Sentences with phrase «using essa»

Tennessee is using ESSA as an opportunity to create a PreK - 12 data system and to strengthen investments in early learning.

To inform state investments, below are examples of how a number of states that have already committed to using ESSA's optional 3 % set - aside for school leadership are planning to utilize that and other ESSA funding to support leadership preparation, development, and support through promising, evidence - based investments.

The needs assessment process, which is required for schools implementing federal and state programs using ESSA (Title I, II, III, IV) and State Compensatory Education funds, is useful for all school leadership teams as an ongoing part of continuous improvement planning.

about Using ESSA's Key Protections for Youth in Foster Care to Support College and Career Readiness

Experts also discussed using ESSA to build a birth - through - third grade continuum, to include early learning in school improvement strategies and support family engagement.

But working with other Associations in the Pacific region, we began to organize using ESSA as a fulcrum around which we could connect our organizing training (because the task force was calling for visioning, and our approach to organizing is about identifying shared aspirations), our professional development redesign (as ESSA was creating space for new kinds of professional leadership in implementation), and our campaign for contract negotiations.

The Foundation for Excellence in Education (ExcelinEd) released their first ESSA playbook designed to provide stakeholders with recommendations and resources on implementation focusing on the «four core areas of ESSA:» school accountability, interventions, using ESSA to advance state innovations, and ESSA's weighted student funding pilot...

Also, access our previous post to see how Illinois, Washington, and Wisconsin are using ESSA to support SEL.

Option 3: Using the ESSA pilot provision, create a state - wide sequence and sequence - based reading tests

States interested in using ESSA to increase reading ability while also creating more coherent educational systems could follow this idea to its logical conclusion: creating state - wide sequences — and sequence - based reading comprehension assessments — for grades 3 — 8.

«How to fix reading in the era of ESSA» and «Using ESSA to fix reading: Implications for state policy» by Robert Pondiscio and Lisa Hansel With the Every Student Succeeds Act (ESSA), state and district policymakers have an opportunity to increase achievement and equity by supporting knowledge - rich instruction.

States can use ESSA's flexibility to address that.»

While the Department has already spilled a lot of ink describing how to use ESSA funds, there is very little guidance for SEAs and LEAs that may want to take advantage of flexibility in the statute to use those funds to advance school choice.

Rather than bet their legacy on a single idea such as universal pre-school or school choice, Kane argues that state policymakers should use the ESSA evidence requirements to create the infrastructure for piloting and testing interventions.

The federal agency could allow the state to simply implement the law and use comparable test results for accountability purposes, or the state agency could work with federal officials to use ESSA's pilot testing provision.

Brandon Wright and others have already weighed in on some of the implications of this move, and how it could hamper efforts to implement the new law and states» ability to meaningfully use ESSA to innovate and adopt novel approaches to school accountability and improvement.

The story of how states and districts will use ESSA to expand early learning opportunities is unfolding.

School districts electing to use ESSA funding to improve early learning programs are creating a potential win - win situation, increasing the number of high - quality early learning opportunities available, and increasing the likelihood of positive outcomes for all children, including young children with disabilities.

«California is among the states that have used their ESSA plan to demonstrate their strong and deep commitment to creating an equitable education system for all children.»

States can use ESSA to provide guidance and financial support for district efforts to increase assessment literacy.

Letter - Flexibility of states to use ESSA funds (especially Title I) to strengthen principals and other school leaders

Community leaders, parents and educators «must use ESSA to leverage their desire to see students succeed,» by taking a more proactive role in the state education plan development process according to The Florida Star.

In conjunction with Education Trust - New York, an «unprecedented coalition» of 12 education, business, and civil rights organizations, cosigned a policy memo detailing recommendations for the state of New York to use ESSA to create accountability systems that «maintain high standards, prioritize closing achievement gaps, ensure...

For schools, districts and states looking to help children build these competencies, a new RAND report offers guidance on how educators can use funding streams in the Every Student Succeeds Act (ESSA) to implement SEL Read more about How States and Districts Can Use ESSA funds to Support SEL -LSB-...]

Under the Every Student Succeeds Act (ESSA), every state has the opportunity to analyze its current teacher and leader quality initiatives and use ESSA to ensure your education workforce can deliver on the state's strategic vision and aspirations for the students this law is intended to serve.

Although KnowledgeWork's Pace clearly wishes that more states would use ESSA to make a transformation, she said that there is evidence that some were spurred into new thinking by drafting the plans.

The letter reiterates ESSA's seven principles for good assessments and provides examples of how States and districts can use ESSA funds to support fewer, smarter high - quality assessments.

Congress used ESSA to shift considerable education policy decision - making back to states and school districts.

States can use ESSA to refine their systems to ensure that all students receive a high quality education, based on common measures of success, to ensure that ALL student are prepared for life beyond high schools.

Noting that drop - out rates for African - American and Hispanic students are down, Williams says states can use ESSA to «push» underperforming schools to take «full responsibility for all students who aren't making the grade.»

The NJDOE will provide guidance support to help districts use ESSA funds to better meet student and educator needs, which may include supporting or expanding gifted and talented programs or providing professional learning opportunities to teachers of students identified as gifted and talented.

To help states use ESSA to close opportunity and achievement gaps, this document identifies eight equity priorities and illustrates how states can...

Some states have begun to leverage the opportunity to use ESSA to adopt a more integrated PreK - 12 approach.

A New Vision for Professional Learning: A Toolkit to Help States Use ESSA to Advance Learning and Improvement Systems provides a summary brief of why professional learning matters to equity and excellence and a strategy guide on opportunities that exist in ESSA for professional learning.

As a member of national and state ESSA Implementation Teams, I recently heard Senator Lamar Alexander and his aides tell us: «One of our biggest worries is that states and local education entities will not use ESSA to change how they do things now that we have given them local control.

States and districts are now developing plans on how to use ESSA funding, which requires principals, both aspiring and currently in the profession, to advocate for programs and opportunities that will meet their needs — as well as show that investing in school leadership can improve student outcomes.

The Council of Chief State School Officers and the Aspen Institute show how to use ESSA to improve equity and outcomes, including SEL (October 2016).

The Council of Chief State School Officers (CCSSO) and the Aspen Institute released a 2016 framework showing states how to use ESSA to improve equity in opportunities and outcomes.

Not exact matches

States should use the flexibility provided by ESSA to increase transparency so that parents, teachers, and everyone who has a stake in education will have the information they need to make decisions that help students excel.

Nonetheless, NCLB offered some positive changes that the new ESSA maintains, including academic standards, annual assessments of reading and math achievement, and report cards on schools that students, parents and the public can use to gauge results.

The authors also offer one recommendation to the Department of Education, which is finalizing its ESSA regulations: Going forward, Washington should allow states to rate academic achievement using a performance index that gives schools additional credit for getting students to an advanced level.

States must consider n - size alongside how they permit schools to combine data over grade levels, school years, and / or groups of students — strategies many states have been using under NCLB waivers and that first - round states have included in their ESSA plans.

Ensure that ESSA isn't used to undercut state charter school laws.

ESSA offers much flexibility to states, but when faced with nebulous statutory language, state attorneys and program managers aren't necessarily inclined to sign off on bold new uses of the money that comes from Washington.

States use subgroups for two purposes, with potentially two different minimum subgroup sizes, or n - sizes: reporting (school report cards available to the public online) and federal accountability (used in state calculations to determine which schools fall into particular categories under ESSA).

Almost none of the participants in our ESSA design competition recommended that states use proficiency rates, reflecting the near - universal consensus that such rates are a bad measure of school quality.

In contrast, Polikoff's public comment on draft ESSA accountability rules drew heavily on a large empirical literature as it argued against a federal mandate for states to use proficiency rates as measures of school performance.

And under ESSA, states appear to be making their accountability systems both clearer and fairer: clearer by using A — F grades, five - star ratings, and the like; and fairer by focusing much more heavily on student - level growth, which credits schools for the progress that all kids make while under their tutelage.

The specific changes included in ESSA — including the important ones, such as requiring states to use at least one indicator other than scores — are just very small steps, as a comparison with the recommendations in the previous two chapters makes clear.

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.