PERKINS IV AND THE EVERY STUDENT SUCCEEDS ACT: INTERSECTIONS AND OPPORTUNITIES

AGENDA Purpose of the ESSA Key Provisions Impacting Perkins Timelines for Implementation Questions and Comments Resources

PASSAGE OF ESSA With this bill, we reaffirm that fundamentally American ideal—that every child, regardless of race, income, background, the zip code where they live, deserves the chance to make of their lives what they will." — President Barack Obama December 10, 2015

KEY REFORMS Holding all students to high academic standards that prepare them for success in college and careers Empowering State and local decision makers to continue to refine their own systems for school improvement. Continuing to require annual, comparable statewide assessments

KEY REFORMS Spurring innovations developed by educators at the local level and evidence-based strategies for high-need students Encouraging States and districts to put in place new supports for teachers and school leaders Supporting comprehensive wraparound services for students from early learning to college and career

IMPLEMENTATION TIMELINE Formula Programs: For noncompetitive programs (i.e., formula programs), the effective date is July 1, 2017 (the 2017/18 school year). Competitive Programs: For competitive programs, the effective date is October 1, 2016 (unless otherwise provided). McKinney-Vento: The effective date is October 1, 2016

TRANSITION IN 2016-17 Use of FY 2016 ESEA Formula Funds in the 2016-2017 School Year: Under the ESSA transition provisions, as clarified by the Consolidated Appropriations Act, 2016, FY 2016 formula grant funds will be awarded and administered in accordance with the ESEA as in effect on the day before the date of enactment of the ESSA (i.e., the requirements promulgated under the No Child Left Behind Act of 2001 (NCLB)). This means that ED formula grant allocations to States and local educational agencies (LEAs), as well as State subgrants allocated by formula to LEAs under ESEA formula grant programs, will be made in FY 2016, for the 2016-2017 school year, in the same manner and using the same allocation formulas as for the 2015-2016 school year. It also means that formula grant recipients will continue to operate in the 2016-2017 school year under the plans, procedures, and requirements that are in place for the 2015-2016 school year, subject to a few exceptions.

TITLE I, PART A States must coordinate their Title I, Part A and Perkins plans (Sec. 1111(a)(1)(B) of the ESEA, as amended by ESSA; 20 USC 6311(a)(1)(B)) States must align their challenging academic standards with relevant State career and technical education standards (Sec. 1111(b)(1)(D)(i) of the ESEA, as amended by ESSA; 20 USC 6311(b)(1)(D)(i)) LEA plans may describe, as determined appropriate by the LEA, how the LEA will support programs that coordinate and integrate: Academic and career and technical education content Work-based learning opportunities (Sec. 1112(b)(12) of the ESEA, as amended by ESSA; 20 USC 6312(b)(12)) State report cards may include information on the number and percentage of students attaining career and technical proficiencies (Sec. 1111(h)(c)(xiv) of the ESEA, as amended by ESSA; 20 USC 6311(h)(c)(xiv))

TITLE I, Direct Student Services LEAs may use funds for direct student services, including enrollment and participation in academic courses tied to career and technical education coursework (Sec. 1003A(c)(3)(A)(ii) of the ESEA, as amended by ESSA; 20 USC 6303b(c)(3)(A)(ii))

TITLE I, PART D States must assure that they have opportunities for students who have re-enrolled in secondary school after placement in the juvenile justice system to participate in credit-bearing coursework while in secondary school, postsecondary education, or career and technical education programming. (Sec. 1414(a)(2)(E)(ii) of the ESEA, as amended by ESSA; 20 USC 6434(a)(2)(E)(ii))

TITLE II States may use funds to improve the instructional strategies of teachers, principals, or other school leaders to integrate career and technical education content into academic instructional practices, which may include training on best practices to understand State and regional workforce needs and transitions to postsecondary education and the workforce. (Sec. 2101(c)(4)(B)(xviii) of the ESEA, as amended by ESSA; 20 USC 6611(c)(4)(B)(xviii)) LEAs may use funds to provide high quality professional development for teachers, principals, or other school to integrate career and technical education, work-based learning, and rigorous academic content. (Sec. 2103(b)(3)(O) of the ESEA, as amended by ESSA; 20 USC 6613(b)(3)(O))

TITLE III State and LEAs may use funds to provide English learners with tutorials and supplemental academic or career and technical education (Sec. 3115(d)(3)(A) of the ESEA, as amended by ESSA; 20 USC 6825(d)(3)(A))

TITLE IV, Part B Local recipients may use funds for 21st Century School programs that partner with in-demand fields of the local workforce or build career competencies and career readiness and ensure that local workforce and career readiness skills are aligned to Perkins and WIOA. (Sec. 4205(a)(14) of the ESEA, as amended by ESSA; 20 USC 7175(a)(14))

TITLE VI, Part A Indian Education LEAs may use funds for career preparation activities to enable Indian students to participate in programs such as the programs supported by Perkins, including programs for education, mentoring, and apprenticeship (Sec. 6115(b)(6) of the ESEA, as amended by ESSA; 20 USC 7425(b)(6))

McKinney-Vento Education for Homeless Children and Youths Program State plans must describe procedures that ensure that homeless children and youths do not face barriers to accessing programs, including career and technical education (Sec. 722(g)(1)(F)(iii) of McKinney-Vento, as amended by ESSA) States and LEAs must provide comparable services for homeless students, including career and technical education programs (Sec. 722(g)(4)(C) of McKinney-Vento, as amended by ESSA)

CONFORMING AMENDMENTS Includes 10 conforming amendments for Perkins Strikes term ‘‘the core academic subjects” and inserts ‘‘a well-rounded education The term ‘well-rounded education’ means courses, activities, and programming in subjects such as …languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the State or local educational agency, with the purpose of providing all students access to an enriched curriculum and educational experience.’

IMMEDIATE IMPACT ON PERKINS Department currently reviewing the impact of ESSA on Perkins ESSA Dear Colleague Letter addressing AMOs States may need to revisit and adjust their Perkins performance levels for 2014-15 and 2015-16

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RESOURCES Department Website: http://www.ed.gov/essa Perkins Collaborative Resource Network: http://cte.ed.gov