing, and child welfare you may want to

include, as well as community school stakeholders including nonprofits like educators, parents/families, young people,

local government, United Ways, community-based organizations, higher education institutions, teacher unions,

philanthropy, private sector, faith-based institutions and others, who will bring expertise and different perspectives on

how to ensure student success.

2) Look at your data and consider who can contribute to dealing with tough issues, e.g. trauma, health issues, chronic

absence, disparate discipline rates. These are issues that must be tackled together by school and community stakeholders.

3) Listen to parents and families: Ensure that parent/family stakeholder engagement is robust. Invite as stakeholders

parents/families who reflect the demographics of your state/district to ensure equitable representation of demographics.

Include but look beyond parents associated with traditional organizations like the PTA; engage parents who are affiliated

with education organizing groups, parent leadership programs, and disability groups representing parents.

4) Include in ESSA planning individuals who are representative of an array of community school stakeholders and who

have access to a wide constituency. These include community school stakeholders listed above and in particular teacher

unions, United Ways, and state and local advocacy groups.

5) Lay out a process that will allow stakeholders who are not formally at the planning table to be heard: Schedule listening

tours, public forums, and other types of events to give the public a chance to weigh in. Allow people to post their

input/comments on your website for public review.

At the State Level:

Through this process, establish a collaborative leadership group (e.g. children’s cabinet, inter-agency council, ) that brings

together various agencies (Education, health, labor, housing, etc.) and the other stakeholders involved in your ESSA planning

process to identify common outcomes and agree on a plan to pursue them collectively by aligning resources and strategies. In this

way, you can model the partnerships at the state/local level that are emblematic of local community school initiatives.

At the local level:

Make this stakeholder engagement ongoing, not just for ESSA planning. Convene this group of community and inter-agency

stakeholders regularly to get input and feedback on ESSA implementation and to pursue deeper partnerships. This will encourage

your peers at the school level to create the same kind of collaborative leadership structure.

Resources:

Engaging All Leaders Infographic, Community Schools Collaborative Leadership Structure Graphic

Community school infographics that illustrate the community school strategy: from Baltimore, MD; Oakland, CA; and the United Way of the Greater Lehigh Valley

Local Title I Planning for Schools and Districts in the Every Student Succeeds Act (ESSA):

Guidance for Local Superintendents and School Board Members and their potential allies at the local level

Purpose: To outline best practices for planning for use of Title I funds at the district and school level

What the Law Requires:

Section 1112 Local Educational Agency (LEA) Plans detail Title I plan requirements. As we note in our Stakeholder Engagement guidance, ESSA names the following groups to be consulted for local Title I planning:

Teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, charter school

leaders (in a local educational agency that has charter schools), administrators (including administrators of programs

described in other parts of this title), other appropriate school personnel, and parents.

Here are required Title I plan provisions particularly relevant to community schools:

‘(b) PLAN PROVISIONS.—To ensure that all children receive a high-quality education, and to close the achievement gap

between children meeting the challenging State academic standards and those children who are not meeting such

standards, each local educational agency plan shall describe— ‘‘(1) how the local educational agency will monitor

students’ progress in meeting the challenging State academic standards by— ‘‘(A) developing and implementing a well-

rounded program of instruction to meet the academic needs of all students; ‘(B) identifying students who may be at risk

for academic failure; (C) providing additional educational assistance to individual students the local educational agency

or school determines need help in meeting the challenging State academic standards; and ‘(D) identifying and

implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning;

(11) how the local educational agency will support efforts to reduce the overuse of discipline practices that remove

students from the classroom, which may include identifying and supporting schools with high rates of discipline… how

such agency will support programs that coordinate and integrate— ‘‘(A) academic and career and technical education

content through coordinated instructional strategies, that may incorporate experiential learning opportunities and

promote skills attainment important to in-demand occupations or industries in the State; and ‘‘(B) work-based learning

opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.

Section 1111 State Plans detail what both states and districts must include in annual report cards:

(viii) Information submitted by the State educational agency and each local educational agency in the State, in accordance

with data collection conducted pursuant to section 203(c)(1) of the Department of Education Organization Act (20 U.S.C.

3413(c)(1)), on— ‘‘(I) measures of school quality, climate, and safety, including rates of in-school suspensions, out-of-

school suspensions, expulsions, school-related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and harassment

What it Means:

LEA’s must go beyond academic proficiency and look to create enriching learning opportunities for students, including a

well-rounded program of instruction, experiential learning, and work-based learning. They must also work to address

school climate, school discipline, and chronic absenteeism.

LEA’s must coordinate and integrate Title I services with other educational services at the LEA or individual school level,

including services for English learners, children with disabilities, migratory children, and others.

Results-focused school-community partnerships that are fundamental to community schools can help to address thesemeasures and facilitate coordination of efforts.

What we advocate: From the community schools perspective we believe that community representatives should be included in

the local Title I planning process since they bring assets and expertise to bear on the academic and non -academic measures LEA’s

are required to address.

Take Action-Local Superintendents and School Boards:

1) Convene a “Dream Team” of school and community stakeholders for your planning process: School stakeholders should

include teachers, principals, specialized instructional support personnel and other school -based staff, the local teacher’s

union, and young people, including recent high school graduates and “disconnected” youth who have important

perspectives. Community partners should include local government, United Ways, community-based organizations, higher

education, philanthropy, private sector, faith-based institutions, youth organizing groups, and others. Invite a mix of

partners that are already involved with schools, and that you want to get involved; and that engage the range of student

demographics in your district.

2) Embed as a core component of your plan the strategic use of community partnerships to achieve the results you seek and the new requirements in the law. Consider using the Coalition’s results framework to organize your results and corresponding partnerships you seek.

3) Adopt the community school strategy for schoolwide programs. The schoolwide program as described in ESSA aligns

extremely well with the community schools strategy to recognize the importance of addressing student needs beyond

academics to include health, social and emotional needs, and the value of mobilizing community partners to address

these needs that leads to greater student success. Designate a coordinator in these schools to coordinate partnerships.

4) Ensure that consultation of parents/families and community partners in the planning process is robust and sustained. Make this engagement ongoing, not just for ESSA planning. Convene this group of parent/family and community stakeholders regularly to get input and feedback on local Title I implementation, using a collaborative leadership structure practiced in successful community school initiatives across the country.

Take Action-Community Partners:

1) Contact your local superintendent and school board now. Introduce yourself and how you work with schools, and ask to

set up a meeting to discuss the role of community partners in ESSA local Title I planning and implementation.

2) Connect with other organizations in your district that play a leading role in community-school partnerships with whom

you already have relationships. These organizations can include non-profits like United Ways, and Boys and Girls Clubs;

higher education institutions; businesses and faith-based institutions; and local government. Reach out to any existing

local community partner coalitions as well. Share your goal of getting community voice into local ESSA Title I planning and

implementation, and how this will help build on and expand the great work you’re doing now. Build an alliance to inform

and influence Title I planning.

3) Share with your superintendent the success you’re seeing at the school level through results-focused school-

community partnerships. Use that success to make the case for incorporating community partnerships deeply into local

Title I plans.

4) Stress that the district’s engagement of parents and community partners should occur not just for the ESSA planning

process, but continuously through ESSA implementation. This continuous engagement will ensure the full impact of thispartnership, and will build trust and capacity throughout the district.

Resources:

Engaging All Leaders Infographic, Community Schools Collaborative Leadership Structure Graphic

INFORMATION ABOUT ESSA DEVELOPED BY AASA,

The Superintendents Association

Below is a link for ESSA information on the AASA (The Superintendents Association) website. The Frequently Asked Questions (FAQs) should be of

particular interest to NCCSHS members.

http://www.aasa.org/AASAESSA.aspx.