Author: Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 3
Book Description
ESSA State Plan Development and Implementation Overview
Author: Prioritizing School Integration in ESSA State Implementation Plans. Issue Brief
Author: Michael HiltonPublisher:
ISBN:
Category :
Languages : en
Pages : 8
Book Description
The Every Student Succeeds Act (ESSA) is the latest reauthorization of the country's premier K-12 education law, the Elementary and Secondary Education Act. Under ESSA state education agencies (SEAs), along with local education agencies (LEAs) and the communities they serve assume significant new responsibilities, ranging from the formulation of state accountability systems to determining interventions in persistently low-performing schools. ESSA also includes the requirement that state and local education agencies engage in "timely and meaningful consultation" with a variety of stakeholders while developing many aspects of Title I plans and school accountability systems. This issue brief summarizes opportunities for supporters of school diversity to engage in the ESSA implementation process at the state and local level to maximize the potential school integration impact of the new law. Sample letters to state and local education agencies are appended.
Every Student Succeeds Act (ESSA) Hub Committee Summary Report
Author: Colorado. Department of Education. ESSA Hub CommitteePublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 10
Book Description
Each state in the nation is charged with creating their own plan for meeting the goals of ESSA. The purpose of the ESSA Hub Committee was to provide oversight of the ESSA state plan development by individuals who represent a diverse set of key education stakeholders and make recommendations to the State Board of Education for decisions to be included in Colorado’s ESSA state plan.
Public School Choice Vs. Private School Vouchers
Author: Richard D. KahlenbergPublisher:
ISBN:
Category : Education
Languages : en
Pages : 220
Book Description
In the wake of the U.S. Supreme Court's decision upholding the constitutionality of public funding for private religious schools, the debate over private school vouchers has intensified. This volume is a compilation of articles, papers, and discussions on public school choice and private school vouchers.
Evidence-Based Improvement
Author: Sylvie HalePublisher:
ISBN:
Category :
Languages : en
Pages : 104
Book Description
One of the broad intents of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA) is to encourage evidence-based decision-making as a way of doing business. Nonregulatory guidance issued in September 2016 by the U.S. Department of Education (ED) clarifies and expands on both the nature of evidence-based improvement and the levels of evidence that are specified in the law. This guide builds on that ED guidance and provides an initial set of tools to help states and districts understand and plan for implementing evidence-based improvement strategies. This guide recognizes school and district improvement as a continuous, systemic, and cyclical process, and emphasizes the use of evidence in decision-making throughout continuous improvement. In other words, the guide is not aimed at isolated decisions; rather, it is meant to support evidence-based decision-making that is nested within a larger improvement process. The primary audience for this guide is state education agency (SEA) staff who are responsible for understanding and implementing the evidence-based provisions of ESSA. The purpose of the guide is to build capacity of SEAs and their intermediaries to support LEAs in understanding the evidence-related requirements of ESSA and, consequently, selecting and implementing interventions that are evidence-based and that have strong potential to improve student outcomes. Specifically, the guide is intended to: (1) increase readers' understanding of the expectations and opportunities for evidence-based school and district improvement in the context of ESSA; (2) encourage a broad understanding of the elements of evidence-based decision-making, including how needs, context, implementation strategies, desired outcomes, and sustainability considerations inform choices of evidence-based interventions, and how formative and summative evaluation are integral to an evidence-based improvement cycle; and (3) offer guiding information and a starter set of six tools to support this work, with an emphasis on the process of selecting evidence-based interventions. The materials presented in the guide offer SEAs and their LEAs opportunities to conduct a review of their approach to school and district improvement, including selection of evidence-based interventions, and to develop action steps for strengthening the guidance and supports that SEAs offer to their LEAs and that LEAs offer to their schools. In addition to Section 1: Overview, the following four sections provide further background, tools, and additional resources: (1) Section 2 includes further discussion of the context and requirements of ESSA in relation to evidence-based decision-making, and describes a framework for a continuous improvement process grounded in evidence-based decision-making; (2) Section 3 gives suggestions on how to use the tools in the guide, including information about facilitation strategies and options for modifying the tools to fit state and local contexts. This section also emphasizes the importance of preparing for using the tools; (3) Section 4 provides six tools, each designed to encourage focused conversations and support cross-agency collaboration. The first two tools guide examination of state and district improvement and decision-making frameworks. The second two tools help SEAs and LEAs explore strategies for providing guidance on selecting evidence-based interventions. The last two tools support selection of evidence-based interventions; and (4) Section 5 offers a list of additional resources to further the conversation, and enhance the work, initiated by this guide. This section includes examples of publicly available tools for evidence-based improvement, and sources for research and information on evidence-based interventions. This guide was specifically designed to be a starting point for making evidence-based decisions, and is not intended to be comprehensive. It contains initial information and tools to guide conversations and foster deeper thinking around evidence-based decision-making, especially within an improvement process. The following six tools are provided: (1) SEA Inventory of Current Practice guides a state education agency (SEA) to take stock of its current continuous improvement practice, especially around evidence-based decision-making; (2) LEA Inventory of Current Practice is similar to the above tool, but designed for local education agencies (LEAs); (3) SEA Guidance for Evidence-Based Interventions helps a state to reflect on how it will provide guidance to LEAs on evidence-based interventions; (4) LEA Guidance for Evidence-Based Interventions is similar to the tool above, but designed for LEAs; (5) Intervention Evidence Review guides the review and comparison of interventions that target an identified need; and (6) Comparing Evidence-Based Interventions guides the determination about the degree to which a particular intervention aligns with a given context.
Balanced Assessment Systems
Author: Steve ChappuisPublisher: Corwin Press
ISBN: 1506354211
Category : Education
Languages : en
Pages : 178
Book Description
Build a balanced assessment system and support ESSA requirements! The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. Authors Chappuis, Commodore and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. Readers will learn how to: Develop balance in an assessment system by combining formative and summative approaches, providing insight on students’ progress Strengthen classroom-based assessment and involve students in self-assessment
The Administrative Presidency
Author: Richard P. NathanPublisher: John Wiley & Sons
ISBN:
Category : Political Science
Languages : en
Pages : 228
Book Description
The SEA of the Future
Author: Edvance Research, Inc., Building State Capacity and Productivity Center (BSCP Center)Publisher:
ISBN:
Category :
Languages : en
Pages : 43
Book Description
"The SEA of the Future" is an education publication series examining how state education agencies can shift from a compliance to a performance-oriented organization through strategic planning and performance management tools to meet growing demands to support education reform while improving productivity. This volume, the sixth in the series, explores how state education agencies can: (1) craft accountability systems that can drive continuous improvement systemwide; and (2) redefine their role in supporting educators, schools, and districts. Undergirding this volume's essays are five principles that should guide states' planning and implementation around the newly revamped Every Student Succeeds Act (ESSA). As states revisit their improvement and accountability strategies for K-12 education, they should ensure their plans are: (1) Comprehensive; (2) Deliberate about how rich data are used and by whom; (3) Clear in defining nonoverlapping roles and responsibilities for the state and districts; (4) Nimble enough to allow for triage; and (5) Focused on fostering continuous improvement systemwide. These five principles are expanded through three essays. In the first essay, "ESSA's Opportunities for States in Assessment, Accountabiity, and Turnaround," Ashley Jochim reviews ESSA's new opportunities for states to design and use K-12 accountability systems to drive continuous improvement, pursue reform grounded in local priorities and evidence-based best practices, and respond to growing political pressures around student testing. In the second essay, "Speak Softly and Carry a Big Stick": Why Chiefs Should Do Both to Improve Schools and Districts," Paul Hill and Ashley Jochim explore how state chiefs can mine ESSA's new opportunities for state leadership on school and district improvement efforts by judiciously wielding a mix of "hard" and "soft" powers. This means forcing the hand of struggling local districts with direct interventions when necessary and influencing local district leaders and others more informally when appropriate. In the third and final essay, " What Works? Evidence-Based Policymaking Under ESSA," Betheny Gross considers how states can harness ESSA to strengthen their use of evidence-based policymaking. Doing this can help state agencies foster local innovation and cross-state collaboration to develop and share needed solutions to pressing education problems. Taken together, these three essays provide State Education Agencies (SEAs) a new framework for strategic planning and concrete tools for implementation as they face a landscape that grants states expansive authority over accountability and improvement strategies. [For "The SEA of the Future: Leveraging Performance Management to Support School Improvement. Volume 1," see ED562516. For "The SEA of the Future: Prioritizing Productivity. Volume 2," see ED562514. For "The SEA of the Future: Building the Productivity Infrastructure. Volume 3," see ED562515. For "The SEA of the Future: Uncovering the Productivity Promise of Rural Education. Volume 4," see ED562510. For "The SEA of the Future: Building Agency Capacity for Evidence-Based Policymaking. Volume 5," see ED562509.].
Jacob K. Javits Gifted and Talented Students Education Program
Author: Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 68
Book Description
The 2003 Brown Center Annual Report on American Education
Author: Tom LovelessPublisher: Brookings Institution Press
ISBN: 9780815753278
Category : Education
Languages : en
Pages : 48
Book Description
The 2003 Brown Center Report on American Education is the fourth edition of the annual publication. It will be released October 22, 2003. The first section uses NAEP test data and test scores from the states to evaluate student achievement. The second section debunks the popular notion that students are being overwhelmed with homework. The third section offers a follow-up of last year's study of charter schools, with special attention given to charter schools that were once regular public schools and charter schools run by educational management organizations (EMOs).