1. ESSA accountability & Report Card Proposed regulations
USSA
July 28, 2016

2. Accountability
ESSA expectation for a single statewide accountability system
Annual accountability determinations for all public schools/districts based on clear goals to advance continuous improvement.
Long-term goals, including measurements of interim progress:
For all students and each subgroup for academic achievement and graduation
For EL progress
Annually differentiate schools using multiple indicators. Determine the weighting of the components within the system.
Method to identify schools for support and improvement (Title I) (focus, priority, reward)
Articulate a clear, shared vision for the role of accountability and how it connects—as a process—to meaningful supports and continuous improvement for all LEAs.

3. Accountability (Cont.)
Articulate meaningful accountability goals for performance and improvement for all public schools and subgroups, such that all students are on track to college and career readiness.
Consider additional measures of school quality and equity.
Ensure that any "super" subgroups promote inclusion rather than masking certain subgroups.
95% participation expectation
School that is less than 95% for all students or for one or more subgroup will be:
Assigned a lower summative rating
Assigned the lowest performance level on the state’s accountability system
Identify the school for targeted support and improvement

7. State report card
State must annually publish a report card in a manner that is concise, accessible, informative, timely, and understandable.
Student performance on assessments disaggregated by subgroup
School identified for comprehensive or targeted support for improvement
Performance on other academic indicators
Graduation rates
Performance of EL’s
Civil Rights Data Collection Survey
Per-pupil expenditures
Information on the State accountability system (weights and indicators)
Post-Secondary enrollment
Number and percent of students taking the alternative assessment
Teacher qualifications
Assessment participation rates
NAEP results
Each state and LEA report card must include for each high school in the state which students graduate high school and enroll, for the first academic year after graduation in programs of postsecondary education in or out of the state. (if not readily available, report cards must include the school year in which such information is expected to be fully available)

8. Report Card
Report data in a manner that is rich, timely, accessible, and actionable to a range of critical stakeholders. Continue commitment to disaggregation of data for reporting and accountability and to closing achievement gaps in education opportunity and outcomes.
ESSA disaggregation of student performance.
Each major race and ethnic group
Economically disadvantaged
English proficiency status
Gender
Migrant status
Students who are homeless
Students in foster care
Students with parents in armed forces
Expectation for LEAs to publish a report card

11. English language proficiency goals
Each State must establish long-term goals and measurements of interim progress for English learners to attain English language proficiency.
The goals must set expectations that each English learner will–
1. Make annual progress toward attaining ELP;
2. Attain ELP within a period of time after the student’s identification as an English learner; and
3. Must be determined using a State-developed uniform procedure applied consistently to all English learners in the State that takes into consideration, at the time of a student’s identification as an English learner, the student’s English language proficiency level, and may take into consideration, at a State’s discretion, one or more other characteristics listed in the proposed regulation

12. LEA Report Cards
Incorporate by reference the requirements regarding disaggregation of data.
The LEA report card must:
– Be in a format and language, to the extent practicable, that parents can understand
– Include information required under section 1111(h)(2)(C) of the Act
LEAs must develop a report card format in consultation with parents that is concise and presents information in an understandable and uniform manner.
Requirement that each LEA develops a format and process for developing and disseminating LEA report cards in a manner that is concise, accessible, informative, timely, and understandable.
LEA report card must be made available on an LEA’s Web site.
Additional requirement to provide overview section to parents of each student enrolled at a school served by the LEA directly though such means as regular mail or and in a timely manner.

13. Report Card

14. Utah State Board of Education
ESSA Workgroups
Consolidated
State Plan Team
USBE
Leadership
Team
Account -
ability
System
Teaching
&
Learning
Student
Assessment
School
District
Improvement
Effective
Educators
English
Learners ( EL )
Fiscal & Operati ons
Report
Card
Parent &
Community
Engagement
Early
Childhood
Education
Students
With
Disabilities
SWD
Utah State Board of Education
The State Plan, as defined in Section 1111(a)(1)(A), is required to be developed through timely and meaningful consultation with representatives from the following: the Governor’s office, State Legislature, State Board of Education, districts (including those located in rural areas), Tribes, teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, administrators and parents. 
The Plan, as defined in Section 1111(a)(1)(A), is required to be developed through timely and meaningful consultation with representatives from the following: the Governor’s office, State Legislature, State Board of Education, districts (including those located in rural areas), Tribes, teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, administrators and parents. In addition, there are a number of agencies that ESSA is requiring USOE to coordinate with. Members from this team may also serve on ESSA Workgroups to address specific sections of the ESSA Consolidated Plan.
ESSA Workgroups
The purpose of each workgroup is to address specific sections of the ESSA Consolidated Plan. Members of each workgroup will have expertise in the area to be addressed. The workgroups will prepare their specific parts of the plan and will provide this information to the ESSA Consolidated Plan Team for review. The workgroups include: Accountability System, Teaching and Learning, Student Assessment System, School and District Improvement, Effective Educators, English Learners, Fiscal, Parent and Community Engagement, Early Childhood Education, and Students With Disabilities. The workgroups shall meet monthly, at the discretion of the team leader