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Reauthorization is Proceeding Slowly Because There is No Consensus Very complex and technical issues, e.g., testing Six years of complaints from educators have taken a toll on Members and staff Six years of bashing by prominent researchers and sown doubt about methods and directions

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reauthorization is proceeding slowly because there is no consensus
Reauthorization is Proceeding SlowlyBecause There is No Consensus

Very complex and technical issues, e.g., testing

Six years of complaints from educators have taken a toll on Members and staff

Six years of bashing by prominent researchers and sown doubt about methods and directions

Six years of implementation decisions that left friends and foes scratching their heads have sapped confidence

Three election cycles where new members of Congress ran against NCLB built a reservoir of ill will

Republican rediscovery of federalism

Tension among Key Senators on the HELP Committee who were not consulted about reauthorization

pontiac v spellings a ruling worth waiting for
Pontiac v. SpellingsA Ruling Worth Waiting For

Because statutes enacted under the Spending Clause of the United States Constitution must provide for notice to the States of their liabilities should they decide to accept federal funding under those statutes, and because we conclude that NCLB fails to provide clear notice as to who bears the additional costs of compliance, we REVERSE the judgment of the district court and REMAND this case for further proceedings consistent with this opinion.

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

slide3

Pontiac v. Spellings

A Decision Worth Waiting For

  • Key point: Congress must make the cost of participation and the extent to which state and local funds will be required clear and unambiguous to any state or school district that participates in ESEA.
  • U.S. Dept. of Ed requested an en bank hearing – due in the next few months
foreshadowing the house bill house discussion draft limits options
Foreshadowing the House billHouse Discussion Draft Limits Options

Multiple measures permitted,but limited to:

Elementary- Another statewide test

Secondary - A statewide test, graduation rate, increases in rates taking AP, IB, QualityCore and other courses and increases in college attendance rates

Growth measures permitted butlimited to USED definition.

Value Added - based on single snap shot tests

foreshadowing the house bill p roposed graduation rate calculations
Foreshadowing the House billProposed Graduation Rate Calculations

Creates a national calculation of graduation rate.

Allows for a 4 or 5 year graduation cohort.

1 percent of students with disabilities excluded from calculation.

90 percent of all students from each of the disaggregated subgroups must meet graduation requirements.

Or there must be growth/ improvement in those categories.

foreshadowing the house bill special education assessment
Foreshadowing the House billSpecial Education Assessment

Concern: “1 percent” rule for alternate assessments—“not scientifically defensible.”*

Discussion draft codifies USED 1% and 2% special education testing rules.

The draft allows for a waiver of the 2% rule to 3% but there is limited opportunity for the 1%

Out of level testing is NOT in discussion draft

Staff is dubious about out of level testing.

Disability community is having a large impact.

USED regulations only allow it in the 1%.

But, accurate assessment of some students requires a rich trove of information about where students start and their progress across the years of their schooling

*Reid Lyon, in the Title I Monitor, May 2005

foreshadowing the house bill proposed ell assessment
Foreshadowing the House billProposed ELL Assessment

New reliance on native language assessments.

States required to develop native language assessments for any group that makes up 10% of the student population.

Can use for up to 5 years, with 2 additional years possible.

Questions about validity of native language assessments.

foreshadowing the house bill proposed comparablility the unions object
Foreshadowing the House billProposed: COMPARABLILITYThe Unions Object

‘‘(A) COMPARABLE FUNDING IN GENERAL.—Except as provided in paragraphs (4) and (5), a local educational agency may receive funds under this part only if the average expenditure per pupil, of State and local funds for teacher salaries, in the schools served under this part is equal to or greater than the average expenditure per pupil, of State and local funds on teacher salaries, in schools that are not receiving funds under this part.

foreshadowing the house bill pay for performance title ii the unions object
Foreshadowing the House bill? Pay for PerformanceTitle II- The Unions Object

Provide higher salaries to principals and teachers with at least 3 years of experience, including teachers certified by the National Board for Professional Teaching Standards, if the principal or teacher agrees to serve full-time for a period of 4 consecutive school years at a public high-need elementary school or a public high-need secondary school.

foreshadowing the house bill more reports plans studies and staffing mandates
Foreshadowing the House billMore Reports, Plans, Studies and Staffing Mandates

14 new reports, studies, plans and staffing mandates required in Title I of the discussion draft

32 new reports, studies, plans and staffing mandates required in Titles II-XI of the discussion Draft

The Grand Champion of New Mandates is the Stuart McKinney Education for Homeless Children and Youth Act with 12 new requirements

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

reframing esea connecting 93 disjointed programs to focus more on high poverty schools
Reframing ESEA Connecting 93 disjointed programs to focus more on high poverty schools

1965

2002

ESEA

4 Titles containing 3 grant programs

No Child Left Behind

11 Titles containing 93 grant programs

slide12

Providing Systemic Support

to Improve Educational Outcomes

Full Support and Services

Special Populations

ELL, Native American, special education etc

Eligibility

Special Conditions

rural isolation, federal installations, etc

Continuum of Support Based on A Continuum of Need

Limited Support and Services

Low

High

Poverty

slide13

AASA’s 2008 Legislative Agenda All Children Will Learn

Continuum of Services, Continuum of Need

+++

Additional Supports and Services Available to Schools With Special Populations and Conditions

Services and Support

+++

0 – 20 % Poverty

21 – 60 % Poverty

60 - 100% Poverty

Poverty Level (free/reduced lunch)

reframing esea aasa proposal
Reframing ESEAAASA Proposal
  • A continuum of systemically related services and support based on a continuum of need --Replacing 43 years of disconnected additions
    • Need based primarily on poverty – percentage
    • Need also includes special populations - numbers and percentage
    • Need also includes special conditions – e.g. rural isolation

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

reframing esea three key assumptions
Reframing ESEAThree Key Assumptions
  • The federal share of K-12 spending (8%) will not change in the near term
  • Money makes a differencemore money (wisely spent)appropriate instruction Better educational outcomes
  • Adding health and human services More wisely spent money & appropriate instructionEven better educational outcomes

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

slide16

Reframing ESEAAASA Proposal

  • A continuum of services and support starts with
    • Educational Support
      • The best and latest research findings
      • Information about best practices
      • Professional development funding
      • Full scholarships with 5-year teaching commitment

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

slide17
A more robust menu of support for high poverty schools would include:

Nearly all programs in ESEA

Physical and mental health care

Childcare

Early childhood education

Full funding for Head Start

After school care, and enrichment and recreational programs

Home instructional support

Reframing ESEAAASA Proposal

elements of the aasa legislative agenda standards
Elements of the AASA Legislative AgendaSTANDARDS

High standards for all children.

Standards include mastery of basic skills & higher-order thinking skills.

State-developed standards

Voluntary national standards developed by national professional organizations

Alignment of standards, curriculum, instruction, assessment and professional development

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

elements of the aasa legislative agenda accountability
Elements of the AASA Legislative AgendaACCOUNTABILITY

Clear, accurate measures

Hold states accountable for appropriate support, monitoring and connecting state and federal programs

Holding school systems accountable student learning

Evaluate program effectiveness using multiple sources of evidence.

Interventions focused on building capacity

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

elements of the aasa legislative agenda measuring learning
Elements of the AASA Legislative AgendaMEASURING LEARNING

Growth measures - multiple sources of evidence beginning with level of learning

School and student performance based on more than a single measure

Special education students measured in accordance with the student’s Individualized Education Program (IEP) - no arbitrary caps

English language learners measured in a language they understand by fair, appropriate assessments based on level of proficiency.

Accountability system transparent and fair to all students

Disaggregate data to inform parents and the public and make decisions about teaching and learning

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

elements of the aasa legislative agenda research support
Elements of the AASALegislative AgendaRESEARCH SUPPORT

All federal research transparent and widely disseminated to teachers and administrators

Research topics chosen to identify best practices for closing the achievement gap and improving the quality of education .

Need federally-funded research regarding high-quality professional development for all educators.

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

elements of the aasa legislative agenda professional improvement
Elements of the AASALegislative AgendaPROFESSIONAL IMPROVEMENT

Funds to encourage teachers to work in hard-to-staff schools in urban and rural areas.

Support enhanced teacher salaries across all school systems, including incentives such as loan forgiveness.

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

elements of the aasa legislative agenda health and human services
Elements of the AASALegislative AgendaHEALTH AND HUMAN SERVICES

Federal help to for children in their first five years of life

Federal leadership to help build and support an economic system that sustains families above the poverty level, providing access to quality jobs and acceptable wages.

The federal funding for social intervention before children start school.

Universal health care system that starts with prenatal care and includes school-based, school-linked and community health clinics.

Federal funding and access to mental health care.

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

slide24
Medicaid reimbursements school-based administrative and transportation claims

Early childhood education for all children starting at age three

Full funding for Head Start and alignment public education and Head Start.

Access to high-quality child care for families in poverty, including the working poor.

Engagement of families in schools and recognizes the vital importance of parents/guardians in the success of each child.

Elements of the AASALegislative AgendaHEALTH AND HUMAN SERVICES

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

next steps a call to action
Next Steps: A Call to Action

With bills being proposed in both houses, make sure your voice is heard.

School Administrators must activate on ESEA.

They will make these decisions with or without you.

Better outcomes happen when you are involved.

Get involved, make a call, don’t assume that someone else will do it!

Be sure to get to know the Education LA in DC!