Transcript IRA Legislative Workshop - International Reading Association

IRA Legislative
Workshop
March 2011
Goals

Provide participants with background
on:
• US Federal Government Education Policy
Procedures
• State Government Education Policy
Procedures
• Specific areas

Assist with the development of state
capacity to impact education policy
March 17, 2011
Richard Long, International Reading
Association
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Thursday, March 17 – Hall of the States Room 381
11:30 – 12:00
Registration
12:00 - 1:00
Lunch (provided for all workshop participants)
Discussion of Reading Legislation including:
LEARN Bill
Reauthorization of NCLB
Middle School Reform Legislation
Funding
1:30 – 2:30 Initiatives At Department Of Education And How Reading Will Be
Impacted:
Professional Development
School Improvement Grants
Race To The Top
Other Programs (Investment in Innovation)
2:30 – 3:00
Meeting Your Legislator:
How to deliver your message
Map of Hill
Talking Points
LEARN Bill
Funding for reading programs
3:00 - 5:30
Hill Visits
6:30
Dinner
Reservations
March
17, 2011
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Richard Long, International Reading
Association
Friday, March 18 – Hall of the States Room 337 B
8:30 - 9:00 Breakfast (provided)
9:00 -12:00 Applying Lessons Learned to State Advocacy
How can you help your State and Local Council in
their advocacy efforts?
Selecting Issues
Teaching others how to talk about these issues
Being engaged in the “the process”
12:00 - 1:00 Lunch (provided)
1:00-3:00
Identify Legislative Issues and Set Priorities
Using surveys/Identifying needs
Internet information
Legislative Agenda
Committees
Governors
SEA
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What is going on now?
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Funding
Rewriting ESEA
• Title I
• Race to the Top
• SIG
• LEARN
• IDEA
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Funding - vocabulary
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Fiscal Year
School Year
Forward Funding
Deficit
302(b) allocation
Short-term CR
Long-term CR
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Funding is in three rivers

FY 11
March 17, 2011
FY 12
April 8th
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Debt
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Fiscal Year 2011 Total Outlays
Discretionary Security
2%
Discretionary non-security
(minus ED)
7%
23%
Social Security
16%
Medicare
12%
8%
Medicaid
13%
19%
Other Mandatory (minus ED)
Interest
Department of Education
CEF based on OMB data
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Striving Readers Comprehensive
Literacy
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$250 million - $10 million for State
Literacy Teams
Put in consolidation by President’s
Budget
Cut to Zero in HR 1
Included in Senate Alternative
In short-term CR
Grant Application published March
10th
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Striving Readers/LEARN
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40-40-15
Secondary – Elementary – Age 0 – 5
State competitive applications
State Literacy Teams
Professional Development
Reading & Writing and Oral language
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Priorities in Striving Readers
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Priority 1: Improving Learning
Outcomes.
Priority 2: Enabling More Data-Based
Decision-Making
Competitive Preference Priority:
Effective Use of Technology.
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About the competitive grants
Race to the Top—$4 billion to states to implement
broad-based education reform plans.
State Longitudinal Data Systems—$250 million to states to
improve their data systems.
Impact Aid Construction: Competitive Grants—
$59.8 million to school districts to make emergency
repairs and modernize of their facilities.
Teacher Incentive Fund—Nearly $200 million for
states, districts, and nonprofits to implement
performance-based pay in school districts.
Teacher Quality Partnership Program—$100
promising practices.
million to schools of education and districts to improve
teacher-preparation programs.
Investing in Innovation—$650 million to districts
and nonprofits to scale up
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School Improvement Grants

The Department of Education
Appropriations Act, 2010, provided $546
million for School Improvement Grants in
fiscal year (FY) 2010. In addition, the U.S.
Department of Education (Department)
estimates that, collectively, States have
carried over approximately $825 million in
FY 2009 SIG funds that will be combined
with FY 2010 SIG funds, for a total of
nearly $1.4 billion that will be awarded by
States as part of their FY 2010 SIG
competitions.
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School Improvement Grant (SIG)
Intervention Models
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Turnaround Model: Replace the principal, screen existing
school staff, and rehire no more than half the teachers;
adopt a new governance structure; and improve the school
through curriculum reform, professional development,
extending learning time, and other strategies.
Restart Model: Convert a school or close it and re-open it
as a charter school or under an education management
organization.
School Closure: Close the school and send the students to
higher-achieving schools in the district.
Transformation Model: Replace the principal and improve
the school through comprehensive curriculum reform,
professional development, extending learning time, and
other strategies.
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Tier I
(a) Any Title I school in improvement, corrective action or
restructuring (as defined by Adequate Yearly Progress)
that:
(i) Is among the lowest-achieving five percent in the “all
students” group in reading and mathematics combined
for the past three consecutive years; or
(ii) Is a high school that has a weighted-average
graduation rate that is less than 60 percent based on the
past three years of data.
(b) Any Title I elementary school that:
(i) Has not made AYP for at least the past two
consecutive years; and
(ii) Is no higher achieving than the highest-achieving
school identified in (a)(i) of this section
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Tier II
(a) Any secondary school that is eligible for, but does
not receive, Title I funds and that:
(i) Is among the lowest-achieving five percent of
secondary schools in the “all students” group in
reading and mathematics combined for the past
three consecutive years; or
(ii) Is a high school that has a weighted-average
graduation rate that is less than 60 percent based
on the past three years of data.
(b) Any Title I eligible secondary school that:
(i) Has not made AYP for at least the past two
consecutive years;
(ii) Is no higher achieving than the highestachieving school identified in (a)(i) of this section;
and
(iii) Is in Step 5 of Improvement with a decreasing
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performanceRichard
trend.
Association
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Tier III
Tier III schools are those that are not
identified in the Tier I or Tier II categories
but are Title I schools in improvement,
corrective action or restructuring, as
defined by Adequate Yearly Progress. Tier
III also includes schools that were removed
from Tier I because the total number of
students in the tested grades was less than
30. Additionally, Tier III includes schools
that didn’t qualify as Tier I or Tier II under
the definition of “newly eligible.” Newly
eligible refers to schools described in Tier I
(b) and Tier II (b) above.
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SIG: Eight States Receive Funding to Turn Around
Persistently Lowest Achieving Schools
FEBRUARY 17, 2011
U.S. Secretary of Education Arne Duncan on 2.17.11 announced
that eight states will receive funding to turn around their
persistently lowest achieving schools through the SIG program.

The funds are part of $546 million available to states for the SIG
program in fiscal year 2010. In fiscal year 2009, states received a
total of $3.5 billion for the SIG program.
The states:
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Alaska
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Delaware
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Maryland
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Minnesota
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Nevada
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North Carolina
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Washington
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West Virginia
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Through Race to the Top, States
reforms around four specific areas
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Adopting standards and assessments that prepare students
to succeed in college and the workplace and to compete in
the global economy;
Building data systems that measure student growth and
success, and inform teachers and principals about how they
can improve instruction;
Recruiting, developing, rewarding, and retaining effective
teachers and principals, especially where they are needed
most; and
Turning around our lowest-achieving schools.
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INVESTMENT IN INNOVATION
FUND
Cooperative agreements (for Scale-up grants) and
discretionary grants (for Validation grants and Development
grants) established under American Recovery and
Reinvestment Act of 2009
Description:
Funding to support LEAs, and nonprofit organizations in
partnership with one or more LEAs or a consortium of
schools. Provides competitive grants to applicants with a
record of improving student achievement in order to
expand innovative practices that have an impact on
improving student achievement/growth, closing
achievement gaps, decreasing dropout rates, increasing
high school graduation rates, or increasing college
enrollment and completion rates.
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ESEA
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Federal Role – State & Local
Admin: Blue Print Competitive vs.
Formula
Accountability
Flexibility
Consolidations
Vouchers/SES/Public School Choice
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Key areas
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Early Childhood
Middle & High School
Links between Title I & IDEA & ELL
Accountability
Common Core Standards
Teacher education
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Timing
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Presidential election in 2012
President pushing for action
• 82% of schools will fail AYP in 2012
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Senate working on language – held
hearings in 2010
House
• 13 of 23 members of majority new
• Holding hearings
March 17, 2011
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Literacy Education for All, Results
for the Nation (LEARN) Act
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Provide federal support for
literacy programs
Enhance each state’s role in
improving literacy instruction
Support the creation of local
high-quality literacy programs in
schools
March 17, 2011
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Association
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LEARN Act Senate and House bills
Literacy Education For All, Results For The Nation (LEARN) Act (111th)
Senate Bill Number: S. 2740
Date of Introduction: November 5, 2009
Sponsor(s): Murray (D-WA)
Co-Sponsor(s): Begich (D-AK), Brown (D-OH), Dodd (D-CT), Franken (D-MN),
Sanders (I-VT)
House Bill Number: H.R. 4037
Date of Introduction: November 6, 2009
Sponsor(s): Yarmuth (D-KY)
Co-Sponsor(s): Berkley (D-NV), Berman (D-CA), Boucher (D-VA), Brady (DPA), Carnahan (D-MO), Clay (D-MO), Cohen (D-TN), Connolly (D-VA), Conyers
(D-MI), Courtney (D-CT), Ellison (D-MN), Eshoo (D-CA), Etheridge (D-NC),
Fattah (D-PA), Fudge (D-OH), Grijalva (D-AZ), Gutierrez (D-IL), Hare (D-IL),
Herseth-Sandlin (D-SD), Hirono (D-HI), Loebsack (D-IA), Markey (D-CO),Miller
(D-CA), Norton (D-DC), Pingree (D-ME), Polis (D-CO), Rahall (D-WV),
Richardson (D-CA), Rothman (D-NJ), Sablan (D-MP), Schauer (D-MI), Sestak
(D-PA), Shea-Porter (D-NH)
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SUCCESS IN THE MIDDLE
ACT
(As of March 10, 2011 this bill has not
been re-introduced, but will be
sponsored by Rep. Raul Grijalva (DAZ) and Sen. Sheldon Whitehouse
(D-RI).)
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Success in the Middle
“The middle grades will play a pivotal role in
enabling the nation to reach President Obama’s
goal of graduating all students from high school
prepared for college or advanced career training.
In high poverty neighborhoods, in particular, our
research and school improvement work indicate
that students’ middle grades experiences have
tremendous impact on the extent to which they
will close achievement gaps, graduate from high
school, and be prepared for college.”
Putting Middle Grade Students on the Graduation
Path (Balfanz, 2009)
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Success in the Middle
Solution: Success in the Middle Act
would authorize federal
investments in improving the
education of middle grades
students in low-performing
schools.
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Success in the Middle
States receiving grants would
implement a plan to improve student
achievement that describes what
students are required to know and
do to successfully complete the
middle grades and transition to and
succeed in an academically rigorous
high school that prepares them for
postsecondary education and the
workplace.
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Success in the Middle:
States and districts invest in
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Providing professional development and coaching to
school leaders, teachers and other school personnel
Comprehensive, school-wide improvement efforts schools
containing middle grades (5-8) from which more than
50% of students go on to attend a high school with a
graduation rate of less than 60%, or schools containing
middle grades in which more than 25% of students who
finish their first middle grades year in the school exhibit
key risk factors and early warning signs, including
attendance below 90%; a failing grade in English or math
or two failing grades in any courses; suspension or other
evidence of poor behavior; or schools containing middle
grades in which more than 50% of students in middle
grades do not perform at a proficient level on state NCLB
math and reading tests; and
Implementing student supports, such as extended
learning time and personal academic plans
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President Obama
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Fix a “flawed No
Child Left Behind
Act
Funding for reform
Bill on his desk by
the beginning of
the new school
year
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Ideas in the Budget
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New
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Revised
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From last year
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Key Ideas
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DARPA-ED
Bond
Rewarding Title I Schools
Early Learning Challenge Fund
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ARPA-E
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Advanced Research Projects Agency
$90 million
Pursue breakthrough developments
ni educational technology and
learning systems, support systems
for educators, and tools that improve
educational outcomes
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Pay for Success
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Modeled on the “social impact bonds”
• Creates a funding stream by private and
public sources that is repaid based on
outcomes
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Funded by I3, adult education,
FIPSE, Workforce Innovation Fund,
and PROMISE
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Title I Rewards Schools
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$300 million to LEA staff and
students in high-poverty schools that
are making progress improving
student achievement, closing
achievement gaps, and turning
around low-performing schools
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Early Learning Challenge Fund
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$350 million
The request would fund the first year
of the Early Learning Challenge
Grant in a new ESEA
Fund competitive grants to States
Birth to Kindergarten entry
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Revised ideas
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Race to the Top
• $900 million
• Funds for Districts to apply for
• Rural competition within structure
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School Turnaround Grants
Promised Neighborhoods
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Promised Neighborhood
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Identifying and increasing the capacity of achieving results
for children and youth throughout an entire neighborhood;
Building a complete continuum of cradle-to-career solutions
of both educational programs and family and community
supports;
Integrating programs and breaking down agency “silos;”
Developing the local infrastructure of systems and
resources needed to across the broader region beyond the
initial neighborhood; and
Learning about the overall impact of the Promise
Neighborhoods program and about the relationship between
particular strategies in Promise Neighborhoods and student
outcomes, including through a rigorous evaluation of the
program.
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School Turnaround Grants
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$600 million – formula grants to states, which
would make competitive grants to LEAs to
support the implementation of rigorous
interventions as identified under the Title I
While States and LEAs would have new flexibility
under the reauthorized ESEA to develop their
own improvement strategies and interventions
for most schools, they would be required to
implement specific, meaningful intervention
models in their very lowest-performing schools.
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Consolidations
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Several programs are grouped into
new consolidations
Some were proposed in FY 11
Budget
Some are new
• Excellent Instructional Teams Initiative
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Charters
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New proposal of $372 million for
Expanding Educational Options to
support the creation and expansion
of effective charter schools, other
effective autonomous public schools,
and comprehension systems of public
school choice
March 17, 2011
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Consolidation – Teachers &
Leaders
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$2.5 billion for Effective Teachers &
Leaders – States & LEAs recruit,
develop, retain, and reward effective
teachers and principals
$500 million for Teacher and Leader
innovation Fund – ambitious reforms
$250 million for Teacher and Leader
Pathways
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Teacher and Learning for a
Complete Education
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Literacy – Striving Readers, Even
Start, others - $383 million
STEM - $206 million
Well-Rounded Education - $246
million – teaching in arts, foreign
languages, history, government,
economics, environmental ed, phys
ed, health ed, and other subjects
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Summary of New Budget/ESEA
IDEAS
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Specific ideas linked to specific
activities by specific entities
Tentatively looking at new research
Tentatively looking at new funding
models
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Issues for IRA
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Funding for Literacy
Three areas
• Professional Development – Capacity
• Direct programs – Direct Services
• Research – new ideas
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How to keep up
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IRA’s website – under advocacy
• www.reading.org
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US Department of Education
• www.ed.gov
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Congress – Library of Congress
• http://thomas.loc.gov
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