PACE Pilot & minimum Standards Updates

PACE Pilot & minimum Standards Updates

HOW NEW HAMPSHIRE IS RESPONDING TO THE EVERY STUDENT SUCCEEDS ACT History of ESEA 2 The Elementary and Secondary Education Act (ESEA) was signed into law in 1965 by President Johnson, who believed that "full educational opportunity" should be "our first national goal." From its inception, ESEA was a civil rights law. ESEA offered new grants to districts serving low-income students, federal grants for textbooks and library books, funding for special education centers, and scholarships for low-income college students. Additionally, the law provided federal grants to state educational agencies to improve the quality of

elementary and secondary education. No Child Left Behind 3 The ESEA was last reauthorized in 2002 as No Child Left Behind (NCLB). As of 2015, the law was 8 years overdue for reauthorization. This reauthorization put in place measures that exposed achievement gaps among traditionally underserved students and their peers and spurred an important national dialogue on education improvement.

This focus on accountability has been critical in ensuring a quality education for all children, yet also revealed challenges in the effective implementation of this goal. NCLB continued 4 Parents, educators, and elected officials across the country recognized that a strong, updated law was necessary to expand opportunity to all students; support schools, teachers, and principals; and to strengthen our education system and economy. In 2012, the U.S. Department of Education began granting flexibility (ESEA Flexibility Waivers) to states regarding specific requirements of NCLB in exchange for rigorous and comprehensive state- developed plans designed to close achievement gaps, increase equity, improve the quality of instruction, and increase outcomes for all students.

5 Every Student Succeeds Act (ESSA) The Every Student Succeeds Act (ESSA) became law (replacing NCLB) in December 2015, and creates stable federal policy that gives states and districts additional flexibility and encourages innovation, while at the same time holding us accountable for results. The new law: Advances equity by upholding critical protections for America's disadvantaged and high-need students. Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students' progress toward college- and career-ready standards. ESSA continued 6

Helps to support and grow local innovations including evidence-based and place-based interventions developed by local leaders and educators. Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time. Academic Standards ESSA reinforces state authority (as opposed to

federal authority) over standards, accountability, and other key education policies. It prohibits any U.S. Secretary of Education from requiring states to adopt specific standards, assessments, teacher evaluation methods, or other key policies. The law does require that state standards are aligned with college and career skills, but defers to states on how to define such alignment. Assessments Each state is required to have implemented a set of high-quality student academic assessments in mathematics, English language arts/reading, and science. Assessment timelines from current law are maintained.

3-8 and 11th grade for mathematics and English language arts/reading (once a year) 4, 8 and 11th grade for science (once a year) Assessments may, at the states discretion, measure individual student growth. Accountability Each statewide system must meaningfully differentiate schools using: Academic proficiency on state assessments

Graduation rates for high school English Language Proficiency Growth or another statewide academic indicator for K-8 schools Not less than 1 other state-set indicator of school quality or student success 95% assessment participation rate School Improvement Comprehensive Support and Improvement: Targeted Support and Improvement: Lowest-performing 5% of Title I schools on state accountability index;

High schools with <67% graduation rates; and Schools with underperforming subgroups that do not improve after a state-determined number of years. Schools with consistently underperforming subgroups (largest achievement gaps), as defined by the state. States and schools must use evidence-based interventions. Specific school improvement models from NCLB are no longer required. Teacher and Leader Quality The Every Student Succeeds Act does not require specific educator evaluation measures or methods. The law does allow, but does not require, states and school districts to use Title II funds to implement teacher evaluations

The law reauthorizes the Teacher Incentive Fund, a competitive grant to support innovative educator evaluation systems. Teacher and Leader Quality ESSA authorizes new allowable federal funding for states to develop and implement: Teacher and School Leader Academies; Activities to support principals (new 3% Title II setaside); Educator training on the use of technology and data privacy;

Reform of state certification, licensure and tenure systems; Development and implementation of teacher evaluation and support systems; and Other educator workforce priorities. 13 Student Support and Academic Enrichment State Grants (Title IVA) Activities to Support: Well-rounded Educational Opportunities Safe and Healthy Students Effective use of Technology Currently not appropriated

If funded, we may receive an estimated $2,425,000 total for the state (then allocated to districts). Consultation Structure 14 ESSA Advisory Teams 15 Vision Survey 16 Survey: What do you expect from New Hampshires educational system?

What school characteristics are most important to you to improve student learning? What measures of school quality or student success should be included in a school accountability system? In your experience, what are the best ways for the State to support schools to serve the needs of all students? Regional Meetings 17 REGIONAL LISTENING TOUR Date Tuesday, November 1 6:00 p.m. -7:30 p.m. Thursday, November

3 6:00 p.m. -7:30 p.m. Monday, November 7 6:00 p.m. -7:30 p.m. Wednesday, November 9 6:00 p.m. -7:30 p.m. Thursday, November 10 Address Community Auditorium at Moultonborough Academy 25 Blake Road, Moultonborough Keene High School 43 Arch Street, Keene North Country Education Services 300 Gorham Hill Road, Gorham Seacoast Professional Development Center 30 Linden Street, Exeter Merrimack High School (Little Theater) 38 McElwain Street, Merrimack

Advisory Team Contacts 18 Accountability Task Force Comprehensive School Support and Improvement Ashley Frame [email protected] Nicole Heimarck [email protected] Ginny Clifford [email protected] Karen Soule [email protected]

Early Childhood Aaron Hughes [email protected] Educator Equity and Support Chris Motika [email protected] English Learner Advisory Team Deputy Paul Leather [email protected] Dr. Scott Mantie [email protected] Heather Gage [email protected]

Federal Funding Streams Caitlin Davis [email protected] ESSA State Plan DRAFT* Timeline 19 * Subject to Change The ESSA Consolidated Plan must be sent out for public comment for at least 30 days before submission. The Governor has 30 days to sign-off on the ESSA Consolidated Plan. The DRAFT regulations note that US ED intends to establish two deadlines for the submission of initial

consolidated or individual State plans under the new Act: March 6, and July 3, 2017. The U.S. Department of Education has 120 days (approx. 4 months) to approve the plan. DRAFT Timeline Review * Subject to Change 20

DRAFT Regulations publically released on May 31, 2016, comment timeframe has concluded September/October 2016 Vision survey posted October 2016 -- Local school board packet of information sent to LEAs Sept Jan, 2016: Individual advisory team meetings take place Oct Nov, 2016: Regional listening tour (i.e. areas of Keene, Moultonborough, Merrimack, Exeter, Gorham, Concord); advocacy organizations feedback sought Nov Dec, 2016: US ED timeframe for the posting of final ESSA Regulations December 2017 Certain State Plan proposed components are posted with survey DRAFT Timeline Review * Subject to Change 21

January, 2017 New administration commences January 31, 2017 All Advisory Teams build consensus on their proposals and team leads ensure that all plan requirements have been address completely based on Regulations February 28, 2017 All Advisory Team plans are due March 1-19, 2017 State plan is put together in one document for first draft March 20, 2017 Final State Plan draft is posted with survey for 30day public comment requirement (possible 2nd listening tour) April 14, 2017 Public comment session is completed and comments

summarized May 12, 2017 Draft of State Plan is sent to the Governor for 30-day review July 3, 2017 - Final State Plan is submitted

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