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7/29/15
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Combined Federal Programs Summer Meeting
July 2015 Washington, DC
Program Updates
Program Updates Gregg Corr, Ed.D., Division Director, OSEP Roberta Miceli, Deputy Director, Office of State Support Patrick Rooney, Deputy Director, Office of State Support Larry Wexler, Ph.D., Division Director, Office of State Support
July 2015
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Agenda
q Office of State Support Updates § Title I, Part A § Title II, Part A § Title III § School Improvement Grant § ESEA Flexibility § Equitable Access to Excellent
Educators (State Educator Equity Plans)
§ Enhanced Assessment Grant § Race to the Top § Race to the Top Assessment § Standards and Assessment
q Office of Special EducaMon Programs Updates § Results Driven Accountability § State Systemic Improvement Plan
(SSIP) § State-‐IdenMfied Measurable
Result (SIMR) § CollaboraMon with Federal
Partners § English Language Learners with
DisabiliMes
OSS UPDATES
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OSS Updates: Title I, Part A q Title I parMcipaMon data for the 2013-‐2014: approximately 24 million Title
I students and approximately 55,000 Title I schools q In March 2015 ED issued updated guidance on Title I and the school meal
programs’ Community Eligibility Provision. q FY 15 Final allocaMons awarded July 1 totaling 14.4 billion.
q The Uniform Guidance was released h]ps://www.whitehouse.gov/omb/grants_docs
OSS Updates: Title II, Part A q Grant awards for FY 15 went out to all 104 grants (52 SEA and 52 SAHEs) on
July 1 , 2015
q ED re-‐released previously issued FAQs on equitable services to non-‐public schools h]p://www2.ed.gov/programs/teacherqual/faq.html
q The Title II, Part A team helped to support and organize a Superintendents’ Summit at the White House in collaboraMon with the Office of EducaMonal Technology. h]p://tech.ed.gov/superintendentsummit/ and h]p://tech.ed.gov/district-‐and-‐state-‐leaders/ Note – scroll down to the video and click on “Playlist” to see all of the videos from this Superintendent series.
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OSS Updates: Title III q Issued guidance for $14 million in supplemental Title III immigrant children and youth awards q Collaborated with ED’s Office of Non-‐Public EducaMon to develop guidance on equitable
services for Title III q Collaborated with OSERS , OCR and OELA to develop an addendum to guidance on ELs with
disabiliMes. q Finalized Title III online training modules to be piloted for the field this summer.
q The Office of English Language AcquisiMon (OELA) has developed an English Learner toolkit to support the EL Dear Colleague Le]er released in January by OCR and DOJ
q The Toolkit is designed to be useful to pracMMoners and state leaders in idenMfying pracMces,
research citaMons, examples and samples for effecMvely serving English Learners h]p://www2.ed.gov/about/offices/list/oela/english-‐learner-‐toolkit/index.html
OSS Updates: School Improvement Grant q The Department published new regulaMons on February 9, 2015
h]p://www2.ed.gov/programs/sif/index.html
q The final requirements include: seven models
q four exisMng models: (1) Turnaround; (2) TransformaMon; (3) Restart; and (4) Closure q three new models: (5) State-‐determined; (6) Early Learning; and (7) evidence-‐based, whole school reform
q In the process of approving FY14 SIG funds
q Five States (Colorado, Minnesota, New York, Rhode Island, and Texas) submi]ed a State-‐determined model. The Department approved all five models
q The Department has approved four evidence-‐based, whole-‐school reform models: Success for All, InsMtute for Student Achievement Whole-‐School Reform Model, PosiMve AcMon, and Small Schools of Choice
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OSS Updates: ESEA FLEXIBILITY
q 5 States approved earlier this year in expedited review (KY, MN, NC, NM, and VA)
q 21 States, approved in standard review (AK, DC, DE, GA, HI, IN, KS, MA, MD, MO, NJ, NV, NY, OK, OR, PR, RI, SC, TN, UT, and WV)
Progress in ESEA Flexibility Renewal
OSS Updates: ESEA FLEXIBILITY
q Delaware is providing extensive in-‐person and online support for staff implemenMng teacher and principal evaluaMon and support systems
q South Carolina has focused on using data to improve educaMonal opportuniMes and
outcomes for students. The state has created an innovaMve set of data dashboards. q Missouri has implemented the Diverse Learner AmplificaMon Project. q New York has been able to focus on the equitable distribuMon of effecMve teacher
talent. One major way this is being accomplished is through the Teacher and Leader EffecMveness ConMnuum.
Sampling of State Highlights
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OSS Updates: State Educator Equity Plans q All students deserve an equal educaMonal opportunity, including equal
access to excellent educators.
q Teachers and principals who work in our hardest-‐to-‐staff schools deserve the support they need to succeed.
q Three-‐part iniMaMve includes the following: 1. Comprehensive Educator Equity Plans 2. Educator Equity Profiles 3. Equitable Access Support Network (EASN)
Resources are available at: www.ed.gov/programs/Mtleiparta/resources
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OSS Updates: State Educator Equity Plans q Plans were submi]ed to the Department on June 1, 2015 q All States are provided the opportunity to receive technical assistance feedback on
their State Plans through EASN and our partners, such as the Center for Great Teachers and Leaders (GTL), CCSSO, the Comprehensive Centers, and others § Pre-‐Submission Expert Panel Review (April & May 2015) § Post-‐Submission Panel Review (June 2015)
q On-‐going technical assistance and support for States § Planning tools, webinars, and State-‐specific supports § GTL Equitable Access Toolkit (Stakeholder engagement guide, data analysis tool,
root cause workbook, sample plan) § CommuniMes of PracMce on Stakeholder Engagement, data, and rural strategies § h]p://EASN.grads360.org and h]p://[email protected]
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OSS Update: Enhanced Assessment Grant q ED is in the process of the EAG compeMMon for FY14 and FY15 q 15 eligible applicaMons q Available funds: $8-‐$17 million q Range of awards: $1-‐$6 million q EsMmated number of awards: 3-‐6 q Focus of this year’s compeMMon:
§ Statutory prioriMes: CollaboraMon, mulMple measures of student achievement, charMng student progress over Mme, and comprehensive academic assessments
§ CompeMMve priority 1: ImplemenMng internally benchmarked college and career ready standards and assessments
§ CompeMMve priority 2: Leveraging technology to support instrucMonal pracMce and professional development
§ InvitaMonal priority: Audit of State and local assessment systems
OSS Updates: Race to the Top q 19 Race to the Top (RTT) grantees in three Phases q In May 2015, the Department released Phase 1 and Phase 2 RTT State-‐specific reports
and Annual Performance Reports: h]p://www2.ed.gov/programs/racetothetop/performance.html
q By the end of this summer, 12 states from Phases 1 and 2 of the program will have completed their grants
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OSS Updates: Race to the Top RTT Highlights q Through RTT, States built new systems, supports and resources for their districts and
schools to improve instrucMon q RTT grantees created hundreds of thousands of resources aligned to college-‐ and
career-‐ready standards, many of which are publicly available q Teachers have access to Mmely, accurate, and relevant data that they can use to
conMnuously improve instrucMon and help students stay on track to meet college-‐ and career-‐ready standards
q RTT funding supported States as they improved their human capital systems, including developing educator evaluaMon systems based on mulMple measures
q States and districts created new systems of support for their lowest-‐performing schools
q In 2010, ED provided grants to 4 consorMa of State to develop new assessments in English language arts and mathemaMcs aligned to the States’ college-‐ and career-‐ready standards
q All first administered the assessments in 2014-‐2015: § General assessments
• PARCC (12 States) • Smarter Balanced Assessment ConsorMum (18 States plus USVI)
§ Alternate assessments for students with the most significant cogniMve disabiliMes • Dynamic Learning Maps (15 States) • NaMonal Center and State CollaboraMve (13 States)
OSS Update: Race to the Top Assessment
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OSS Updates: Standards & Assessments q Almost every State has adopted college and career ready standards
q The vast majority of States administered new assessments in English language arts and mathemaMcs in 2014-‐2015 – including new alternate assessments for students with the most significant cogniMve disabiliMes § Sesng achievement standards this summer § ReporMng results to parents, schools, and the public this summer and Fall
q ED supported States through this unprecedented transiMon § Permi]ed States to pause the accountability system’s use of test results this year § Provided flexibility around Mmeline for including test results in evaluaMon systems
OSEP UPDATES
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Office of Special EducaMon Programs CollaboraMng to Improve Results for Students with DisabiliMes
Greater emphasis on Improving Results q Results Driven Accountability (RDA)
§ State Performance Plan/Annual Performance Report § Annual DeterminaMons § DifferenMated Monitoring and Support
State Systemic Improvement Plan (SSIP)
q MulM-‐year ambiMous, yet achievable plan to improve results for children with disabiliMes
q State special educaMon programs are required to include their regular educaMon partners in the development of their SSIPs
q We’ve learned that siloed approaches to improvement don’t work. CollaboraMon is key!
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State-‐IdenMfied Measurable Result (SIMR)
q States have selected SIMRs clustered around the following results areas: § Increasing graduaMon rates § Improving literacy, math, or both § Improving post-‐secondary outcomes
Working with our Federal Partners to Align our Efforts
q CollaboraMon with the Office of State Support § Joint monitoring § ESEA Flexibility Renewal § Flexible Funding
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English Language Learners with DisabiliMes
q CollaboraMon with § Office of English Language AcquisiMon (OELA) § Title I and Title III Offices
MSIP Restructuring to BeXer Support States
q Establishing new ImplementaMon Teams § Performance Accountability § Program Accountability § Data Accountability § Fiscal Accountability
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DifferenMated Monitoring and Support
q OSEP moving to a risk-‐based approach to supporMng improvement and ensuring program compliance
q Using the new ImplementaMon Team framework, OSEP will use a Mered, differenMated approach to supporMng States
Gregg Corr, Ed.D., Division Director, OSEP | [email protected]
Roberta Miceli, Deputy Director, Office of State Support | [email protected]
Patrick Rooney, Deputy Director, Office of State Support | [email protected]
Larry Wexler, Ph.D., Division Director, Office of State Support | [email protected]
CONTACT INFORMATION
