Transcript Slide 1

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
• 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
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
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
• 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 but limited to
USED definition.
– Value Added - based on single snap shot
tests
Foreshadowing the House bill
Proposed 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
• Concern: “1 percent” rule for alternate assessments—“not scientifically
defensible.”*
*Reid Lyon, in the Title I Monitor, May 2005
• 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
Foreshadowing the House bill
Proposed 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
• ‘‘(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
• 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
•
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
1965
ESEA
4 Titles containing 3
grant programs
Migrant Council
Jan. 2003
2002
No Child Left
Behind
11 Titles
containing 93
grant programs
11
Providing Systemic Support
to Improve Educational Outcomes
Full Support
and Services
Special Populations
ELL, Native American,
special education etc
Eligibility
Limited Support and
Services
Continuum of Support
Based on
A Continuum of Need
Low
Poverty
High
Special Conditions
rural isolation, federal
installations, etc
AASA’s 2008 Legislative Agenda
All Children Will Learn
Continuum of Services, Continuum of Need
Services and Support
+++
Additional
Supports and
Services
Available to
Schools With
Special
Populations
and
Conditions
0 – 20 % Poverty
21 – 60 % Poverty
60 - 100% Poverty
Poverty Level
(free/reduced lunch)
+++
Reframing ESEA
AASA 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
•The federal share of K-12 spending (8%) will not change in
the near term
• Money
makes a difference
appropriate instruction
more money (wisely spent)
Better educational
outcomes
•Adding health and human services
More wisely spent
money & appropriate instruction
Even better
educational outcomes
AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS
Reframing ESEA
AASA 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
Reframing ESEA
AASA Proposal
• 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
Elements of the AASA
Legislative Agenda
STANDARDS
• 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
• 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
• 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
• 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 highquality professional development for all
educators.
AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS
Elements of the AASA
Legislative Agenda
PROFESSIONAL IMPROVEMENT
• Funds to encourage teachers to work in hardto-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
• 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
Elements of the AASA
Legislative Agenda
HEALTH AND HUMAN SERVICES
• 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.
AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS
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!
THANK YOU!
• AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS