ESEA Waiver Presentation RPTAC

7/28/2019 ESEA Waiver Presentation RPTAC

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ESEAFlexibilityWaivers

1

Shi4sinStateAccountability

Policies

May2013


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OverviewofPresenta=on

2

I. WhatisaFlexWaiverandwhoiseligible?II. PrinciplesorRequirements

RequirementsundercurrentESEA/NCLB Shisinstateaccountabilitypoliciesunder

ESEAwaivers

III. ConsideraOonsandissuesIV.

Resources


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Who knows what a flex waiver is?

Does your state currently

have an approved flexwaiver?

Has your state applied and is

waiting to hear about

approval?

3


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ESEAFlexibilityWaiver

ProvidesstatesflexibilitytocertainrequirementsofESEA(NCLB)

IniOatedbybamaadministraOoninSeptember2011.

AsofMay20,2013: Thirty-sevenstatesandtheDistrictofColumbia

haveapprovedwaivers

EightstatesplusBIEandPRwithoutstandingrequestsincludeAL,IL,IA,ME,NH,PA,TXandWY

StatesnotrequesOngorwithdrewincludeCA,MT,NE,ND,VT AconsorOumofLEAsinCAhavepending

applicaOon.


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ESEAFlexibility:CurrentStatusinOSEPRegionV

5

State ESEAWaiverStatus

Arizona

BureauofIndianEducaOon Pending:Applied9/12

Colorado

Kansas

Montana Hasnotapplied

Nebraska Hasnotapplied

NewMexico

NorthDakota Withdrew

SouthDakota

Utah

Wyoming Pending:Applied3/13


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ESEARequirementsUnderNCLB

6

StatesrequestedwaiversfromseveralrequirementsofthecurrentiteraOonofthe

federalElementaryandSecondaryEducaOonAct

(ESEA)passedin2001,knowntomanyastheNo

ChildLeBehindAct(NCLB).

BeforeexploringwherestatesareheadedundertheirapprovedwaiverapplicaOons,letsreview

wherewevebeenbyre-visiOngcurrent

requirementsunderNCLB/ESEA.


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UnderNCLB:

StatesthatreceivedfederalTitleIfundingwererequiredtoestablishyearlytargetsorannualmeasurableobjecOves(AMs)forthepercentage

ofstudentsexpectedtoscoreattheproficientleveloraboveonstatereadingandmathassessmentsandonatleastoneotheracademicindicator.

Inhighschool,thisaddiOonalindicatormustincludegraduaOonrate.

Forelementaryandmiddleschools,manystateschoseaendancerate.


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UnderNCLB:

AMshadtoriseonatrajectorythatledto100%ofstudentsreachingproficiencybytheendofthe2013-14schoolyear.

Tomakeadequateyearlyprogress(AYP),aschoolordistricthadtomeeteveryAMfortheoverallstudentpopulaOonaswellaseachstudentsubgroup.

ExcepOonsforsmallsubgroupsizeandsafeharborprovision.

Statesalsohadtoinclude95%ofstudentsineachsubgroupinstatesassessments.


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UnderNCLB:

SchoolsanddistrictsreceivingTitleIfundsthatfailedtomakeAYPfortwoormoreconsecuOve

yearswereidenOfiedforimprovement.

Consequencesincluded: fferingpublicschoolchoice Supplementaltutoringservices

IfschoolsordistrictsconOnuedtofailtomakeAYP,theywereplacedundercorrecOveacOon

andeventuallyrestructuring.


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NCLBCriOcism

AccordingtotheCenteronEducaOonPolicy(CEP),NCLBhasbeencriOcizedforseveralreasonsincluding:

100%proficiencygoal,whichmanyconsiderunrealisOc.

ver-idenOficaOonofschoolsforimprovementbecauseofmanyperformancehurdlestomakeAYP.In2010-11schoolyear,49%ofallpublicschoolsfailedtomakeAYP.

ver-simplificaOonofdecisionsaboutschoolperformance(e.g.,schoolseithermadeAYPorthey

didnt). ne-size-fits-allapproachtosancOons.


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NCLBPraise

However,manyadvocatesandfederalofficialsacknowledgethebenefitsofNCLBforstudentswithdisabiliOesandotherstudentgroups.

In2011tesOmonytoCongress,U.S.SecretaryofEducaOonArneDuncansaid,NCLBwasrighttoshineabrightlightonachievementgapsandsetaclearexpectaOonthatallstudentsmustlearntothesamestandards.

Hewentontosaythat,ThishasledtogreatprogressinschoolsfocusingmoreontheneedsofEnglishlearnersandstudentswithdisabiliOesandotherat-riskstudents.


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ESEAFlexibility

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InSeptember2011,theU.S.DepartmentofEducaOonofferedstatestheopportunitytoapply

forwaiversfromsomerequirementsofNCLB.

TheU.S.DepartmentofEducaOonswaiverprogramofferedflexibilityrelatedtothreemajor

aspectsofNCLB:

1. 2013-14deadlinefor100%proficiency2. Schoolanddistrictimprovementand

accountabilityrequirements3. UseoffederaleducaOonfunds


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ESEAFlexibility

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Inexchangeforthisflexibility,statesapplyingforwaivershadtoagreetoimplementreformsinfourkeyareas:

1. CollegeandcareerreadyexpectaOonsforallstudents

2. DifferenOatedrecogniOon,accountability,andsupportforschoolsanddistricts

3. SupporOngeffecOveinstrucOonandleadership

4. ReducingduplicaOonandburdenonschoolsanddistricts


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ESEAFlexibilityPrinciple1:CollegeandCareerReadyforAllStudents

1

Adoptcollege-andcareer-readystandardsinreadingandmathemaOcs

TransiOontoandimplementstandardsstatewideforallstudentsandschools

Developandadministeraligned,high-qualityassessmentsthatmeasurestudentgrowth

AdoptcorrespondingEnglishlanguageproficiencystandardsandalignedassessments

2011-12 2012-13 2013-14 2014-15

Adopt CCRstandards

Administerassessments

Implement CCR standardsand pilot assessments


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StateshavetwoopOonsforcollege-andcareer-readystandardsinreadingandmathemaOcs:

1. AdopttheCommonCoreStateStandards2. AdoptstandardsthathavebeenapprovedandcerOfiedbyastatenetworkofIHEs

Acrossthecountry(45statesand3territories)manystateshaveadoptedtheCCSS.Virginiaisanexample

ofastatewhosewaiverapplicaOonwasapprovedbutchosetoadopttheirownstandards.


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CommonCoreStateStandardsAdop=onbyState


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Tobeeligibleforawaiver,statesmustalsodevelopannual,statewidehigh-qualityassessmentsinat

leastreading/languageartsandmathemaOcsfor

gradesthreethrougheightandatleastonceinhigh

schoolthatarealignedwithitscollege-andcareer-readystandardsandthatmeasurestudentgrowth.

InaddiOon,statesmustpilottheseassessmentsnolaterthanthe20132014schoolyearandmust

administersuchassessmentsonanannualbasis

beginningnolaterthanthe20142015schoolyear.


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Test Development Consortia

SmarterBalancedAssessmentConsorOum(SBAC)

PartnershipforAssessmentofReadinessforCollegeand

Careers(PARCC)


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AlternateAssessments

Tobeeligibleforawaiver,statesmustprovideforalternateassessmentsbasedongrade-levelacademicachievementstandardsoralternateassessmentsbasedonalternateacademicachievementstandardsfor

studentswiththemostsignificantcogniOvedisabiliOes. Stateswithapprovedwaiversarenolongerallowedto

usealternateassessmentsbasedonmodifiedacademicachievementstandards.

StudentswithdisabiliOeswhocurrentlyparOcipateinalternateassessmentsbasedonmodifiedacademic

achievementstandardsmustbeincludedinthehigh-qualityassessmentsbasedongrade-levelacademicachievementstandardsnolaterthanthe20142015schoolyear.


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Alternate Test DevelopmentConsortia

DynamicLearningMapsAlternateAssessmentSystemConsorOum(DLM)

NaOonalCenterandStateCollaboraOve(NCSC)Alternate

Assessment AmericanInsOtutesfor

Research(newlyformed)


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EnglishLanguageProficiencyAssessments

Tobeeligibleforawaiver,statesmustadoptELPstandardsthatcorrespondtotheStatescollege-and

career-readystandardsnolaterthanthe

20132014schoolyear. Statesmustalsodevelopandadministerhigh-

qualityELPassessmentsalignedwiththeStatesELP

standards.


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ELL Test Development

AssessmentServicesSupporOngELsthroughTechnologySystems(ASSETS)


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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts

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DevelopsystemtoensureconOnuousimprovementinallTitleIschools

SetambiOousbutachievableperformancetargets ProviderecogniOonforhigh-progressandhighest-performing

schools

EffectdramaOc,systemicchangeinthelowest-performingschools IdenOfyandimplementintervenOonsinschoolswiththegreatest

achievementgapsandwithsubgroupsthatarefurthestbehind

Buildstate,district,andschoolcapacitytoimprovestudentlearninginallschools

2011-12 2012-13 2013-14 2014-15

Set newtargets

Recognize schools, implement interventions & build capacity


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2

Itwillbeimportanttoexploreseveraloftheseelementsinmoredetail.

TheCenteronEducaOonPolicyinanctober2012reportidenOfiedseveralaccountabilityissuestowatchunder

ESEAwaiversincluding:

Goals,AMs,andMethodsforDeterminingProgress

CategoriesofSchoolsandDifferenOatedIntervenOons

TreatmentofStudentSubgroups


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Goals,AMs,andMethodsforDeterminingProgress:

StateswithwaiversmayreplaceNCLBs2013-14100%proficiencygoalwithoneofthreeapprovedsubsOtutes:

pOonAReducetheachievementgapbetweensubgroupsofat-riskstudentsandallstudentsbyhalfwithinsixyears(11states)

pOonBAchieve100%proficiencyforallstudentsby2020(1state,Arizona)

pOonCAnotherstate-designedtargetthatisambiOousbutachievableandthatrequireschools

andsubgroupsthatarefurtherbehindtomakegreaterratesofannualprogressthanotherschoolsandsubgroups(23states)


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StateswithwaiversdonothavetomakeAYPdecisionsbutmustsOllestablishannualmeasurableobjecOves

(AMs)andreportpubliclyontheprogressofschools

anddistrictstowardAMsbyallstudentsubgroups. Andaslongasstatescuttheachievementgapinhalf,ata

minimum,theymaysetdifferentAMsfordifferent

groupsofstudents,schools,ordistricts.

AccordingtoanEducaOonWeekanalysisofapprovedwaiverapplicaOons,onlyeightstates(AZ,C,MI,M,NV,NM,SC,andR)setthesametargetsforallstudents.


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Summaryofstate-setgoalsandAMsfromEducaOonWeek:

ThewaiversissuedbytheU.S.DepartmentofEduca


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ManystatesincludeelementsbeyondreadingandmathachievementwhencalculaOngAMs.

InsteadoftheAYPmeasure,statesmaynowdevelopnew,state-specificmeasurestouseformajoraccountabilitydecisions.

ManystateshavechosentocreatemulOfacetedperformanceindexes.


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AccordingtotheCenteronEducaOonPolicy,ThesealternaOvemeasuresvarywidelyintheirscope,complexity,

andtransparency(andare)substanOallymorecomplexthan

theAYPprovisionsineveryrespect.

InaddiOontostudentproficiencyandgraduaOonrates,theymayincludeindividualstudentgrowth,testparOcipaOonrates,

aggregateprogressinraisingachievementorreducinggaps,

andvariousindicatorsofcollegeandcareerreadinesssuchas:

ACTorSATscores Careerandtechnical(CTE)cerOficaOons AdvancedPlacement(AP)testparOcipaOonorscores Postsecondaryaendancerates


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CategoriesofSchoolsandDifferenOatedIntervenOons:

TheseindexeswillbeusedtoidenOfylow-performingschoolsforintervenOonsandrewardhigh-performingschools.

StateswithwaiversmustidenOfyschoolsinatleastthesethreecategories:

1. Reward(SchoolsdemonstraOnghighperformanceorhighlevelsofprogress)

2. Priority(Schoolsthatareamongthethelowestperforminginthestate;musttotalatleast5%ofthestatesTitleIschools)

3. Focus(Schoolswithlargeachievementgapsbetweensubgroupsoroneormorelow-performingsubgroups)


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SomestateswithwaiverswilllimitschoolidenOficaOontothosethreecategories(Reward,Priority,andFocus).

However,otherstatesplantoidenOfyuptoninecategories. nepaernthatemergesacrossstatesistheuseofa

leeredgradingsystem(A,B,C,D,orF)orfive-stargrading

systemswhereleerscorrespondthecategoriesofReward,

Priority,andFocus.


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StateswillhavelaOtudeindeterminingintervenOonsforFocusschools.IntervenOonsshouldaddresstheneedsofthespecific

studentpopulaOonswithintheschool.

ntheotherhand,thewaiverguidelinessOpulatethatintervenOonsinPriorityschoolsfollowaprescripOvesetof

turnaroundprinciples,whichmayincludereplacingineffecOve

principalsorstaff.


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TreatmentofStudentSubgroups:

AlthoughstatesmustsOllcalculateandreportprogresstowardAMsforeachstudentsubgroup,theycanbasemajoraccountability

decisionsonmorebroadlydefinedorcombinedsubgroups.

Examplesofstatescombinedsubgroupsinclude: CombinedgroupofAfricanAmerican,LaOno,andlow-income

students

CombinedgroupofEnglishLanguageLearnersandstudentswithdisabiliOes

Lowestperforming25%ofstudents

Thisisadeparturefrombasingaccountabilitydecisionsontheperformanceofseparatesubgroups(e.g.,studentswithdisabiliOes,

EnglishLanguageLearners,studentsinvariousracial/ethnicgroups).


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TreatmentofStudentSubgroups

ThisshiFtosupersubgroupscouldmakeiteasierforlarge,

diverseschoolstodemonstrateprogressbecausetheywillhave

fewerhurdlestosurmount.Atthesame


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ESEAFlexibilityPrinciple3:Suppor=ngeffec=veinstruc=onandleadership

35

TeacherandprincipalevaluaOonandsupportsystemsthat:

WillbeusedforconOnualimprovementofinstrucOon MeaningfullydifferenOateperformance UsemulOplevalidmeasures,includingstudentgrowth Evaluateteachersandprincipalsonaregularbasis Provideclear,Omely,andusefulfeedback Willbeusedtoinformpersonneldecisions

2011-12 2012-13 2013-14 2014-15

Adopt state

guidelines

Implement

localsystems

Develop

localsystems

Pilot local

systems


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Toreceiveawaiver,statesmustcommittodevelop,adopt,andimplementteacherandprincipalevaluaOonandsupportsystems

that,amongotherrequirements:

MeaningfullydifferenOateperformanceusingatleastthreeperformancelevels;

UsemulOplevalidmeasuresindeterminingperformancelevels,includingasasignificantfactordataonstudentgrowthforall

students(includingEnglishLearnersandstudentswith

disabiliOes),andothermeasuresofprofessionalpracOce(which

maybegatheredthroughmulOpleformatsandsources,suchas

observaOonsbasedonrigorousteacherperformancestandards,teacherporolios,andstudentandparentsurveys);

Willbeusedtoinformpersonneldecisions.


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Considera=onsandIssues

37

Inclosing,itisimportanttonoteissuesthathave

generateddiscussionamongadvocatesandpolicy

analystsincludingsomespecifictospecialeducaOon:

Complexityandtransparencyofnewstateaccountabilitysystems

Treatmentofstudentsubgroups TeacherevaluaOonsforeducatorsofstudents

withdisabiliOes

Alignmentwithearlychildhood


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Complexityandtransparencyofstateaccountabilitysystems:

Someanalystshaveexpressedconcernsabouttheunderstandabilityandtransparencyofstatesnewaccountabilitysystems.

AstheCenteronEducaOonPolicyexplains,Manyofthesestatestakesomanyfactorsintoaccountthatitmaybedifficultforschoolstafftounderstandhowtheirperformanceisbeingmeasured.

TheCenteralsoworriesabouttheimpactofthisincreasedcomplexityonparentsandthepublicsunderstandingofeducaOonalaccountability.


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Treatmentofstudentsubgroups:

Manystatesareusingfewerandmorebroadlydefinedsubgroupstomakemajoraccountabilitydecisions.

AccordingtotheCenteronEducaOonPolicy,thisislikelytoresultinmoreschoolsbeingheldaccountablefortheperformanceofdisadvantagedstudentsbecausethebroadergroupswilloenbelargerthanastatesminimumsubgroupsize.

TheCenteralsofeelsthatitisnotyetclearwhethersupersubgroupswillresultinmoreorlessaenOontotheneedsofcertainpopulaOonsincludinglow-income

students,studentswithdisabiliOes,English-LanguageLearners,andracial/ethnicgroups.


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0

Treatmentofstudentsubgroups:

Someadvocatesareconcerned. Forexample,theNaOonalCenterforLearning

DisabiliOesandtheAdvocacyInsOtutehaveexpressed

concernthatthenewaccountabilitypoliciesapprovedthroughtheESEAwaiverprocesswilllowerexpectaOonsforstudentswithdisabiliOesandreduceschool,district,andstateaenOonpaidtotheachievementofspecialpopulaOons.

However,theEducaOonTrust,aWashington-basedgroupthatadvocatesonbehalfofdisadvantaged

children,supportsthewaiverprocessandfeelsthegoalsitoutlinesarerealisOcandambiOous.


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1

TeacherevaluaOonsforeducatorsofstudentswithdisabiliOes:

EvaluaOngteachers,inpart,basedontheirstudentsacademicachievementand/orgrowthisacomplicatedendeavor.

ApplyingsuchsystemstoeducatorsofstudentswithdisabiliOesisevenmorecomplex.

TheCouncilforExcepOonalChildren(CEC)assertsthatveryfewstatesanddistrictsareaddressingtheuniquechallengesassociatedwithevaluaOng

specialeducaOonteachers,andthisisanareawheremuchworkremains.


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2

TeacherevaluaOonsforeducatorsofstudentswithdisabiliOes:

TheCECconvenedanexpertadvisorypanelrecentlyto

explorethisissueandidenOfiedseveralpotenOal

challengesthatrequireaddiOonalresearchand

invesOgaOonincluding:

v AccuratelymeasuringgrowthofstudentswithdisabiliOesv Useofvalue-addedmodelsv UsingaccuratemeasuresofinstrucOonalpracOcev TrainingonobservaOonprotocolsv

IncorporaOngco-teachingv Movementofstudents


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3

AlignmentwithEarlyChildhood

Howhavestatesincludedyoungchildrenintheirwaivers?

Howwereearlychildhoodstakeholdersinvolvedinthewaiverprocess?


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NAEYChasalsodiscussedbothcauOonsandopportuniOesfortheECEcommunitywithregardstotheadopOonandimplementaOonoftheCommonCoreStateStandards.

Cau=onsincludedpotenOalpressureonECprogramstofocusmoreonEnglishlanguageartsandmath,theabsenceofsocialemoOonaldevelopmentasafocusarea,andthelackofaenOontothewholechild.

Opportuni=esincludedauniqueopportunitytoadvocateforpracOcessuccessfullyusedinECEthat

couldbeadoptedinaK-12space(e.g.,developmentallyappropriatepracOce).


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Resources

5

U.S.DepartmentofEducaOonESEAFlexibilitywebsitehp://www.ed.gov/esea/flexibility

CenteronEducationPolicyreports,GeorgeWashingtonUniversityhp://www.cep-dc.org/

PresentaOonfromU.S.DepartmentofEducaOonat2012SEPLeadershipConference

hp://leadership-2012.events.tadnet.org/pages/128

EducaOonWeekanalysisandreporOnghp://www.edweek.org/


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Resources

6

CouncilforChiefStateSchoolfficers(CCSS)WaiverInteracOveMap

hp://www.ccsso.org/Resources/Programs/ESEA_Flexibility.html

RRCPStudentPerformanceandAchievement(SPA)PriorityTeamSTAARSwebsitehp://spa.sites.tadnet.org/pages/96

ExcerptsfromAnalysesofApprovedESEAFlexibilityWaiversonStudentswithDisabiliOes(CII)

hp://www.centerii.org/leaders/resources/

20120918ExcerptsfromApprovedFlexibilityWaiversSWDs-rev.pdf

CouncilforExcepOonalChildrenwww.cec.sped.org

ESEA Waiver Presentation RPTAC

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