Shopping Cart
Your Cart is Empty
Quantity:
Subtotal
Taxes
Shipping
Total
There was an error with PayPalClick here to try again
CelebrateThank you for your business!You should be receiving an order confirmation from Paypal shortly.Exit Shopping Cart

California School Fiscal Services

Providing comprehensive business office and consulting services to K-12 traditional schools and charters

Blog

Blog

Your Cheat Sheet for the Proposed ESSA Accountability Rules

Posted on June 8, 2016 at 12:40 AM
Remember, the best CBOs understand the major issues and pressures of the educational side of the house.  It is very important that we maintain a firm understanding of accountability under ESSA and how that will trickle down to CDE and then us.  These decisions will greatly impact our allocation of resources so we had better have a clear picture of these influences on our respective districts and charters.

This article does a great job of interpreting ESSA in easy to understand language.  Who doesn't love a good cheat sheet!  This is a good one to print out and save.  Believe me when I say these issues will keep coming up in your world.

----------------------------

By Andrew Ujifusa and Alyson Klein

 

It's been close to two weeks since the U.S. Department of Education released proposed regulations for the Every Student Succeeds Act that would govern school accountability. We've touched on several high-profile issues in the draft rules since they were made public, including their requirement for a single overall rating for schools and the tricky shift to ESSA that some schools might face in 2016-17.

 

But below, you can find several of the most important issues in a straightforward, "cheat sheet" format. We've organized the material into three categories:

 

• What ESSA says about the issue in statutory language;

 

• How the proposed ESSA regulations would handle the issue, and;

 

• Some of the reaction to the proposed regulations. (We included this where it was relevant—not every area has gotten serious pushback or praise at this early stage.)

 

Let us know if you think we've missed any major issues in the comments section, or email us at [email protected], or [email protected] You have until Aug. 1 to submit your comments to the department about these proposed rules. They're expected to be finalized at some point after that later this year.

 

Overall School Rating

 

• What ESSA Says: ESSA does not explicitly require states to apply an overall rating to each school in their accountability plans.

 

• What the Draft Rules Say: The regulations require a "summative" rating for each school. States have to have at least three categories of summative ratings. The rating can take the form of a number (say on a scale of 1 to 100), an A through F grade, or it could just be a category (say, "needs improvement", "satisfactory", or "excellent.") Plus, states need to make publicly available any data that informs the overall summative rating. If schools are calculating the rating based on growth, achievement, and school climate, for example, they need to publish that data for parents, alongside the overall score.

 

• The Reaction: Supporters of such a comprehensive rating for schools say the proposal is consistent with the intent of ESSA to provide clear information to educators, parents, and others. Some, however, are concerned that it could undermine alternative methods of school accountability, such as "dashboards" that provide information about various indicators, but don't place a single rating on schools.

 

Test Participation

 

• What ESSA Says: States are still required to test all students annually in English/language arts and math in grades 3-8 and once in high school. But states are allowed to set consequences for schools that don't meet the 95 percent participation threshold. States could also have laws explicitly allowing parents to opt their children out of tests.

 

• What the Draft Rules Say: States must choose one of three sanctions for schools that miss the threshold, such as giving schools the lowest rating on their academic achievement indicators or knocking down their overall ratings. Or else states can submit their own plans for dealing with test-participation problems.

 

• The Reaction: Fans of annual standardized tests say the proposal is appropriate and highlights how important these tests are. However, those friendly to the testing opt-out movement argue the plan is too prescriptive and that states would not get the flexibility they think the law contains when it comes to dealing with high opt-out rates. (If you're thinking the legal environment for opt-out seems complicated or unclear right now, you're not alone.) AFT President Randi Weingarten is among those critical of the proposed rules here, saying they're too punitive.

 

Accountability Indicators

 

• What ESSA Says: States must create an accountability system that relies on both academic indicators like test scores, graduation rates, and English-language proficiency, plus at least one indicator of school quality or student success, which could be teacher engagement, student engagmement, school climate, or anything else the state cooks up that's subject to federal approval of their accountability plans. Each of these indicators must carry "substantial" weight. And the academic indicators, as a group, must be given a weight "much greater" than the school-quality or student-success indicator.

 

• What the Draft Rules Say: The proposed regulations don't define what "much greater" means or give any sense of what would be an appropriate weight for each indicator. They do say, however, that the academic indicators need to give equal weight to math and reading. And they say that the school-quality indicator should be something that research shows will contribute to student achievement or boost graduation rates. (There's research to back up indicators like access to the arts, or science and social studies classes, U.S. Secretary of Education John B. King, Jr. said in a recent interview with Education Week.)

 

Also, the school-quality indicator should be something that shows real differentiation from one school to another. For example, the department is discouraging states from using average daily attendance; it says there's simply not enough variation from school to school, which means it's harder to tell which schools need closer attention and support. Also, importantly, just as with the summative rating, states need to come up with at least three performance levels for each indicator. That means if a state picks, say, teacher engagement, it needs to figure out what it means for a school to have at least high, low, and medium teacher engagement. (States could come up with more than three levels, if they want.)

 

•The Reaction: Mike Petrilli, of the Thomas B. Fordham Institute, thinks the department is attaching too many strings to the school quality indicator. Check out his post here.

 

Subgroups of Students and 'N' Sizes

 

• What ESSA Says: States need to consider the performance of each subgroup of students (that's English-language learners, racial minorities, students in special education, and disadvantaged kids) seperately, no combining of subgroups into "super subgroups." Also, states need to set an "n" size, meaning the minimum number of students in a particular group that a school must have in order for that group to count for accountability purposes. The state gets to pick the "n" size it wants—the department doesn't get to require any particular number. (The thinking behind an "n" size: If a school of 5,000 students only has one English-language learner, it might violate that student's privacy to report the data separately from everyone else's.)

 

• What the Draft Rules Say: The regulations make it crystal clear that super subgroups that combine different groups of students for accountability purposes are prohibited. That's not new, but it shows the department is serious about this issue, even though it allowed super subgroups in waivers from the previous version of the law, No Child Left Behind. The department says that states that want an "n" size of more than 30 had better be able to justify it. (Under NCLB, state "n" sizes ranged from as small as five to as large as 50. Thirty was about average. More on page 40 of this report.)

 

• The Reaction: So far, not much on this. But we'll keep our ears open.

 

Consistently Underperforming Groups of Students

 

• What ESSA Says: States have to identify schools where certain subgroups of students (say, English-language learners or students in special education) are "consistently underperforming." Those schools are supposed to get "targeted support" under ESSA, which means the school comes up with a plan to fix the problem and the district has to monitor its efforts. If the school doesn't get any better after a certain number of years—determined by the district—the district steps in and takes over the turnaround.

 

• What the Draft Rules Say: The proposed rules leave it up to states to decide what "consistently underperforming" means. But these state defintions must incorporate at least one of the following criteria: a) whether the subgroup is on track to meet the state's long-term goals, b) whether the subgroup is performing at the lowest level on any one of the state's academic indicators, c) whether the subgroup is at or below a certain level of performance, compared to the rest of state, d) whether the subgroup is performing way below the state average, or the average of the highest performing subgroup in the state, or e) another factor that the state comes up with.

 

Also, under the regulations, a state is supposed to consider a school as having "chronically underperforming" subgroups of students and step in and fix the problem if the subgroup's performance isn't getting any better after three years.

 

• The Reaction: While the proposed regulatory language seems to jibe with ESSA's statutory language that the term shall be "determined by the State," the Education Trust, a civil rights advocacy group, has argued that the options available to states are too loose, and would allow many states to downplay the performance of struggling students.

 

Turnaround and Intervention Plans

 

• What ESSA Says: There are basically two big buckets of schools to know about here. Schools in "comprehensive support" fall into the bottom 5 percent of performers, high schools where less than 67 percent of students graduate, and those where a particular subgroup of students is performing really poorly, as poorly as kids in schools in the bottom 5 percent of performers in the state. And then there are the schools in "targeted support," are those where a particular subgroup of students is struggling.

 

For schools in comprehensive support, districts come up with an evidence-based plan to fix the problem, monitored by the state. For schools in targeted support, schools must come up with an evidence-based plan to fix the problem, monitored by the district.

 

• What the Draft Rules Say: States need to let parents know if their child's school has been identified for "targeted" or "comprehensive" support. And the state should try very hard to come up with evidence-based interventions that meet the most-rigorous evidence standards. If states want to, they can even come up with a list of preapproved strategies for districts to try.

 

Also, for schools in targeted support, districts should consider whether the school (or even certain populations within the school) are getting access to a fair share of resources, including money and good teachers. Districts also must establish "exit criteria" for when a school no longer needs to be in targeted support (for instance, the students in whatever subgroup was struggling are now performing much better).

 

• The Reaction: So far, not much on this. We'll update this post if we hear more.

 

Identifying Schools for Interventions

 

• What ESSA Says: States are supposed to build an "index" for measuring school performance that includes student achievement, graduation rates, English-language proficiency, and another academic factor (which could be growth on tests). Plus, they have to include another indicator that gets at school quality or students' opportunity to learn (something like school climate, success in advanced coursework, teacher engagement). Schools that perform really badly on these indicators and are found to be in the bottom 5 percent of performers are identified for "comprehensive suppport." Those where a particular subgroup of students are performing poorly are identified for "targeted support."

 

• What the Draft Rules Say: States can't get off the "comprehensive improvement" list just because they have made progress on the school quality indicator—they have to also make progress on an academic indicator. So that means, for instance, that a school with really low math and reading scores that's been able to help fix poor teacher engagement can't get out of improvement status until its math and reading scores get better.

 

• The Reaction: Not a whole lot that we've seen so far, although Petrilli's earlier criticisms about the overall importance school quality indicator can also apply here.

 

Timelines and Deadlines

 

• What ESSA Says: The U.S. Department of Education approves state accountability plans that will begin in the 2017-18 school year. Waivers from the mandates of the previous version of the law, the No Child Left Behind Act, expire on July 1 of this year. The 2016-17 school year is a transition time between the two systems.

 

• What the Draft Rules Say: There are two deadlines to submit these plans, one in March 2017, and the other in July 2017. Although the plans would start in 2017-18, schools with high drop-out rates or schools in the bottom 5 percent of performers must be identified as needing "comprehensive support" based on their 2016-17 outcomes. (Districts with schools in "comprehensive support" need to come up with a plan to fix the problem, which the state is supposed to monitor. If the school doesn't get better after a period of time set by the state—no more than four years—the state has to step in and try a more serious intervention.)

 

• The Reaction: The deadlines may not be easy to deal with, thanks to the presidential transition. The March deadline will be very soon after a new administration takes over. And the July deadline is very close to the 2017-18 academic year. But moving up the deadlines might cut into states' development time for the plans. And the required use of 2016-17 academic data for some school-improvement decisions worries some who say schools would be working in a sort of accountability limbo.


Categories: Supporting Educational Support Systems

Post a Comment

Oops!

Oops, you forgot something.

Oops!

The words you entered did not match the given text. Please try again.

665 Comments

Reply off white
7:09 AM on February 1, 2022 
I am writing to make you know what a magnificent experience our princess encountered reading through your site. She came to understand a lot of issues, most notably what it is like to possess an amazing giving nature to have men and women quite simply thoroughly grasp several problematic subject matter. You really did more than people's desires. Thank you for offering the essential, dependable, explanatory as well as unique tips about this topic to Sandra.
off white https://www.offwhitesoutlet.com
Reply lebron james shoes
7:08 AM on February 1, 2022 
I intended to put you the very little observation to help say thanks a lot over again on the magnificent views you've discussed in this case. It was certainly open-handed of you in giving without restraint exactly what many of us would've supplied as an e book to get some money for themselves, primarily since you might have done it in case you wanted. These advice as well worked as the great way to realize that the rest have the identical dreams much like my very own to know more and more with reference to this matter. I am certain there are a lot more fun instances ahead for those who discover your blog.
lebron james shoes http://www.lebron18shoes.us
Reply moncler jackets
7:07 AM on February 1, 2022 
I want to point out my passion for your generosity supporting those people who absolutely need guidance on this particular subject matter. Your very own commitment to passing the solution all over was surprisingly informative and have always allowed girls much like me to achieve their endeavors. This interesting help and advice indicates so much to me and extremely more to my office colleagues. Thanks a lot; from everyone of us.
moncler jackets http://www.monclerjackets.us
Reply kd shoes
7:07 AM on February 1, 2022 
I must express my gratitude for your kindness for individuals that have the need for assistance with the study. Your real commitment to passing the solution all around became extraordinarily practical and have frequently made others like me to arrive at their targets. Your entire warm and friendly guideline indicates a whole lot to me and even more to my colleagues. Regards; from each one of us.
kd shoes http://www.kevindurant-shoes.us.com
Reply curry 6 shoes
7:05 AM on February 1, 2022 
I precisely had to appreciate you all over again. I do not know the things I might have worked on without the entire concepts discussed by you regarding my area. Previously it was a terrifying dilemma in my view, but understanding a new expert tactic you handled that forced me to cry for contentment. I will be thankful for this service and hope you recognize what an amazing job your are doing training others by way of your website. Most probably you haven't come across all of us.
curry 6 shoes http://www.curry6.net
Reply niqdes
1:33 PM on January 31, 2022 
niqdes fb158acf10 https://tarlibelsappstoog.wixsite.com/kaupocureer/post/patch-sony
-ta-av570-user-build-zip-free-utorrent-x64-windows
https://monikahughes1993.wixsite.com/norulabi/post/torrents-the-s
easons-original-soundtrack-cheat-dubbed-avi-watch-online-watch-on
line-1080
https://fedim1993.wixsite.com/titertrojus/post/coffee-demotivatio
n-us_coffee-is-the-be-imgsrc-ru
https://brigtempchlozquipl.wixsite.com/piechazeri/post/download-n
ba-youngboy-thrasher-music-video-mp3-02-49-min-free-full-download
-all-music
https://knowanhowdiaforke.wixsite.com/diasembturnlea/post/live-1-
fc-union-berlin-vs-borussia-dortmund-online-1-fc-union-berlin-vs-
borussia-dortmund-stream
https://sioglutnevesgoadyc.wixsite.com/climingiukust/post/top-syl
enth1-crack-3-056-for-mac
https://adaravrahy.wixsite.com/sonrediho/post/full-datei-herunter
la-windows-zip-cracked-file
https://hudsonzimit3424ao0.wixsite.com/eardirabto/post/human-anat
omy-and-physiology-marieb-9th-edition-pdf-free-download
https://ebinereccamco.wixsite.com/riopostcabbie/post/ansoff-corpo
rate-strategy-pdf-download
https://trucalenomal.wixsite.com/exuascente/post/free-ar-ld-hoyer
-gitarre-seriennummer-patch-windows-activation-build-32bit-utorre
nt
Reply kyrie irving
12:48 AM on January 30, 2022 
I'm also writing to make you understand what a fantastic encounter my princess had checking your webblog. She learned too many issues, not to mention how it is like to possess an awesome giving nature to have other individuals completely learn about selected impossible subject matter. You actually surpassed our own expected results. Thanks for showing such helpful, healthy, educational and even cool guidance on this topic to Gloria.
kyrie irving http://www.kyrieirvingshoes.us.com
Reply off white jordan 1
12:47 AM on January 30, 2022 
I in addition to my buddies ended up studying the best procedures found on your web blog and all of a sudden developed an awful suspicion I had not expressed respect to you for them. Most of the ladies came for that reason passionate to see all of them and have without a doubt been having fun with them. We appreciate you actually being quite thoughtful as well as for having this kind of exceptional subject matter most people are really desperate to understand about. My personal honest regret for not expressing gratitude to earlier.
off white jordan 1 http://www.offwhitexjordan1.com
Reply golden goose sneakers
12:46 AM on January 30, 2022 
Thanks for all of your effort on this website. My aunt loves going through investigation and it is easy to see why. Almost all know all relating to the powerful manner you produce priceless guidance by means of this blog and even improve participation from other individuals on this area of interest and our child is certainly learning a lot. Take pleasure in the rest of the year. You're doing a remarkable job.
golden goose sneakers http://www.goldengooseshoes.us.org
Reply yeezy
12:45 AM on January 30, 2022 
I enjoy you because of your entire effort on this web site. My aunt takes pleasure in participating in internet research and it's really easy to see why. We all learn all concerning the compelling medium you render both useful and interesting tactics on this blog and in addition improve response from some others on the matter and my princess has always been learning a great deal. Take pleasure in the remaining portion of the year. You are doing a wonderful job.
yeezy http://www.yeezysadidas.us
Reply off white hoodie
12:45 AM on January 30, 2022 
Thanks so much for providing individuals with an exceptionally memorable opportunity to discover important secrets from this blog. It is always very kind and also stuffed with fun for me personally and my office co-workers to search your site on the least thrice in 7 days to see the new guidance you have. And lastly, I am also always fulfilled considering the striking pointers you serve. Certain two ideas on this page are undeniably the most efficient I have had.
off white hoodie http://www.off--white.us.com
Reply yeezy boost
5:49 PM on January 28, 2022 
I and also my guys were actually analyzing the best hints found on your website and instantly came up with a terrible suspicion I never expressed respect to the site owner for those techniques. The men appeared to be as a result very interested to read through them and now have in fact been having fun with them. We appreciate you being well thoughtful and for making a choice on variety of very good things most people are really desirous to discover. My sincere regret for not expressing appreciation to you earlier.
yeezy boost http://www.yeezy-shoes.us.org
Reply jordan 4
9:55 PM on January 27, 2022 
I would like to show my love for your generosity in support of those who really want assistance with this subject matter. Your very own commitment to passing the message all through turned out to be pretty significant and has continuously permitted many people much like me to achieve their targets. Your useful publication can mean this much to me and even more to my peers. Regards; from all of us.
jordan 4 http://www.jordan4.us.com
Reply moncler
9:54 PM on January 27, 2022 
Thanks for your whole work on this blog. Kim delights in managing investigation and it's easy to see why. Most of us notice all about the compelling method you produce informative tips and hints via the web blog and even recommend response from visitors on that content while our princess is actually studying a great deal. Take advantage of the remaining portion of the new year. You are conducting a wonderful job.
moncler http://www.monclercoat.us.com
Reply supreme clothing
9:54 PM on January 27, 2022 
I am writing to make you be aware of what a extraordinary experience our child encountered browsing your web site. She even learned numerous pieces, which include what it's like to have an awesome coaching nature to get the rest completely gain knowledge of some extremely tough issues. You undoubtedly surpassed readers' desires. I appreciate you for coming up with these good, trustworthy, edifying not to mention unique guidance on this topic to Tanya.
supreme clothing http://www.supremeclothingsstore.com