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ESEA R EAUTHORIZATION An Overview U.S. Department of Education.

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Presentation on theme: "ESEA R EAUTHORIZATION An Overview U.S. Department of Education."— Presentation transcript:

1 ESEA R EAUTHORIZATION An Overview U.S. Department of Education

2 2 The Challenge If an incoming freshman class of 30 represented America… Four years later, only 23 will graduate high school … Of those, only 15 will enroll in post- secondary education immediately following graduation… Of those, only 9 will earn a 2 or 4 year post-secondary degree before age 27.

3 3 Overarching Goal By 2020, America will once again have the highest proportion of college graduates in the world. President Barack Obama, February 24, 2009 Goal: All graduates have opportunities for success in the 21 st century economy. Goal: All students graduate high school ready for college and career. Goal: All students enter middle school with foundational skills to tackle advanced subjects. Goal: All kindergarten students arrive ready to learn and remain on track to 4 th grade. Elementary (Grades K-5) Secondary (Grades 6-12) Post- Secondary Early Learning (Birth-grade 3) A Comprehensive, Cradle – to – Career Strategy

4 4 ESEA Goals Reauthorize the Elementary and Secondary Education Act (ESEA) to: Raise the bar Reward excellence and growth Increase local flexibility Maintain the focus on closing achievement gaps

5 5 NCLBOur Proposal Too prescriptive Flexibility for results Narrowed curriculum Well-rounded education Focus on gaps & equity = Lowered the bar Raise the bar Too punitive Reward success Overview of Changes

6 6 Strengthen Teaching & Learning College- and career-ready standards, determined by states. Effective instructional supports. High-quality assessments and access to data that informs instruction. Accountability that is fair and rigorous. Multiple sources of data when considering teacher and leader effectiveness. Renew respect for the profession and the effective effort of teachers and leaders.

7 7 Preparing Students for College and Career From the Freudenthal Institute for Science and Mathematics Education/University of Colorado A campground has a large lawn with a soccer field that measures 100 x 50 meters. The park manager decides to keep the field open at night. D CF A B E Therefore, a decision needs to be made about where to place some light posts. Standard lamp posts are 13 meters high and light a circular region with a radius of 50 meters. 13 m 50 m The diagram below (Figure 3) shows the lighting of the field when lights are placed at points D and B. What is the area of the soccer field that is NOT lit when these two light posts are used. Show your work. D CF A B E

8 8 We need to tackle the challenges of our lowest-performing schools. Fewer than 15% of high schools… …produce half of the nations 1.2 million dropouts.

9 9 Under NCLB, these schools got worse. Percentage of students proficient Performance of bottom 5 percent elementary and middle schools over last 4 years

10 10

11 11 Persistent failure is not inevitable – research and real-world examples point to what works. Build a positive culture of high expectations. Ensure strong leadership and staff. Support student achievement by strengthening the instructional program Engage families and communities. Change governance to provide flexibility for needed reforms.

12 12 Fairer, flexible, more focused accountability. Flexibility and rewards for schools making greatest gains or getting all subgroups on track. Target interventions to schools in bottom 5%, next 5%, or with stagnant achievement gaps. Greater flexibility to identify & respond to individual school needs. (1) Fair. Use growth and progress to measure schools. (2) Flexible. Differentiate interventions and support. (3) Focused. Focus on lowest-performers & achievement gaps. Overarching Principles: STEP 1 Local flexibility STEP 2 Reward success STEP 3 Respond to greatest challenges

13 13 Teachers have a dramatic impact on students, but our policies treat them as if theyre interchangeable... Evaluation systems dont reflect differences in teacher effectiveness or give useful feedback to teachers and school leaders. Satisfactory 99%

14 14 …so we spend money in ways that dont identify and support teacher needs or focus on equity. District spending of $3.0b in federal Title IIA funding goes overwhelmingly to class size reduction and professional development, with little evidence of results. 42% Professional development 36% Class size reduction 10% Incentives, mentoring, advancement 12% Other

15 15 Great Teachers and Great Leaders Professional development Induction Recognition & rewards Advancement opportunities Meaningful feedback & support at every stage of career, informed by fair, rigorous evaluation systems. Targeted recruitment and high- quality teacher and leader preparation (1) Teachers and leaders matter. (2) Focus on outcomes. (3) Every teacher & leader deserves feedback & support. (4) Every student deserves effective teachers & leaders. Overarching Principles: Time for collaboration

16 16 Investing in capacity-building and reform throughout the system. English Learners Strengthen foundational support for historically underserved children Low-income students Students with disabilities Other historically underserved students Build supports to meet students comprehensive needs Community and family focus Non-academic student supports Implement systemic reforms and pioneer new models Race to the TopInvesting in Innovation Expanded learning time Innovative uses of technology

17 Education is the civil rights issue of our generation…. Great teaching is about so much more than education; it is a daily fight for social justice. Secretary Arne Duncan, October 9, 2009

18 SCHOOL IMPROVEMENT GRANT Office of Elementary and Secondary Education

19 A National Problem There are approximately 5,000 chronically underperforming schools in America, roughly 5 percent of all the schools in the country. About half are in big cities, about a third are in rural areas, and the rest are in suburbs and medium-sized towns. As Secretary Duncan has said, This is a national problemurban, rural, and suburban. --Turning Around the Bottom Five Percent, Speech by U.S. Secretary of Education Arne Duncan, June 22, 2009

20 School Improvement Grants (SIG) $4.1 billion to improve low-achieving schools nationally – $3 billion appropriated through the American Recovery and Reinvestment Act of 2009 (ARRA) – $546 million appropriated through the Consolidated Appropriations Act, 2009 – $546 million appropriated through the Consolidated Appropriations Act, 2010 Authorized under section 1003(g) of the Elementary and Secondary Education Act of 1965, as amended (ESEA)

21 Distribution of SIG Funds ED to State educational agencies (SEAs): – Formula grants based on each States share of funds under Title I, Parts A, C, and D SEAs to local educational agencies (LEAs): – Competitive grants LEAs to schools: $50,000 - $2 million per school

22 FOUR SIG SCHOOL INTERVENTION MODELS TurnaroundRestart ClosureTransformation

23 Transformation Model Overview An LEA with nine or more Tier I and Tier II schools may not implement the Transformation Model in more than 50% of those schools. Teachers and Leaders Replace principal Implement new evaluation system Developed with staff Uses student growth as a significant factor Identify and reward staff who are increasing student outcomes; support and then remove those who are not Implement strategies to recruit, place, and retain staff Instructional and Support Strategies Select and implement an instructional model based on student needs Provide job- embedded professional development designed to build capacity and support staff Ensure continuous use of data to inform and differentiate instruction Time and Support Provide increased learning time Staff and students Provide ongoing mechanism for community and family engagement Partner to provide social-emotional and community-oriented services and supports Governance Provide sufficient operating flexibility to implement reform Ensure ongoing technical assistance

24 Turnaround Model Overview May also implement any of the required or permissible strategies under the Transformation Model Teachers and Leaders Replace principal Use locally adopted turnaround competencies to review and select staff for school (rehire no more than 50% of existing staff) Implement strategies to recruit, place, and retain staff Instructional and Support Strategies Select and implement an instructional model based on student needs Provide job- embedded PD designed to build capacity and support staff Ensure continuous use of data to inform and differentiate instruction Time and Support Provide increased learning time Staff and students Social-emotional and community- oriented services and supports Governance New governance structure Grant operating flexibility to school leader

25 Model Selection in SIG Awarded Schools N=49 states, DC, and BIE (Information unavailable for HI)

26 States have identified 2153 Tier I and II schools ~2% of all schools across the nation Number of Tier I and II schools in a State ranged from 5 to States + DC, BIE, and Puerto Rico have received SIG awards 831 Tier I and II schools have received awards (N=49 States, DC and BIE) 416 Tier III schools have received awards (N=49 States, DC and BIE)

27 School Type Elementary SchoolsMiddle SchoolsHigh Schools % Regular School96.0%96.3%85.7% % Charter3.5%1.8%6.4% % Alternative0.0%1.1%5.6% % Special Education0.5%0.7%0.6% % Vocational0.0% 1.6% N=49 states, DC, and BIE (Information unavailable for HI)

28 ADDITIONAL INFORMATION School Improvement Grant Guidance (FAQs) Final Requirements SEA Application Fact sheets/Examples State by State budget tables Links to videos highlighting successful turnaround efforts What Works Clearinghouse – Resources for Turning Around Chronically Low Performing Schools Handbook on Effective Implementation of SIGs Six Recorded Webinars What LEAs are Doing Planning & Implementation Tools/Resources New Resource: State Policies that can Support Turnaround


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