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Connecting ESSA to School Libraries

Tuesday, October 25, 2016

Connecticut Association of School Librarians

(CASL)

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This program is made possible through the matching funds provided by Follett School Solutions. Follett advocates for, and understands, the expertise and dynamic role school librarians play in making a difference in their district’s success.

Table of Contents

Schedule of Events Power Point Presentation

Section 1 ESSA Overview

• ESSA Federal Legislation Timeline • ESSA State Timing, Rules and Implementation • Opportunities for School Librarians

o Title IV, Part A Fact Sheet

Section 2 Connecticut Department of Education

• ESSA Webinar Series o Overview and Regulatory Process o Accountability, Assessment, Data Collection and Reporting

• Superintendent Memo • Commissioner Memo (10/5/16)

Section 3 Identifying Stakeholders & Building Coalitions

• Coalition Development Plan

Section 4 Connecting Messages to Stakeholders

• ESSA Key Messages, “Ask Me How School Librarians Ensure Student Success” • Elevator Speech Development • Crafting Your ESSA Elevator Speech Example

Section 5 Additional Material

• Glossary • AASL Position Statements

“Definition for an Effective School Library Program” “Appropriate Staffing for School Libraries” “Instructional Role of the School Librarian” “Role of the School Library Program” “Preparation of School Librarians”

• Rule Marking & Guidance, Comments submitted to proposed rulemaking on ESSA (7/26/16) • Student Support and Academic Achievement Enrichment Grants (ESSA Block Grants)

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Schedule

September 25, 2016

Time Session Presenter 1:00 pm Welcome Remarks Leslie Preddy, AASL

Immediate Past President 1:00- 1:30 pm ESSA Overview

- Federal and State Timeline - Review of titles that include

School Librarians - Call to action

Emily Sheketoff Executive Director of Washington Office of American Library Association Leslie Preddy, AASL Immediate Past President

1:30-1:45 pm Review of Connecticut DOE - ESSA Webinar Series - Commissioner Update

TBD

1:45-2:15 pm Identifying Stakeholders and Coalitions

Leslie Preddy, AASL Immediate Past President

2:15-2:30 pm Coalition Development Plan Small group work 2:30-2:45 pm Report/Share Out 2:45-3:00 pm Review of Key Messages

Elevator Speech Development Sample Elevator Speech

Leslie Preddy, AASL Immediate Past President

3:00-3:15 pm Elevator Speech Development 3:15-3:30 pm Elevator Speech

Practice/Refinement Small group work

3:30-3:45 pm Report/Share Out 3:45-4:00 pm Review of supplemental handbook

material Leslie Preddy, AASL Immediate Past President

4:00 pm Closing Remarks/Questions

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Tuesday, October 25, 2016Connecticut Association of School Librarians (CASL)

CONNECTING ESSA TO SCHOOL LIBRARIES

Welcome

Leslie PreddyAASL Immediate Past President, 2016-2017,

Perry Meridian Middle SchoolIndiana

Handbook

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SHARE, SHARE, SHARE

Tag @aasl

#ESSAlibraries

Send photos to [email protected]

ESSA Webpage

http://essa.aasl.org/

ALA Washington Office

Emily SheketoffExecutive Director of Washington Office

of American Library Association

https://vimeo.com/183396897

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Effective School Library Program

The American Association of School Librarians (AASL) supports the position that:

An effective school library program has a certified school librarian at the helm, provides personalized learning environments, and offers equitable access to resources to ensure a well-rounded education for every student.

Effective School Library Program

As a fundamental component of college, career, and community readiness, the effective school library program:1. is adequately staffed, including a state-certified school librarian who

a. is an instructional leader and teacher,b. supports the development of digital learning, participatory learning, inquiry learning, technology literacies, and information literacy, andc. supports, supplements, and elevates the literacy experience through guidance and motivational reading initiatives;

Effective School Library Program Cont.

2. has up-to-date digital and print materials and technology, including curation of openly licensededucational resources; and3. provides regular professional development and collaboration between classroom teachers and schoollibrarians.

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Title I

Title I – Improving basic programs operated by state and local educational agencies

Message: School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.


Title II, Part A

Title II: Supporting effective instruction

Message: School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district. https://vimeo.com/183390785

LEARN

Literacy education for all, results for the nation (LEARN)

New literacy program that specifically authorized school librarians to participate in required activities.


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IAL

Innovative Approaches to Literacy (IAL)

New authorization that specially authorizes funds to be used for developing and enhancing effective school library programs.


Title II, Part B

Title II, Part B: Literacy education for all, results for the nation (LEARN)/ Innovative Approaches to Literacy (IAL)https://vimeo.com/183393643Message: School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.

Title IV, Part A

Title IV, Part A: Student Support and Academic Enrichment Grants (Block Grants)

Message: School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.https://vimeo.com/183394913

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Connecticut ESSA Update

CT Department of Education ESSA Page http://www.sde.ct.gov/sde/cwp/view.asp?a=2683&Q=336396

ESSA Webinar Series contact [email protected] to register (100 seat limit)• Tuesday, November 15, 2016• Tuesday, January 17, 2017• Tuesday, February 14, 2017

– 2:00 – 2:45 PM

Connecticut ESSA Updates

Included in handbook:• Webinar Series Flyer

(http://www.sde.ct.gov/sde/lib/sde/pdf/digest/essa_supt_webinar_series_flyer.pdf)

– First two webinar slide presentations• Overview and Regulatory Process• Accountability, Assessment, and Data Collection and

Reporting

• Superintendent Memo on ESSA• Commissioner Update (10/5/16)

Identifying Stakeholders & Building Coalitions

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Coalitions

• Critical to identify stakeholders• Including at the school, district (LEA) and state (SEA) levels

• Form coalitions• Bring together groups and organizations that support libraries

• Think outside the box• Utilize relationships and connections with education officials and

policymakers in support of the effort

• When anyone thinks of ESSA how do you get them to connect to school libraries• Be prepared to talk about positive impact of library programming in

the community – How are you making a difference?

ESSA Stakeholder Engagement Required Participants

• Governor• State legislature• State boards of

education• Local educational

agencies• Representatives of

Indian Tribes located in the state

• Teachers

• Principals & other school leaders

• Specialized instructional support personnel

• Paraprofessionals• Administration & other

staff• Parents

State Support and Opportunities

• Must provide support to schools not meeting state-determined goals for student and school performance

• Must engage stakeholders and include them in the development of state plans to monitor student and school performance.

• School Librarians are among the list of stakeholders

• Be at the table!

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Parents as Stakeholder Partners

• ESSA includes a provision for family engagement. Parents must be “meaningfully consulted” and involved in:

• State and local Title I plans• Title II state and local applications• Title III state and local plans• Title IV-A local applications• Title IV-B state applications• State and local report cards• School improvement plans

Coalition Development Plan

• Name individual/organization/business• What previous activities/news tie them to

your efforts• What stake do they have in school library

funding• What can they contribute to your plan• What three things could you do today to

strengthen a relationship with them


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Connect Messages to Stakeholders

Connecting the dots

• Four ESSA areas (Title I, Title II- Part A, Title II- Part B, and Title IV, Part A)

• Review the key messages on your message card

• Connect the dots to your work

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ESSA Key Messages

• School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.

• School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district.

• School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.

• School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.

Key Words/Phrases

• Specialized instructional support staff • Digital literacy skills• Academic achievement• Personalized, rigorous learning experiences• Adequate access to school libraries• Use technology effectively• Effective integration of technology• Improve instruction and student achievement

ESSA Elevator Speech


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Meaningful Messaging

Elevator Speech- 4 pieces

1.The message

2.The Story & Key Data

3.The Ask

4.The Elevator Speech

Example

Title I: Improving basic programs operated by state and local educational agencies

Message: School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.

Story & Data : A middle school librarian links the reading incentive program to books read and increases in reading scores.

Ask: Include librarians on district-wide school improvement team. (Audience: District Administrator)

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Example

The Elevator Speech:For the past 3 years, as part of our school-wide reading focus, the library has hosted the Panthers Pounce reading challenge. Last year our students read nearly 11,000 books— that’s about 27 books per student. Our reading scores have increased 6%-- 7% for English language learners!-- and now students demand to come to the library on the first day of school! Librarians partner with colleagues throughout the building to improve student achievement. Will you include a librarian on the district’s school improvement team?

ESSA Elevator Speech

Reminders:• The intention is to educate not humiliate.• What you do is important, so sound

important. • Practice• You can start the conversation.

Elevator Speech Development

Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.

Step Two: Practice

Step Three: Fine Tuning

Step Four: Practice Again

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Step Two: Practice





Step Two: Practice





Step Two: Practice



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ESSA Federal Legislation Timeline

1965 ESEA was enacted by Congress and signed into law.

1968 Congress expanded ESEA to include new programs (and titles) that serve at-risk children (migrants and neglected children). The Bilingual Education Act was also passed.

1994 The renewal of the ESEA called for states to develop standards and standards-aligned assessments for all students. States and districts were obligated to identify schools that were not making “adequate yearly progress” as detailed in the Improving America’s Schools Act (IASA).

2002 ESEA became NCLB (No Child Left Behind Act). NCLB shifted much of the decision-making and resource allocation away from states. NCLB also significantly expanded testing requirements.

2015 In December 2015, bipartisan support for the ESSA was high and the overdue reauthorization was finally signed into law.

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ESSA State Timing, Rules and Implementation

December 10, 2015 President Obama signs the Every Student Succeeds Act (ESSA) into

law

December 22, 2015 U.S. Department of Education (ED) publishes request for information (RFI) re: regulations on Title I of ESSA

March 21 – April 19, 2016 ED holds three sessions of negotiated rulemaking (neg-reg) on assessment and supplement, not supplant (SNS) issues

April 27, 2016 ED releases assessment regulations that were agreed to by the neg-reg committee

May 31, 2016 ED releases a notice of proposed rulemaking (NPRM) on accountability and state plan issues under Title I

August 1, 2016 (1) ESEA waivers are null and void, per the statute, and (2) comments are due on the NPRM re: accountability and state plan issues

October 1, 2016 Effective date for competitive programs under ESSA, unless otherwise provided for in the statute

October/November, 2016 Final regulations published by ED

February/April, 2017 States submit plans for School Year 2017-2018

May/June, 2017 ED begins peer review and approves state plans

July 1, 2017 Effective date for formula grant programs under ESSA

August, 2017 New state plans take effect in schools at the start of the 2017-2018 school year

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P.L. 114-95, The Every Student Succeeds Act of 2015 Conference Agreement to Reauthorize the Elementary and Secondary Education Act

OPPORTUNITIES FOR SCHOOL LIBRARIANS

This document highlights library-related provisions in P.L. 114-95, the Every Student Succeeds Act (ESSA) and provides an overview of initial next steps to help maximize opportunities for effective school library programming under the new law. TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY STATE AND LOCAL EDUCATIONAL AGENCIES Background Under Title I, Part A of ESSA, States (referred to as State Educational Agencies) and school

districts (referred to as Local Educational Agencies) must develop plans to implement federally-funded education activities.

States and school districts must develop their plans with “timely and meaningful consultation with” teachers, principals and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.

Library Provisions ESSA includes new provisions that authorize – but do not require – school districts to

include in their local plans how they will assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.

Next Steps Because the local application provision related to effective school library programming is

allowable (not required from the federal level), it is critical that school district personnel be made aware of their ability to develop and implement effective school library programming.

Contact and work with the superintendent’s office in developing the local plan under Title I,

Part A to ensure that the school district takes into consideration:

o The importance of developing and maintaining effective school library programs; and

o How effective school library programs can help with the development of digital literacy skills and improve academic achievement.

Contact and work with State and school district officials regarding the ability of school

librarians to participate in both the State and school district planning and application process (as part of “specialized instructional support personnel”).

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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj0yKnEkfLJAhUM6CYKHXBUD4sQjRwIBw&url=http://www.ala.org/aboutala/governance/annualreport/annualreport/annualreportarch/washingtonoffice/washington&psig=AFQjCNHZAZMwFDlHj9A08Le-IF3duO-9kw&ust=1450965410990449

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TITLE II, PART A – SUPPORTING EFFECTIVE INSTRUCTION Background Title II, Part A of ESSA provides funds for States and school districts to increase academic

achievement through professional development. Library Provisions ESSA includes new provisions that authorize States, as well as school districts, to use grant

and subgrant funds for “supporting the instructional services provided by effective school library programs.”

Next Steps Because States and school districts can now use their Title II, Part A funds specifically to

support effective school library programming, it will be important to make sure that school district and school personnel that develop and implement professional development activities are aware of the new uses of funds related to libraries.

Work with school district and school personnel to encourage the use of Title II, Part A funds

specifically for effective school library programming, as well as part of other professional development efforts taking place with these funds.

o Note that under the No Child Left Behind Act (NCLB), Title II, Part A funds were primarily

used for professional development for “teachers” which made it difficult for other instructional support personnel to participate in activities. ESSA rectifies this by specifically authorizing funds to be used to support instructional services provided by effective school library programs.

TITLE II, PART B, SUBPART 2 – LITERACY EDUCATION FOR ALL, RESULTS FOR THE NATION (LEARN) Background ESSA includes a new literacy program that provides federal support to States to develop,

revise, or update comprehensive literacy instruction plans. States award competitive subgrants to school districts for activities that focus on children in kindergarten through grade 5 as well as children in grades 6 through 12.

Library Provisions ESSA specifically authorizes school librarians to participate in required grant activities that

focus on children in kindergarten through grade 5 as well as activities that focus on children in grades 6 through 12.

In addition, ESSA allows all local subgrants (that serve children in kindergarten through

grade 5 and/or children in grades 6 through 12) to be used to provide time for teachers and school librarians to meet, plan and collaborate on comprehensive literacy instruction.

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Next Steps Since this is a new competitive program under ESSA, it will be important to work with

individuals responsible for literacy instruction and development at the State, school district, and school level.

Encourage/assist appropriate State, school district, and/or school personnel in developing

and applying for grants or subgrants.

o Note that subgrants awarded for local uses of funds must include professional development for school personnel that specifically includes school librarians. Therefore, any grants awarded at the school district level under this program must provide professional development for school librarians.

TITLE II, PART B, SUBPART 2, SECTION 2226 – INNOVATIVE APPROACHES TO LITERACY (IAL) Background ESSA includes a new authorization of the Innovative Approaches to Literacy (IAL) program

(previously funded through appropriations legislation) that provides dedicated funding to promote literacy programs in low income communities.

o Note that while IAL activities have been funded over the past several years through

appropriations bills, the “codification” (or explicit authorization) of this program in ESSA provides a specific “line item” to help better secure funding in future years.

Library Provisions ESSA specifically authorizes funds to be used for developing and enhancing effective

school library programs, which includes providing professional development for school librarians, books, and up-to-date materials to high need schools.

Next Steps Since IAL is a competitive grant program that has been funded in the past (through

appropriations), but is newly authorized under ESSA, it will be important to focus advocacy efforts at the federal level to ensure enough funds are appropriated to continue and possibly expand the IAL program.

o Note that while efforts to fund IAL in the past have been successful, the lack of an

explicit authorization for these activities has hindered advocacy efforts related to expanding the program. The specific authorization of IAL under ESSA will help with future funding as Congress has expressed its support for these activities under the most recent authorization of the Elementary and Secondary Education Act.

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TITLE IV, PART A – STUDENT SUPPORT AND ACADEMIC ENRICHMENT GRANTS (BLOCK GRANT) Background ESSA authorizes a new program to provide Student Support and Academic Enrichment

activities (commonly referred to as the “Block Grant” under ESSA) to help States and school districts target federal resources on locally-designed priorities.

o Funds are allocated to States and then school districts based on their share of Title I,

Part A funding (formula grant allocated on the basis of poverty).

Library Provisions

ESSA authorizes (but does not require) States to use funds to assist school districts in providing programs and activities that increase access to personalized, rigorous learning experiences supported by technology, including adequate “access to school libraries.”

ESSA also authorizes (but does not require) States to use funds to assist school districts in

providing school librarians and other school personnel with the knowledge and skills to use technology effectively, including effective integration of technology, to improve instruction and student achievement.

In developing their local applications, school districts must consult with teachers, principals

and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.

In addition, ESSA requires that school districts conduct a “needs assessment” prior to

receiving funds from the State (that must be conducted every 3 years). The needs assessment must include access to personalized learning experiences (which may include access to school libraries).

Next Steps Because States are authorized (and not required) to support school districts by providing

programs and activities that increase access to personalized learning experiences (which may include professional development for school librarians and better access to school libraries for students), it will be important to contact and work with State Educational Agency officials to make them aware of their ability to use funds in support of personalized learning experiences.

Since school districts are required to consult with stakeholders that may include school

librarians on the development and implementation of their local activities, it is critical to work with technology leaders at the school and school district levels to ensure that school librarians can adequately participate in the planning process.

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Title IV, Part A of ESSA: Student Support and Academic Enrichments Grants Description of Grants The newly enacted bipartisan Every Student Succeeds Act (ESSA) includes a flexible block grant program under Title IV Part A, which is authorized at $1.65 billion in FY 2017. Title IV, Part A authorizes activities in three broad areas:

1) Providing students with a well-rounded education (e.g. college and career counseling, STEM, arts, civics, IB/AP)

2) Supporting safe and healthy students (e.g. comprehensive school mental health, drug and violence prevention, training on trauma-informed practices, health and physical education) and

3) Supporting the effective use of technology (professional development, blended learning, devices).

Distribution of Funds Each state will receive an allocation based on the Title I funding formula. Using the same Title I formula, the states will then allocate funds to school districts. Any school district that receives a formula allocation above $30,000 must conduct a needs assessment and then must expend 20 percent of its grant on safe and healthy school activities and 20 percent on activities to provide a well-rounded education programs. The remaining 60% of the money can be spent on all three priorities, including technology. However, there is a 15% cap on devices, equipment, software and digital content. If a district receives an allocation below $30,000, the law does not require a needs assessment or setting aside percentages for well-rounded and safe and healthy students programs. It must spend money on activities in at least one of the three categories. The 15 percent technology purchase cap would continue to apply. President’s FY17 Budget Request The President's FY 2017 budget proposal would provide $500 million for the Title IV flexible block grant, less than one-third of the authorized $1.65 billion level. The Administration also requested to include language in the appropriations bill that would allow states to distribute $50,000 per year to districts on a competitive basis and would allow states to limit their spending to just one of the three listed priorities, or specific activities within one of the priorities. Since the Student Support and Academic Enrichments Grants program is the third largest authorized program in ESSA, failing to adequately fund it, as the President’s FY 2017 budget proposes to do, will undermine the bipartisan Congressional intent in passing this important law. Program Funding Need Strong evidence demonstrates the need for students to have access to health and safety programs, a diversity of academic programs, and modern technology. • Evidence supports a direct correlation between physical and mental health and learning that is

essential to academic success, school completion, and the development of healthy, resilient, and productive citizens. Schools are uniquely positioned to help students acquire life-long knowledge and skills through comprehensive health education, physical education, nutrition, comprehensive school mental and behavioral health services, counseling, and integration among all education and health programs.

• In order to prepare students to succeed, they need access to a well-rounded curriculum. Funds through the block grant will help schools expand music, art, STEM, computer science, accelerated learning, history, and civics courses, as well as expand access to college and career guidance and counseling.

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• Federal investments in education technology ensure schools have technology-proficient educators, well equipped classrooms, sufficiently supported administrative structures, and a curriculum optimized to take advantage of the benefits technology offers to all students––such as closing the opportunity and learning gaps and providing students with essential modern workforce skills.

Given the elimination under the Every Student Succeeds Act (ESSA) of numerous programs that support the overall health and safety of students, the investments in education technology, as well as helping districts ensure access to a well-rounded education, a robust federal investment in support of these programs is absolutely essential through Title IV Part A. Without a significant investment in Title IV, Part A, districts will be forced into choosing which of the priorities to invest in––even though an ample investment in all three is necessary to providing students with a comprehensive education. For further information, or if any questions arise, please contact Sunil Mansukhani at The Raben Group, [email protected] or Jon Bernstein at Bernstein Strategy Group, [email protected].

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mailto:[email protected]:[email protected]

The Connecticut State Department of Education is pleased to present a professional learning opportunity

2016-17 Superintendents’

ESSA Webinar Series Timely information for an orderly transition to ESSA

A webinar series for superintendents, school leaders, and other interested stakeholders who want to learn more about the Every Student Succeeds Act (ESSA). ESSA reauthorizes the Elementary and Secondary Education Act (ESEA) of 1965, and replaces the No Child Left Behind Act (NCLB) of 2002.

Registration: Registration began in May 2016. One hundred seats are available on our new

webinar platform. Openings are still available. To register, contact [email protected] . In

the subject line, write “ESSA Webinar Registration.”

Recordings: You may view the slide deck or recording without registering for the live events.

Archived after each session, webinars can be found at the Superintendent Digest page of the

CSDE Web Site. The June 2016 webinar, “ESSA Overview and the 2016 Regulatory Process,” is

posted there.

Webinar Hosts and Topics:

Hosted by Ellen Cohn, Deputy Commissioner, and Ajit Gopalakrishnan, Chief Performance Officer.

Designed to educate and inform leaders about the ESSA components; mandated changes and available flexibilities the law provides to states and LEAs.

As the transition unfolds, webinars will include information on the stakeholder engagement process, final federal regulations, timelines, and state plan requirements.

Webinar Dates:

For more information, contact Jennifer Webb, Education Consultant

and Webinar Producer, at [email protected]

2016 Wednesday, June 15 2:00 – 2:45 PM Thursday, September 15 2:00 – 2:45 PM Thursday, October 20 2:00 – 2:45 PM Tuesday, November 15 2:00 – 2:45 PM

2017 Tuesday, January 17 2:00 – 2:45 PM Tuesday, February 14 2:00 – 2:45 PM

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mailto:[email protected]

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rinc

ipal

s (n

assp

.org

)

Dec

. 201

5 -S

ept.

2017

= T

rans

ition

Per

iod

to E

SSA

2015

2016

2017

2018

Dec

embe

r 20

15:

Pres

iden

t O

bam

a si

gns

ESSA

into

law

Aug

ust

1, 2

016:

ESEA

flex

ibili

ty w

aive

rs

expi

re

2017

-201

8 Sc

hool

Yea

r:Fu

ll im

plem

enta

tion

of E

SSA

Mar

ch 6

/ Ju

ly 5

, 201

7:C

onso

lidat

ed s

tate

pla

ns d

ue

8

29

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

Adv

ice

from

USE

D R

egar

ding

the

“O

rder

ly T

rans

ition

” to

ESS

A

Stat

es a

nd d

istr

icts

sho

uld

cont

inue

to

impl

emen

t th

e ac

tiviti

es

and

prog

ram

s th

ey h

ave

in p

lace

now

thr

ough

the

end

of t

he

2015

-201

6 sc

hool

yea

r. T

rans

ition

s m

ay o

ccur

dur

ing

2016

-17,

an

d fu

ll im

plem

enta

tion

will

beg

in in

the

Fal

l 201

7.

USE

D c

ontin

ues

to m

eet

with

tea

cher

s, ad

min

istr

ator

s, th

e ci

vil

righ

ts c

omm

unity

and

oth

ers

to in

form

the

dev

elop

men

t of

re

gula

tions

and

gui

danc

e.

USE

D is

rec

eivi

ng in

put

from

all

stak

ehol

ders

to

help

sup

port

hi

gh-q

ualit

y tr

ansi

tion

to, a

nd im

plem

enta

tion

of, t

he n

ew la

w.

9

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

OV

ERV

IEW

OF

TIT

LES

& P

ROG

RA

MS

FOU

ND

IN E

SSA

Tit

le1

Impr

ovin

gBa

sic

Prog

ram

s O

pera

ted

by S

tate

Edu

catio

n A

genc

ies

and

Loca

l Edu

catio

n A

genc

ies

Tit

le II

Prep

arin

g, Tr

aini

ng, a

nd R

ecru

iting

Tea

cher

s, Pr

inci

pals

, and

O

ther

Lea

ders

Tit

le II

IEn

glis

h Le

arne

rs a

nd Im

mig

rant

Stu

dent

s

Tit

le IV

Twen

ty F

irst

Cen

tury

Scho

ols

(mos

tly p

ost-

seco

ndar

y)

Tit

le V

Stat

e In

nova

tion

and

Loca

l Fle

xibi

lity

(mos

tly p

ost-

seco

ndar

y)

Tit

le V

IIn

dian

, Nat

ive

Haw

aiia

n an

d A

lask

a N

ativ

e Ed

ucat

ion

Tit

le V

IIIm

pact

Aid

Tit

le V

III

ESSA

Gen

eral

Prov

isio

ns

Tit

le IX

McK

inne

y-Ve

nto

Act

and

oth

er p

rovi

sion

s10

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

REQ

UIR

EMEN

TS

OF

ESSA

:ST

ATE

PLA

NS

Inst

ead

of s

ubm

itti

ng in

divi

dual

pro

gram

pla

ns, t

he S

tate

may

dev

elop

co

nsol

idat

ed p

lans

acr

oss

mul

tipl

e pr

ogra

ms

cove

red

unde

r E

SSA

Stat

e Pl

ans

Con

sult

atio

nan

dC

oord

inat

ion

Cha

lleng

ing

Aca

dem

ic

Stan

dard

s &

A

cade

mic

St

anda

rds

Acc

ount

abili

ty,

Supp

ort,

and

Im

prov

emen

t fo

r Sc

hool

s

Supp

orti

ng

Exc

elle

nt

Edu

cato

rs

Supp

orti

ng

All

Stud

ents

•Fo

r al

l com

pone

nts,

exce

pt

Cons

ulta

tion

and

Coor

dina

tion,

the

Stat

e is

req

uire

d to

pro

vide

a

desc

ript

ion,

incl

udin

g st

rate

gies

and

tim

elin

es, o

f its

sys

tem

of

perf

orm

ance

man

agem

ent o

f im

plem

enta

tion

of S

tate

&LE

A p

lans

.

•T

itle

I, Pa

rt A

; Titl

e I,

Part

C; T

itle

I, Pa

rt D

; T

itle

II, P

art A

; Titl

e III

, Par

t A; T

itle

IV, P

art

A; T

itle

IV, P

art

B; a

nd T

itle V

, Par

t B,

Su

bpar

t 2

11

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

REQ

UIR

EMEN

TS

OF

ESSA

:A

CA

DEM

IC S

TAN

DA

RD

S A

ND

ASS

ESSM

ENT

I.St

ate

mus

t ad

opt “

Cha

lleng

ing

Aca

dem

ic S

tand

ards

”St

ates

may

des

ign,

ada

pt, m

odify

, or

repl

ace

Col

lege

and

Car

eer

Rea

dy

stan

dard

sES

SA li

mits

the

pow

er o

f the

Sec

reta

ry o

f Edu

catio

nII

.St

ates

mus

t an

nual

ly a

sses

s al

l stu

dent

s in

Gra

des

3-8

and

once

in

Hig

h Sc

hool

Rea

ding

/Lan

guag

e A

rts

and

Mat

hem

atic

sSc

ienc

e on

ce in

eac

h gr

ade

band

(3-5

; 6-8

; 9-1

2)M

inim

um 9

5% P

artic

ipat

ion

Rat

e (a

ll st

uden

ts a

ndea

ch s

ubgr

oup)

III.

Not

e: O

ppor

tuni

ties

in A

sses

smen

t O

ppor

tuni

ties

for

inno

vatio

n in

ass

essm

ent

and

acco

unta

bilit

yFu

ndin

g fo

r St

ates

and

Dis

tric

ts to

Aud

it/Ex

amin

e A

sses

smen

t U

sage

12

30

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

REQ

UIR

EMEN

TS

OF

ESSA

:A

CC

OU

NTA

BILI

TY

SYS

TEM

S

Base

d on

ext

ensi

ve fe

edba

ck fr

om d

iver

se s

take

hold

ers,

Con

nect

icut

impl

emen

ted

a m

ultip

le m

easu

res

Nex

t G

ener

atio

n A

ccou

ntab

ility

Sys

tem

in M

arch

201

6 .

Thi

s sy

stem

alig

ns w

ell w

ith E

SSA

whi

ch r

equi

res

a m

ultip

le

mea

sure

s ac

coun

tabi

lity

syst

em t

hat

inco

rpor

ates

:ac

adem

ic a

chie

vem

ent

grad

uatio

n ra

tes

scho

ol q

ualit

y/su

cces

s in

dica

tors

•

stud

ent

enga

gem

ent

•ac

cess

to

adva

nced

cou

rsew

ork

•po

stse

cond

ary

read

ines

s13

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

REQ

UIR

EMEN

TS

OF

ESSA

:A

CC

OU

NTA

BILI

TY

SYS

TEM

S

Aca

dem

ic g

row

th o

n st

ate

asse

ssm

ents

may

be

inco

rpor

ated

by

the

stat

e fo

r el

emen

tary

/mid

dle

scho

ols

as is

alre

ady

plan

ned

by

CSD

E.ES

SA d

isco

ntin

ues

the

Titl

e III

EL

acco

unta

bilit

y sy

stem

and

re

quire

s th

at p

rogr

ess

tow

ard

Engl

ish

prof

icie

ncy

be a

dded

to

the

Titl

e I a

ccou

ntab

ility

sys

tem

(i.e

., N

ext

Gen

erat

ion

Acc

ount

abili

ty S

yste

m).

14

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

REQ

UIR

EMEN

TS

OF

ESSA

:A

CC

OU

NTA

BILI

TY

SYS

TEM

S

Con

nect

icut

will

mai

ntai

n its

focu

s on

al

l sub

grou

ps a

s re

quire

d by

ESS

A w

hile

al

so c

ontin

uing

to

inco

rpor

ate

the

Hig

h N

eeds

sub

grou

p as

it in

clud

es

thou

sand

s of

mor

e st

uden

ts in

to

acco

unta

bilit

y ca

lcul

atio

ns.

Con

nect

icut

’s ac

coun

tabi

lity

syst

em

alre

ady

fact

ors

in t

he 9

5% p

artic

ipat

ion

rate

req

uire

men

t (e

.g.,

scho

ol

clas

sific

atio

ns, d

istin

ctio

n se

lect

ion)

as

expe

cted

und

er E

SSA

.

15

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

REQ

UIR

EMEN

TS

OF

ESSA

:A

CC

OU

NTA

BILI

TY

and

SC

HO

OL

IMPR

OV

EMEN

T

Com

preh

ensi

ve S

uppo

rt a

nd Im

prov

emen

t P

lans

Req

uire

d fo

r:

Low

est-

perf

orm

ing

5% o

f Titl

e I s

choo

ls o

n st

ate

acco

unta

bilit

y in

dex

Hig

h sc

hool

s w

ith <

67%

gra

duat

ion

rate

sSc

hool

s w

ith u

nder

perf

orm

ing

subg

roup

s th

at d

o no

t im

prov

e af

ter

a st

ate-

dete

rmin

ed n

umbe

r of

yea

rs

Scho

ol Im

prov

emen

t P

lans

mus

t in

clud

e:Ev

iden

ce-b

ased

inte

rven

tions

(sch

ool m

odel

s no

long

er r

equi

red)

Ba

sed

on s

choo

l-lev

el n

eeds

ass

essm

ent

Iden

tific

atio

n of

res

ourc

e in

equi

ties

App

rova

l by

scho

ol, d

istr

ict,

and

stat

eM

onito

ring

and

per

iodi

c re

view

by

the

stat

e

16

31

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

REQ

UIR

EMEN

TS

OF

ESSA

: T

EAC

HER

EVA

LUAT

ION

AN

D E

QU

ITY

Tit

le I

stat

e pl

ans

mus

t des

crib

e ho

w t

he s

tate

will

en

sure

tha

t “lo

w-in

com

e an

d m

inor

ity c

hild

ren

enro

lled

in T

itle

I sch

ools

are

not s

erve

d at

disp

ropo

rtio

nate

rate

s by

inef

fect

ive,

out-o

f-fie

ld a

nd in

expe

rienc

ed” e

duca

tors

Tit

le II

auth

oriz

es fu

nds

that

may

be

used

for

stat

e ev

alua

tion

syst

ems

Tit

le II

also

aut

hori

zes

the

Teac

her

and

Scho

ol L

eade

r In

cent

ive

Prog

ram

, a c

ompe

titiv

e gr

ant t

o su

ppor

t in

nova

tive

educ

ator

eva

luat

ion

syst

ems

Not

e: E

SSA

doe

s no

t req

uire

spe

cific

edu

cato

r ev

alua

tion

mea

sure

s or

met

hods

(Con

nect

icut

sta

te

stat

ute

does

, how

ever

)

r

17

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

AR

EAS

OF

FOC

US

FOR

TH

E R

EGU

LATO

RY P

ROC

ESS

IN 2

016

Stat

e ac

coun

tabi

lity

syst

ems

& r

epor

ting

* pr

opos

ed re

gula

tions

pub

lishe

d in

June

201

6

Subm

issi

on o

f sta

te p

lans

*

prop

osed

regu

latio

ns p

ublis

hed

in Ju

ne 2

016

Stud

ent

asse

ssm

ent

* fo

cus

on s

tude

nts

with

disa

bilit

ies

and

Engl

ish le

arne

rs

Tit

le I

fund

ing:

sup

plem

ent,

not

supp

lant

Inno

vati

ve a

sses

smen

t de

mon

stra

tion

aut

hori

ty

18

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

SUPE

RIN

TEN

DEN

T P

OLL

ING

The

nex

t se

ssio

n on

Sep

tem

ber

15th

will

focu

s on

A

ccou

ntab

ility

Sys

tem

s. W

hich

of t

he fo

llow

ing

topi

cs w

ould

you

like

to

lear

n m

ore

abou

t?a)

Con

solid

ated

Sta

te P

lans

b)A

cade

mic

Sta

ndar

ds a

nd A

sses

smen

tc)

Scho

ol Im

prov

emen

td)

Teac

her

Eval

uatio

n an

d Eq

uity

19

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

TO L

EAR

N M

OR

E, C

HEC

K O

UT

TH

ESE

RES

OU

RC

ES

USE

D E

SSA

web

page

http://w

ww.ed.gov/essa?utm

_con

tent=&

utm_m

edium=email&utm_n

ame=&utm_sou

rce=govdelive

ry&utm_term

Nat

iona

l Ass

ocia

tion

of S

tate

Boa

rds

of E

duca

tion

(Ass

essm

ent r

educ

tion)

http://w

ww.nasbe

.org/w

p-conten

t/up

loads/Prociw_A

ssessm

ent-Final.pdf

Nat

iona

l Con

fere

nce

of S

tate

Leg

isla

ture

s (1

3 pa

ge s

umm

ary

of E

SSA

)http://w

ww.ncsl.org/docum

ents/capito

lforum/2015/on

lineresou

rces/sum

mary_12

_10.pd

f

The

Sch

ool S

uper

inte

nden

ts A

ssoc

iati

on (

AA

SA)

(ESS

A r

esou

rces

)http://w

ww.aasa.org/AA

SAESSA

.aspx

Nat

iona

l Ass

ocia

tion

of S

econ

dary

Sch

ool P

rinc

ipal

s (A

rchi

ved

web

inar

s)https://nassp.org/professio

nal-learning/on

line-professio

nal-d

evelop

men

t/archived

-web

inars/every-

stud

ent-succeeds-act-web

inar-series-part-1?SSO

=true

20

32

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

QU

EST

ION

S CO

CC

S

21

Web

inar

#2

will

be

held

on

Thu

rsda

y, SE

PT

EM

BE

R 1

5th

from

2:0

0-2:

45 p

.m.

Topi

c: A

ccou

ntab

ility

Syst

ems,

Stat

e As

sess

men

ts, a

nd R

epor

ting

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

--

Web

inar

#3:

Thu

rsda

y, O

CT

OB

ER

20t

h

from

2:0

0-2:

45 p

.m.

Topi

c: St

ate

Plan

s; C

onsu

ltatio

n an

d Fe

edba

ck

Supp

lem

ent,

not S

uppl

ant,

Com

plia

nce

Rule

s

22

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

Tha

nk y

ou fo

r pa

rtic

ipat

ing

in t

oday

’s w

ebin

ar!

Thi

s re

cord

ed w

ebin

ar w

ill b

e po

sted

with

in o

ne w

eek

in t

wo

loca

tions

: •

Supe

rint

ende

nt’s

Dig

est

on t

he C

SDE

Hom

epag

e •

CT

Cor

e St

anda

rds

web

site

unde

r Pr

ofes

sion

al D

evel

opm

ent

If y

ou h

ave

addi

tion

al q

uest

ions

, ple

ase

cont

act:

Elle

n E.

Coh

n, D

eput

y C

omm

issi

oner

Elle

n.C

ohn@

ct.g

ov

Ajit

Gop

alak

rish

nan,

Chi

ef P

erfo

rman

ce O

ffice

rA

jit.G

opal

akri

shna

n@ct

.gov

23

33

SUPE

RIN

TEN

DEN

TS’

ESS

A W

EBIN

AR

SER

IES

WEB

INA

R 2

:

AC

CO

UN

TAB

ILIT

Y, A

SSE

SSM

EN

T, A

ND

DA

TA C

OLL

EC

TIO

N A

ND

RE

PO

RTIN

G

TH

UR

SDAY

, SEP

TEM

BER

15,

201

6

2:00

–2:

45 P

.M. E

ST

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

LOG

IST

ICS…

TH

ING

S TO

KN

OW

How

to

com

mun

icat

e vi

a W

ebEx

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

How

to

use

the

Polli

ng fe

atur

e

2

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

CSD

E H

OST

S

Elle

n E.

Coh

nA

jit G

opal

akri

shna

nD

eput

y C

omm

issi

oner

Chi

ef P

erfo

rman

ce O

ffice

r

3

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

POLL

Wha

t is

you

r ro

le in

you

r or

gani

zati

on?

a)Su

peri

nten

dent

b)A

ssis

tant

Sup

erin

tend

ent

c)D

istr

ict

Lead

er (D

irect

or,

Supe

rvis

or, o

r C

oord

inat

or)

d)Sc

hool

Lea

der

e)Le

ader

of a

noth

er t

ype

of e

duca

tiona

l org

aniz

atio

n

4

34

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

UPD

ATES

Con

nect

icut

’s ES

SA T

imel

ine

Con

nect

icut

’s St

akeh

olde

r En

gage

men

t Pr

oces

s

ESSA

Res

ourc

esW

ebin

ars

CSD

E ES

SA W

ebpa

ge

5

ge

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

AG

END

A

Acc

ount

abili

ty

Ass

essm

ent

Dat

a C

olle

ctio

n an

d R

epor

ting

6

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

AC

CO

UN

TABI

LIT

Y P

ER E

SSA

Req

uire

d In

dica

tors

Aca

dem

ic a

chie

vem

ent

–pr

ofic

ienc

y on

ann

ual s

tate

su

mm

ativ

e as

sess

men

tsSt

uden

t gr

owth

or

anot

her

valid

sta

tew

ide

acad

emic

in

dica

tor

(ele

men

tary

/mid

dle

scho

ols)

Gra

duat

ion

rate

(fo

ur-y

ear

coho

rt, e

xten

ded

rate

opt

iona

l)Pr

ogre

ss in

ach

ievi

ng E

nglis

h la

ngua

ge p

rofic

ienc

y on

Eng

lish

lang

uage

pro

ficie

ncy

asse

ssm

ents

Sc

hool

qua

lity

or s

tude

nt s

ucce

ss (i

.e.,

stud

ent

enga

gem

ent,

educ

ator

eng

agem

ent,

stud

ent

acce

ss t

o an

d co

mpl

etio

n of

ad

vanc

ed c

ours

ewor

k, po

stse

cond

ary

read

ines

s, sc

hool

cl

imat

e an

d sa

fety

, and

any

oth

er in

dica

tor

stat

e ch

oose

s)7

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

AC

CO

UN

TABI

LIT

Y P

ER E

SSA

(CO

NT

INU

ED)

Subs

tant

ial w

eigh

t to

achi

evem

ent,

grow

th,

grad

uatio

n, a

nd p

rogr

ess

tow

ard

ELP,

and

in t

he

aggr

egat

e, m

uch

grea

ter

wei

ght t

han

the

scho

ol

qual

ity o

r st

uden

t su

cces

s in

dica

tors

8

35

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

CO

NN

ECT

ICU

T’S

NEX

T G

ENER

ATIO

N

AC

CO

UN

TABI

LIT

Y S

YST

EM

Mul

tiple

-mea

sure

s sy

stem

Ba

sed

on e

xten

sive

sta

keho

lder

feed

back

N

o ne

w d

ata

colle

ctio

nLa

unch

ed M

arch

201

6Ve

ry w

ell a

ligne

d w

ith E

SSA

and

sta

te la

wH

ighl

ight

ed in

nat

iona

l pub

licat

ions

9

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

CO

NN

ECT

ICU

T’S

NEX

T G

ENER

ATIO

N

AC

CO

UN

TABI

LIT

Y S

YST

EM U

ND

ER E

SSA

Con

tinue

mea

suri

ng p

rofic

ienc

y th

roug

h th

e pe

rfor

man

ce in

dex

appr

oach

(In

dica

tor

1)C

ontin

ue t

o in

corp

orat

e re

sults

from

gro

wth

mod

el

on S

mar

ter

Bala

nced

ELA

and

Mat

hem

atic

s as

sess

men

ts fo

r gr

ades

4 t

hrou

gh 8

thi

s fa

ll (In

dica

tor

2) Dev

elop

gro

wth

mod

el fo

r th

e En

glis

h la

ngua

ge

prof

icie

ncy

asse

ssm

ent

(LA

S Li

nks)

, mea

sure

pro

gres

s to

war

d En

glis

h la

ngua

ge p

rofic

ienc

y fo

r En

glis

h le

arne

rs, a

nd in

corp

orat

e re

sults

(ad

ditio

n to

In

dica

tor

2)10

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

CO

NN

ECT

ICU

T’S

NEX

T G

ENER

ATIO

N

AC

CO

UN

TABI

LIT

Y S

YST

EM U

ND

ER E

SSA

Con

tinue

with

flex

ibili

ty fo

r R

ecen

tly A

rriv

ed E

nglis

h Le

arne

rs –

thos

e w

hose

initi

al e

ntry

dat

e in

a U

.S. s

choo

l is

less

tha

n tw

o ye

ars

(i.e.

, 24

mon

ths)

pri

or t

o te

st a

dmin

istr

atio

n.

Rec

ently

arr

ived

ELs

mus

t te

st in

all

cont

ent a

reas

ann

ually

from

yea

r 1.

Year

1: N

ot in

clud

ed in

Per

form

ance

Inde

x -A

chie

vem

ent

(Indi

cato

r 1)

fo

r an

y su

bjec

t.

Year

2: I

nclu

ded

in G

row

th (I

ndic

ator

2)

from

yea

r 1

to y

ear

2 in

bot

h EL

A a

nd m

athe

mat

ics

but

not

incl

uded

in A

chie

vem

ent

(Indi

cato

r 1)

Year

3: I

nclu

ded

in b

oth

Ach

ieve

men

t (In

dica

tor

1) a

nd G

row

th

(Indi

cato

r 2)

.11

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

CO

NN

ECT

ICU

T’S

NEX

T G

ENER

ATIO

N

AC

CO

UN

TABI

LIT

Y S

YST

EM U

ND

ER E

SSA

Scho

ol Id

enti

ficat

ion

and

Supp

ort

Iden

tify

scho

ols

in c

ateg

orie

s 1,

2, a

nd 3

in Ja

n. 2

017

Con

tinue

sup

port

to

scho

ols

in c

ateg

orie

s 4

and

5

Iden

tify

new

sch

ools

for

supp

ort

in c

ateg

orie

s 4

and

5 an

d ex

it cu

rren

tly id

entif

ied

scho

ols

mak

ing

prog

ress

(tim

efra

me

TBD

but

ten

tativ

ely

Dec

. 201

8)

12

36

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

POLL

Wha

t is

you

r le

vel o

f kno

wle

dge

of C

onne

ctic

ut’s

Nex

t G

ener

atio

n A

ccou

ntab

ility

Sys

tem

?a)

I had

nev

er h

eard

of i

t pr

ior

to t

his

web

inar

.

b)I a

m ju

st s

tart

ing

to le

arn

abou

t it.

c)I h

ave

a ge

nera

l und

erst

andi

ng o

f the

indi

cato

rs a

nd

the

syst

em.

d)I h

ave

a de

ep u

nder

stan

ding

of t

he in

dica

tors

, the

ir

wei

ghts

, and

the

ove

rall

syst

em.

13

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

CSD

E C

OM

MEN

TS

ON

FED

ERA

L R

EGU

LAT

ION

S

CSD

E co

mm

ente

don

issu

es

whe

re U

SED

was

add

ing

rule

s th

at w

ere

not

in t

he E

SSA

st

atut

e an

dno

t a

requ

irem

ent

at t

he s

tate

leve

l eith

er…

rul

es

that

wou

ld u

nder

min

e th

e po

sitiv

e sh

ifts

we

have

mad

e w

ith t

he N

ext

Gen

erat

ion

Acc

ount

abili

ty S

yste

m.

14

s

14

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

ASS

ESSM

ENT

PER

ESS

A

ELA

and

Mat

hem

atic

s In

eac

h of

gra

des

3 th

roug

h 8

At

leas

t on

ce in

gra

des

9 th

roug

h 12

Scie

nce

Onc

e in

gra

des

3 th

roug

h 5

Onc

e in

gra

des

6 th

roug

h 9

Onc

e in

gra

de 1

0 th

roug

h 12

15

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

ASS

ESSM

ENT

PER

ESS

A (C

ON

TIN

UED

)

Mai

ntai

ns O

ther

NC

LB p

rovi

sion

sA

lignm

ent

to s

tand

ards

A

dequ

ate

tech

nica

l qua

lity

Acc

omm

odat

ions

and

incl

usio

n of

ELs

Indi

vidu

al s

tude

nt r

epor

tsSt

ate

may

pro

vide

for

alte

rnat

e as

sess

men

t al

igne

d to

al

tern

ate

asse

ssm

ent

achi

evem

ent

stan

dard

sU

nive

rsal

par

ticip

atio

n of

all

stud

ents

and

stu

dent

gro

ups,

and

incl

usio

n in

acc

ount

abili

ty s

yste

m; n

ot le

ss t

han

95%

16

37

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

KEY

FED

ERA

L FL

EXIB

ILIT

IES

AVA

ILED

BY

C

ON

NEC

TIC

UT

Tran

siti

oned

to

rede

sign

ed S

AT

as

the

high

sch

ool a

sses

smen

t R

educ

es t

estin

g tim

e fo

r G

rade

11

stud

ents

Enab

les

use

of s

tate

ass

essm

ent

for

colle

ge

adm

issi

ons

Maj

ority

of C

T C

ore

Stan

dard

s ha

ve a

st

rong

/mod

erat

e m

atch

to

rede

sign

ed S

AT17

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

KEY

FED

ERA

L FL

EXIB

ILIT

IES

AVA

ILED

BY

C

ON

NEC

TIC

UT

(CO

NT

INU

ED)

Uti

lized

com

pute

r-ad

apti

ve

test

ing

in E

LA a

nd M

athe

mat

ics

Subs

tant

ially

sho

rter

tes

ts w

hen

com

pare

d to

CM

T

Alig

ned

to n

ew s

tand

ards

Com

para

ble

or b

ette

r re

liabi

lity

than

C

MT

18

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

KEY

FED

ERA

L FL

EXIB

ILIT

IES

AVA

ILED

BY

C

ON

NEC

TIC

UT

(CO

NT

INU

ED)

Impr

oved

Effi

cien

cies

wit

h Su

mm

ativ

e A

sses

smen

t O

ngoi

ng c

lari

ficat

ion

of p

urpo

ses

of a

sses

smen

tSh

orte

r su

mm

ativ

e as

sess

men

ts (

aver

age

time

for

ELA

an

d M

athe

mat

ics

com

bine

d is

less

tha

n 4

hour

s)C

lass

room

tea

cher

s ha

ve m

ore

time

for

the

form

ativ

e as

sess

men

t pr

oces

s an

d th

e us

e of

tar

gete

d, a

ligne

d in

teri

m a

sses

smen

t bl

ocks

Stan

dard

s, no

t th

e su

mm

ativ

e te

st, g

uide

inst

ruct

ion

19

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

OT

HER

OPT

ION

AL

FLEX

IBIL

ITIE

S PE

R E

SSA

Stat

e m

ay e

xem

pt 8

th g

rade

rs fr

om s

umm

ativ

e m

ath

asse

ssm

ent

if st

uden

t ta

kes

stat

e-ad

min

iste

red

adva

nced

mat

h en

d of

cou

rse

exam

.St

ate

may

cho

ose

to a

llow

dis

tric

ts t

o ch

oose

a n

atio

nally

rec

ogni

zed

high

sch

ool a

cade

mic

ass

essm

ent

in p

lace

of s

tate

ass

essm

ent.

Stat

e m

ay u

se c

ompu

ter

adap

tive

test

s. C

AT m

ay a

llow

abo

ve a

nd

belo

w g

rade

leve

l ite

ms.

Stat

e m

ay a

dmin

iste

r st

ate

asse

ssm

ent

thro

ugh

a si

ngle

sum

mat

ive

asse

ssm

ent

or t

hrou

gh m

ultip

le s

tate

wid

e in

teri

m a

sses

smen

ts d

urin

g th

e co

urse

of t

he a

cade

mic

yea

r th

at r

esul

t in

a s

ingl

e su

mm

ativ

e sc

ore.

Stat

e m

ay a

pply

to

part

icip

ate

in a

n in

nova

tive

asse

ssm

ent

and

acco

unta

bilit

y pi

lot

(up

to s

even

sta

tes

coul

d be

gra

nted

).20

38

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

DAT

A C

OLL

ECT

ION

AN

D R

EPO

RTIN

G

Dis

aggr

egat

e st

uden

t ac

hiev

emen

t re

sult

s by

ne

w s

ubgr

oups

Hom

eles

s st

atus

(co

llect

ed t

hrou

gh P

SIS)

Stud

ents

in fo

ster

car

e (r

ecei

ved

from

DC

F)

Stud

ent w

ith a

t le

ast

one

pare

nt in

the

arm

ed fo

rces

(n

ew d

ata

elem

ent

colle

ctio

n st

artin

g in

201

7-18

)

Mig

rant

sta

tus

(col

lect

ed t

hrou

gh P

SIS)

21

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

DAT

A C

OLL

ECT

ION

AN

D R

EPO

RTIN

G

Upd

ate

“rep

ort

card

s” (i

.e.,

the

Prof

ile a

nd P

erfo

rman

ce

Rep

ort)

to

incl

ude

acco

unta

bilit

y sy

stem

res

ults

Stat

es m

ust

incl

ude

at le

ast

95

perc

ent

of s

tude

nts

in

achi

evem

ent

calc

ulat

ions

if

perc

ent

test

ed is

less

tha

n 95

22

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

POLL

Wha

t ar

e th

e th

ree

topi

cs y

ou’re

mos

t in

tere

sted

in

lear

ning

/dis

cuss

ing

mor

e ab

out?

a)T

he N

ext

Gen

erat

ion

Acc

ount

abili

ty S

yste

mb)

Con

nect

icut

’s Sm

arte

r Ba

lanc

ed G

row

th M

odel

c)C

onne

ctic

ut’s

LAS

Link

s G

row

th M

odel

d)N

ext

Gen

erat

ion

Scie

nce

Ass

essm

ents

e)“T

ypes

and

Pur

pose

s of

Ass

essm

ent”

and

Red

ucin

g Tes

ting

Tim

ef)

Dat

a an

d R

epor

ting

Impl

icat

ions

from

ESS

A23

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

QU

EST

ION

S CO

CC

S

24

39

Web

inar

#3

will

be

held

on

Thu

rsda

y, O

CT

OB

ER

20t

hfr

om 2

:00-

2:45

p.m

. Ti

tle I

Und

er E

SSA:

Im

prov

ing

Basic

Pro

gram

s O

pera

ted

by S

tate

and

Loc

al E

duca

tiona

l Ag

encie

s--

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

----

Web

inar

#4:

Tue

sday

, NO

VE

MB

ER

15t

hfr

om 2

:00-

2:45

p.m

. Ti

tle II

& II

I Und

er E

SSA:

Pre

parin

g, Tr

aini

ng, a

nd R

ecru

iting

H

igh-

Qua

lity T

each

ers,

Prin

cipal

s, or

Oth

er S

choo

l Lea

ders

; La

ngua

ge In

stru

ctio

n fo

r Eng

lish

Lear

ners

and

Imm

igra

nt

Stud

ents

25

CO

NN

ECTI

CU

T ST

ATE

DEP

AR

TMEN

T O

F ED

UC

ATI

ON

Tha

nk y

ou fo

r pa

rtic

ipat

ing

in t

oday

’s w

ebin

ar!

Thi

s re

cord

ed w

ebin

ar w

ill b

e po

sted

with

in o

ne w

eek

in t

wo

loca

tions

: •

Supe

rint

ende

nt’s

Dig

est

on t

he C

SDE

Hom

epag

e •

CT

Cor

e St

anda

rds

web

site

unde

r Pr

ofes

sion

al D

evel

opm

ent

If y

ou h

ave

addi

tion

al q

uest

ions

, ple

ase

cont

act:

Elle

n E.

Coh

n, D

eput

y C

omm

issi

oner

Elle

n.C

ohn@

ct.g

ov

Ajit

Gop

alak

rish

nan,

Chi

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S T A T E O F C O N N E C T I C U T DEPARTMENT OF EDUCATION

P.O. BOX 2219 | HARTFORD, CONNECTICUT 06145 An Equal Opportunity Employer

TO: Superintendents of Schools

FROM: Shannon Marimón, Division Director, Talent Office

DATE: April 21, 2016

SUBJECT: Updates on the Reauthorization of the Elementary and Secondary Education Act,

PEAC Recommendations, Ongoing Support of BloomBoard, and Moving from

Compliance to Coherence Conference 2016

On December 10, 2015, President Obama signed into law the Every Student Succeeds Act

(ESSA), which reauthorizes the Elementary and Secondary Education Act (ESEA) and replaces

No Child Left Behind (NCLB). While there are many components within the new law, this

memorandum is focused on educator evaluation and support.

Please note: Connecticut’s current ESEA waiver will remain in effect until August 1, 2016. The

Connecticut State Department of Education (CSDE) is working with the United States

Department of Education (USED) to inform the transition to ESSA.

With respect to educator evaluation and support, ESSA grants states greater flexibility. The

Performance Evaluation Advisory Council (PEAC) remains the body charged with making

recommendations to the State Board of Education (SBE) for amendments to Connecticut’s

current system. PEAC has met on multiple occasions since the passage of ESSA to discuss areas

of potential refinement to the Connecticut Guidelines for Educator Evaluation, as well as

ongoing support for implementation.

On March 9, 2016, PEAC met and made the following recommendations to the SBE:

Annual Educator Evaluation and Support Plan Submission PEAC reached a consensus decision to recommend that local educational agencies

(LEAs) be allowed to continue with their current CSDE-approved plans for the 2016-17

school year. LEAs would not be expected to submit their 2016-17 Educator Evaluation

and Support Plan for CSDE review and approval. If an LEA makes a substantive change

that diverges from its CSDE-approved 2015-16 plan, LEAs would submit an amendment

form for review and approval. A Request for Amendment form can be found on the

CSDE website.

Use of State Test Data in Educator Evaluation PEAC voted to recommend that the SBE extend the current flexibility on the

incorporation of state test data in the evaluation of educators for the 2016-17 school year.

During this time, PEAC will further study the appropriate use of state test data in

educator evaluation.

41

http://www.connecticutseed.org/wp-content/uploads/2015/01/Request_for_EESP_Amendment_2015-16.docx

Superintendents of Schools

April 21, 2016

Page 2

The SBE adopted these recommendations on April 6, 2016, with the understanding that they

fully support and expect the implementation of the required use of state test data starting in the

2017-18 academic year. Please note: All 2015-16 Educator Evaluation and Support Plans are

publicly available on the CSDE website.

Ongoing Support of BloomBoard

As districts are planning for the 2016-17 academic year, we want to provide an update regarding

ongoing support of BloomBoard. Starting in 2013-14, the CSDE, in collaboration with the

Connecticut Association of Schools (CAS), funded perpetual licenses for the BloomBoard

evaluation/observation platform for all LEAs in th

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