Podcasts about every student succeeds act essa

In this episode of the Flash podcast, we delve into the recent announcements by Iowa and Oklahoma to seek waivers for block granting essential programs, aiming for greater control over Title I and other critical federal funds. We explore the U.S. Department of Education's push for more funding flexibility and expanded educational choices, while addressing the skepticism and legal concerns raised by advocates. Join us as we discuss the balance between state autonomy and federal oversight in K-12 education, and the implications of the Every Student Succeeds Act (ESSA) on this dynamic landscape.All4Ed Website: https://all4ed.org Twitter: @All4Ed Instagram: @All4Ed Facebook: https://www.facebook.com/all4ed

A lot is asked of military families, and sometimes a simple form can feel like a violation of privacy. Understanding why information is requested and how that information is used – and protected – is critical to ensure resources and benefits reach those they are intended for. Recently, MCEC's Parent Webinars featured What is MSI and Impact Aid. This podcast recaptures Nikki's conversation with Lori Phipps and Nanette Pigg, subject matter experts on these two data collectors.   This podcast is made possible by generous funding from the Texas Education Agency. To learn more, visit https://tea.texas.gov/.   Show Notes:   Resources:   Military Student Identifier https://tea.texas.gov/about-tea/other-services/school-support   Impact Aid Program https://oese.ed.gov/offices/office-of-formula-grants/impact-aid-program/   National Association of Federally Impacted Schools https://www.nafisdc.org/impact-aid-resources/about-impact-aid/   Every Student Succeeds Act (ESSA) https://www.ed.gov/essa?src=rn   School Liaison programs https://installations.militaryonesource.mil/search?program-service%3D12%2Fview-by%3DALL   Military Family Life Counseling (MFLC) https://www.militaryonesource.mil/non-medical-counseling/military-and-family-life-counseling/   MIC3 https://mic3.net/   Bios: Lori A. Phipps is Chief of the Department of the Air Force School Liaison Program Division at the HQ Air Force Services Center (AFSVC), HQ Air Force Installation and Mission Support Center (AFIMSC), Joint Base San Antonio-Lackland, Texas. She is responsible for providing managerial and operational oversight of the School Liaison Program, which encompasses PreK-12 Education, Public Schools on Military Installations (PSMI), and the Military & Family Life Counseling Program (MFLC). In addition, she oversees the education, development, and training program for the School Liaison Program Managers, $2M Educational Community Outreach programs, and 71 PSMIs. Her program provides support to over 770K military-connected families, 34K schools, community stakeholders, and installation support services for Commanders, Schools, and installation personnel across all Air Force Commands, the U.S. Space Force, the Air Force Reserve, and the Air National Guard as well as all joint service component families. Division is an advocate at the State/National Level for legislation benefiting military-connected students, dedicated to ensuring equitable access to quality education, support services, and resources.   Prior to her current position, Mrs. Phipps served as the Joint Base San Antonio – Lackland School Liaison Program Manager supporting over 35,000 military-connected students in forty-two school districts. Her efforts resulted in legislation to ensure the state was in compliance with the Military Interstate Compact as well as early registration and homeschool student support. In addition, she has served as a Youth Specialist, providing youth development capabilities through a system of quality, available, and affordable programs.   Prior to her Civilian positions, Mrs. Phipps served on active duty in the U.S. Air Force. During her active-duty career, she served as a Security Forces member and was selected as the first Drug Abuse Resistance Education (D.A.R.E.) Instructor for the Air Force. She was appointed the Installation Crime Prevention Manager and held other leadership positions.   Nanette Pigg began her career in Child and Youth Services in 1998, she has worked in a variety of roles in child development and education.  When she first heard about the School Liaison program, she decided that was the job she had been training for her whole career.   Nanette served as the SLO for Fort Cavazos for three years before moving to Installation Management Command in San Antonio.  In her current role, she serves as the School Program Manager with operational oversight of the Army's School Liaison Officer program.  Nanette is a proud Army spouse, she and her husband Barry raised 3 daughters who experienced firsthand the challenges of transitioning to new schools every few years.   They have 8 grandchildren, 2 great-grandsons, and two German Shepard's.    

Mc Kinney Vento grant! Subtitle VII-B of The McKinney-Vento Homeless Assistance Act authorizes the federal Education for Homeless Children and Youth (EHCY) Program and is the primary piece of federal legislation related to the education of children and youth experiencing homelessness. It was reauthorized in December 2015 by Title IX, Part A, of the Every Student Succeeds Act (ESSA). --- Send in a voice message: https://podcasters.spotify.com/pod/show/1280714573/message

In our eight episode, we discuss impact investing in EdTech. Our guests bring a complementary perspective: Marie-Christine Levet is founding partner at Educapital, a European EdTech VC that closed its second fund with a €150 million closing. John Soleanicov works for the Jacobs Foundation, which committed CHF 30 million to impact investments into EdTech, and CHF 10 million funding for accompanying research. We discuss the rationale for promoting EdTech and the complementary roles of grants and impact investments. We hear about Educapital's and the Jacobs Foundation's approach to impact measurement, and how Marie-Christine incentives her team to strive for more impact. Our conversation also touches upon what business models based on advertising mean for inclusion and educational sovereignty.  Links ·       This two-pager explains the Jacobs Foundation's CHF 40 million commitment to global EdTech research and investment ·       Educapital's website includes annual impact and ESG reports ·       John cited the “Every Student Succeeds Act” (ESSA) tiers of evidence as a framework that helps assess qualitative differences in impact measurement.   Timestamps On some podcast players, you should be able to jump to the section by clicking: (01:57) - Marie-Christine and John introduce themselves (09:17) - Why the Jacobs Foundation does impact investing through grant making and not via an endowment (12:21) - The impact indicators used by Educapital (16:32) - How the Jacobs Foundation promotes uptake of evidence on what works in EdTech through investor demand (19:45) – Reconciling education as a public good with the role of private sector incentives to accelerate change  (21:00) – Research and investing are different, yet both need data (24:41) - How Educapital incentivizes impact through the carry of the fund (26:39) - Certification for different levels of evidence related to education products (31:18) - The need for a European EdTech industry to maintain educational sovereignty (40:29): - Why impact-linked compensation is a stronger signal than SFDR article 9 (41:50) - On sourcing impact investments (44:14) - Outlook for the Edtech sector   Contact For feedback on the show or to suggest guests for future episodes, contact us at scifi@esmt.org

When the federal Every Student Succeeds Act (ESSA) was enacted, it brought renewed commitment by states and districts to safe learning environments that provide learning opportunities for all students while promoting academic excellence and equity. ESSA accelerated a trend that was already underway in some states and districts to move away from zero tolerance discipline policies and toward more positive approaches to addressing student behavior. AB 168 builds on this trend by altering state expectations regarding districts' approach to student discipline. In many ways, AB 168 supports positive practices already in place in Nevada's districts and schools. Restorative justice is an alternative to exclusionary disciplinary practices which removed students from the academic environment; instead, restorative justice seeks to repair the harm done when a standard of conduct is violated. In its September 2014 publication titled Restorative Justice: Overview, the American Association of School Superintendents reported that “restorative approach often requires a cultural shift for the entire school community; educators must shift to see students as persons deserving of the opportunity to correct their wrongdoings and to learn from their mistakes, rather than as children in need of reprimand . . . [this approach] is rooted in positive relationships and behavior and helps create a supportive environment where students thrive personally and academically.” --- Send in a voice message: https://anchor.fm/darlene-anderson/message

The Every Student Succeeds Act (ESSA) is a hot topic. ESSA is intended to ensure that all students receive a high-quality education that prepares them for long-term success, and includes a repeal of the Adequate Yearly Progress report in favor of state accountability. With every state having their own plan for ESSA, it is hard to know how to get started. We're here to help! In this podcast, you will learn how to find out the accountability requirements of your state, how to obtain funding for your school or district, and much more.Additional topics include:How ESSER funding relates to COVID-Relief bills (CARES ACT, CARES Supplemental ACT, and the American Rescue Plan)The part Title 1 plays in ESSAWays schools can use funds to address issues brought on by the pandemicAdditional funding optionsWhere to go if you have questions

Despite the efforts of the American education system to provide an equal education for all students, achievement gaps between disadvantaged and more advantaged students remain—and often lead to negative outcomes. The passage of the Every Student Succeeds Act (ESSA) represents an opportunity for districts to choose intervention solutions that bridge the gap and help all students receive an education that prepares them for future success. In this informative podcast, host Pam Austin will discuss why ESSA-rated solutions are so important in addressing equity gaps and offer strategies for educators to immediately use in the classroom.

President Biden released his American Jobs Plan, which includes investments in school construction and modernization, childcare facilities, community colleges, and broadband infrastructure. Meanwhile, the U.S. Department of Education issued a first batch of waiver decisions to states related to statewide testing requirements, and the House of Representatives held a hearing on charting a path toward equity in education following the COVID-19 pandemic. Finally, graduation rates reach an all-time high nationally, with the greatest gains among students with disabilities. But will the pandemic wipe out states’ progress? American Jobs Plan Last week, President Biden unveiled the American Jobs Plan, a sweeping $2 trillion infrastructure and jobs proposal. Most of the plan focuses on funding for conventional infrastructure projects like improving roads and bridges, including $45 billion to replace all remaining lead pipes and service lines. This will reduce lead exposure in homes, as well as in 400,000 schools and childcare facilities. But the plan goes beyond upgrades to physical infrastructure. It also includes investments, for example, to combat climate change, support the care economy, and provide job training. Education advocates and lawmakers are cheering significant new funding to support education in the American Jobs Plan. Most notably, President Biden is proposing $100 billion for school construction and modernization. The funding would be split 50–50 between grants and by leveraging bonds, and projects to upgrade health and safety would be prioritized. The plan also provides $12 billion to improve community colleges and $40 billion to upgrade research facilities, with half of that funding reserved for Historically Black Colleges and Universities and other Minority Serving Institutions. Finally, the White House is proposing $25 billion to improve childcare facilities and increase access to high-quality care, especially for infants and toddlers. Among the education-related proposals in the American Jobs Plan, All4Ed is particularly pleased to see $100 billion to expand high-speed broadband access. If passed, this historic investment would build on the $7.2 billion in emergency funding for the E-Rate program in the American Rescue Plan Act. Altogether, these long overdue investments in internet infrastructure and access will help close the Homework Gap affecting millions of students—and reach universal internet coverage nationwide. Keep in mind, the American Jobs Plan is, for now, just a plan. It’s up to the House of Representatives to write legislation to pass these proposals—including President Biden’s proposed changes to the corporate tax rate to pay for it. While many Democratic lawmakers have welcomed the American Jobs Plan, the response from Republicans has been tepid at best, making it likely that Democrats will once again use the reconciliation process to pass all, or parts, of the plan with a simple majority. State Assessment Waivers The U.S. Department of Education made several decisions regarding states’ requests to waive federal assessment requirements under the Every Student Succeeds Act (ESSA) during the pandemic. As a reminder, All4Ed, along with 40 other organizations, has advocated to maintain the requirement for states to give statewide assessments, while recognizing that some flexibility would be needed this year. The Department outlined such an approach in guidance to states in late February, but states have since come forward with plans that go beyond those flexibilities—and have requested waivers as a result. First, the Department rejected waiver requests from Georgia and South Carolina to cancel statewide tests this year and permit districts to use diagnostic tests or other local assessments instead. Denying these requests is consistent with the agency’s earlier guidance, which indicated the Department was not inviting blanket waivers of ESSA’s assessment requirements. ...

The U.S. Department of Education (ED) waives accountability requirements, but questions remain on whether state assessments will go forward as planned this year. Plus, the Federal Communications Commission (FCC) launches the biggest federal program ever to close the digital divide, the House advances President Biden’s plan for COVID-19 relief, and Dr. Miguel Cardona is officially the new Secretary of Education. Accountability Waivers and State Tests Last week, ED sent new guidance to chief state school officers on assessments, reporting, and accountability for the 2020–2021 school year. First, ED said it will waive all federal accountability requirements under the Every Student Succeeds Act (ESSA) for one year—going further than guidance issued by the Trump administration. This means states will not have to issue school ratings or identify schools for comprehensive or targeted support this summer and fall. As a condition of receiving a waiver, states still will be required to publish school report cards, including data from the 2020–21 school year on chronic absenteeism, high school graduation rates, student achievement, test participation rates, and more. States also will be required to continue supporting schools that were identified for comprehensive or targeted support before the pandemic.   These waivers should sound familiar to viewers. That’s because it is the second consecutive year states can suspend their accountability systems due to the pandemic. However, we know that even before COVID-19, states were not always using ESSA’s accountability provisions to promote equity for historically underserved students. Our reporting, for example, finds that many of the lowest-performing schools were overlooked for support. Pausing accountability for another year further delays when additional students can benefit from these resources. States will receive a template to apply for accountability waivers, which ED has not yet released. The guidance also addressed ESSA’s requirement for annual, statewide assessments. ED waived this requirement last year given unexpected, widespread school closures at the onset of the pandemic, and several states now are asking for another reprieve. ED’s letter highlights flexibilities states can use to modify their assessment systems this year, but stops short of inviting “blanket waivers” of ESSA’s testing requirements. These flexibilities include extending the test window or even postponing administration to the fall, giving tests remotely, and shortening the test. Notably the guidance says that students should not be brought back into school buildings “for the sole purpose of taking a test.” It is unclear, however, whether states would need a waiver to pursue some of these flexibilities—like postponing tests to the fall—or whether other flexibilities, like using local assessments instead of state tests, would also be permitted. Moreover, several states still are pursuing “blanket waivers” to forego all summative assessments this year. Given these unanswered questions and pending waiver requests, last week’s letter probably is not the final word from ED on assessments. That’s why we joined more than forty organizations in calling on ED to maintain this critical civil rights requirement and not permit waivers that would allow states to substitute local assessments in place of statewide tests or to assess only a subset of students. Stay tuned to Federal Flash for further action and guidance, including the forthcoming waiver template. FCC Outlines Rules for Home Internet Program In other agency news, the FCC established rules for a $3.2 billion Emergency Broadband Benefit Program—the largest federal program ever to help low-income households access affordable internet. The program, which was funded in last December’s coronavirus relief package, will provide $50 monthly discounts on broadband service for eligible households,

Congress is close to a deal that will fund the U.S. Department of Education (ED), keep the federal government open, and provide additional resources to address COVID-19. Plus, on the fifth anniversary of the Every Student Succeeds Act (ESSA) being signed into law, the Alliance for Excellent Education (All4Ed) released new data showing what happens to historically underserved students When Equity Is Optional for states. Funding for ED and Other Federal Agencies Funding for ED and other agencies has been on autopilot since October 1 because Congress has yet to pass a spending bill to fund any federal agency for the year. The federal government is operating under its second Continuing Resolution, which temporarily maintains funding at last year’s levels. This stopgap expires December 18. However, it’s likely to be extended for a few days to give Congress more time to finish two things before heading home for the new year: They must pass the twelve annual spending bills, including the bill that funds ED.They want to pass a COVID-19 relief bill at the same time. What should we expect in funding for ED? Not a lot of surprises. Most programs will get the same amount of funding that they received last year, or something very close to it. The largest increase could go to Title I, but any increase will likely be very modest—less than 1 percent. Last year, Title I received nearly $17 billion. This year, the House of Representatives proposed a $161 million increase, while the Senate proposed a $125 million increase. We’ll find out final numbers for Title I and other programs when the bill passes, likely this weekend or early next week. What’s Next for COVID-19 Relief? Part of what’s holding up the spending bill is that congressional leaders also are working to finish a deal on COVID-19 relief. As we’ve covered before on Federal Flash, negotiations have been underway since the Coronavirus Aid, Relief, and Economic Security (CARES) Act passed in the spring. Unfortunately, policy and funding disagreements, on top of election-year politics, have prevented any bill from becoming law. Talks reignited this month after a bipartisan group of senators developed a COVID-19 relief package on their own. Their proposal won’t get a vote, but it helped kick-start the development of a bill that might pass. The bill being negotiated now has a total price tag of about $900 billion. That’s far less than the $2.2 trillion Health and Emergency Recovery Omnibus Emergency Solutions (HEROES) Act passed by House Democrats in October, which was more than $1 trillion less than the original version of the bill from May. However, the revised HEROES Act proposed more funding for education, including $175 billion for school districts and $12 billion to expand high-speed home internet access. Senate Republican proposals have had a lower price tag and less funding for education, weighing in at $70 billion for K–12 schools. The bipartisan Senate proposal provides less funding for K–12 education than any of these past efforts: $54 billion. Funds would be distributed to states and districts based on the Title I formula, just as they were under the CARES Act, but they would not be conditioned on schools reopening, as proposed by Republicans. Although the funding level is disappointing for those who have been calling for federal support for education over the past several months, it would be four times the amount of K–12 funding in the CARES Act. The bipartisan framework also includes $3 billion for home internet access through the E-rate program. This is far less than the $12 billion included in the HEROES Act, but an improvement over the CARES Act, which didn’t fund home internet access at all. To be clear, these details reflect the Senate bipartisan agreement. A final bill is being negotiated by the House and Senate leadership. It’s likely to resemble the bipartisan framework but details could differ.

Jaqueline Tucker is an innovative and compassionate servant leader with a heart for civic engagement, community uplift, law, policy, and inclusive multi-racial democracy. Jaqueline is the City of Alexandria first Race and Social Equity officer and comes to the role as a former educator who witnessed the injustices of systemic inequity firsthand in her Houston, TX classroom.Tucker leads the City government’s race and social equity commitment, “All Alexandria” and is working to build a framework to ensure policy decisions advance race and social equity for all Alexandria residents. She will collaborate with City departments, employees, community members and other stakeholders to help Alexandria become a more equitable community.Prior to joining the City of Alexandria, Tucker served as the first East Region Project Manager for the Government Alliance on Race and Equity (GARE), the nation’s premiere organization for race and social equity with local and regional government. During her tenure with GARE, east region participation nearly tripled in size and revenue. In her role, Jaqueline developed relationships with government leaders and staff to analyze policies, practice, and procedures with a racial equity lens. Jaqueline also provided technical assistance and coaching to local, state, and regional governments from Northern Virginia to Maine on capacity-building mechanisms for policy intervention, organizational transformation and strategy development on the issue of race and social equity. She was instrumental in planning and convening the first-ever, metro Washington, regional learning cohort of local government staff to advance racial equity and opportunities for all, a partnership with the Metro Washington Council of Governments a (COG) and GARE.Prior to her work with GARE, Jaqueline was with the Council of Chief State School Officers (CCSSO) as the Leadership for Educational Equity (LEE) Equity Fellow and the interim Senior Federal Relations Associate. In her role as Equity Fellow with CCSSO, she helped lay the foundation for educational equity nation-wide by providing special contributions to, Leading for Equity: Opportunities for State Education Chiefs, a white paper that outlined practical steps for state education chiefs. Jackie helped the CCSSO staff think strategically about equity in its organizational policies and personnel practices. She secured $50,000 from the Hewlett Foundation to fund CCSSO’s equity initiatives.In her role as Senior Federal Relations associate with CCSSO, Jackie was a part of a three-person team that helped analyze and interpret federal education laws and policies for state education staff and leaders. Her team was responsible for ensuring that local Every Student Succeeds Act (ESSA) plans were compliant with the intent of the law.Jackie is a Texas bar certified attorney who also brings previous experiences as a legal analyst (Deloitte and Touche), a FOIA attorney (USDA), a community organizer (Families Empowered), and a congressional aide for multiple members of Congress. Jackie has a B.A. in Political Science from Butler University and a J.D. from Howard University School of Law.When Jackie is not engaged in social action she can be found coaching girls’ basketball, mentoring college bound students, or teaching Vinyasa yoga to family and friends. She is inspired by her mother, father, and sister to approach all of her work with an open mind, a helping hand, and a committed heart.Jaqueline, Alyia and Katie discuss race and social equity, engagement, advocacy, and self-care. For more Checkbox Outreach, follow us on Twitter @disruptoutreach and subscribe to our newsletter on our website, www.checkboxoutreach.com.Guest: Jaqueline TuckerHosted By: Alyia Gaskins and Katie Leonard

Education Secretary Betsy DeVos is forced to abandon her policy to shuttle more funding to private schools with COVID-19 relief funds. The U.S. Senate can’t quite muster the votes for Majority Leader Mitch McConnell’s (R-KY) COVID-19 legislation. The U.S. House of Representatives passed the first federal legislation on school integration in more than thirty years. Federal Judge Rules Against Secretary Devos Ever since Secretary of Education DeVos took office, she has been focused on finding ways to fund private schools with federal dollars, with little success. That streak continued as a federal district court judge sided with the NAACP against the Secretary’s equitable services rule and found she had no authority to impose conditions on funding provided under the Coronavirus Aid, Relief, and Economic Security (CARES) Act, legislation passed by Congress to respond to the coronavirus. Our viewers may recall that Devos’s equitable services rule had been halted temporarily in several states after two judges issued preliminary injunctions. The latest ruling applies nationwide and, as a result, the U.S. Department of Education’s (ED’s) regulation is no longer in effect. The DeVos rule would have pushed school districts to spend a larger share of CARES Act funds on private schools than they do under Title I of the Every Student Succeeds Act (ESSA). School districts would have had two options for how to distribute CARES Act funds, but if they wanted to follow the same policy as under ESSA—instead of DeVos’s preferred method—they would have faced additional restrictions.   COVID-19 Relief Bill Stalls in Senate Schools are reopening but without any additional assistance from Washington, DC. Bipartisan negotiations between congressional leaders and the White House on the next COVID-19 relief package came to a halt in August and have yet to resume. Last week, Senate Majority Leader McConnell proposed a slimmed-down version of the $1 trillion Health, Economic Assistance, Liability Protection, and Schools (HEALS ) Act, the proposal advanced by Republican leaders back in July that failed to gain support from the White House or even McConnell’s own caucus. McConnell’s new proposal, the Delivering Immediate Relief to America’s Families, Schools, and Small Business Act, costs about half as much as the original HEALS Act. By lowering the price tag to about $500 billion, McConnell was able to secure the support of his Republican colleagues. Democrats, on the other hand, balked at the proposal. While some called the bill “skinny,” Senate Minority Leader Chuck Schumer (D-NY) called it “emaciated.” One thing Senate Republicans’ COVID-19 relief bill is not slim on, however, is support for private schools. The bill requires states to set aside funds for private school scholarships; creates a new tax credit for people or businesses that donate to these scholarship funds; and expands the uses of 529 plans for homeschooling and for a wide range of other uses related to public, private, or religious schools, including books, tutoring, and dual enrollment. Overall, the legislation provides $70 billion for elementary and secondary education; however, after funds are set aside to fund the private school scholarships, two-thirds of the remaining funds are dependent on district plans to reopen schools for in-person instruction. After the bill failed to garner the sixty votes needed to pass the Senate, chances for any COVID-19 relief legislation are in jeopardy with members of Congress anxious to leave town and campaign heading into the election. However, House Speaker Nancy Pelosi (D-CA) said she will keep the House in session until they pass a coronavirus relief bill. We’ll keep you posted.   House Introduces Legislation Focused on Diversity On a more positive note, the House of Representatives passed the Strength in Diversity Act introduced by Representative Martha Fudge (D-OH).

New Age Nanny State White PaperParents' Rights In Education WebsiteDONATE TODAY!The first foothold SEL gained in federal law came through the Goals 2000: Educate America Act, signed by President Bill Clinton in 1994 (not coincidentally the same year CASEL came into existence). An early foray into standards-based education reform, Goals 2000 was largely based on OBE. States were required to adopt the statute's National Education Goals to receive federal funding through the Elementary and Secondary Education Act (ESEA), reauthorized also in 1994 as the Improving America's Schools Act. This ESEA reauthorization also marked the first time the federal government required statewide standards and tests, which opened the door to more federalized control of education in No Child Left Behind (NCLB), Race to the Top (RttT)/Common Core, and the Every Student Succeeds Act (ESSA). SEL was a prominent part of all of these statutory reauthorizations and initiatives... Even though parental involvement is mentioned, many parents questioned whether the schools, and the federal government, should be setting norms for, or mandating anything related to the emotions and beliefs of their children. Nor did these parents consider themselves mere “partners,” subservient to government entities in this realm. Parents and pro-family organizations have long argued that based on unalienable rights and thousands of years of history, as well as legal precedent, they have the right to direct their children's education and care, and especially the formation of their children's attitudes, values, and beliefs. But as shown by Goals 2000, the progressive-education establishment is headed in the opposite direction. It's important to note that the Head Start Act conflicts with other federal law that prohibits federal direction or control over school curriculum. The General Education Provisions Act (GEPA) forbids:  …any department, agency, officer or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system…  But even though HHS would certainly fall within the “any department” language, HHS through the Head Start Act includes no fewer than eight mandates concerning curriculum. For example, the Act requires “alignment of curricula used in Head Start programs and continuity of services with the Head Start Child Outcomes Framework.” The Head Start Act itself prohibits HHS involvement with curriculum:  (a) Limitation - Nothing in this subchapter shall be construed to authorize or permit the Secretary or any employee or contractor of the Department of Health and Human Services to mandate, direct, or control, the selection of a curriculum, a program of instruction, or instructional materials, for a Head Start program.  (b) Special Rule - Nothing in this subchapter shall be construed to authorize a Head Start program or a local educational agency to require the other to select or implement a specific curriculum or program of instruction. Support the show (https://www.parentsrightsined.com/support-the-cause.html)

In today’s Federal Flash, we pay tribute to the life of George Floyd and countless others whose killings show how much more must be done to address systemic racism in our country. We’ll also share new recommendations for prioritizing equity in the response to COVID-19 as well as several items from the U.S. Department of Education (ED). Our Voices Must Be Heard We at the Alliance for Excellent Education (All4Ed) are outraged by the horrific killings of Ahmaud Arbery, Breonna Taylor, George Floyd, and countless others. So much more must be done to end the ongoing fatal police shootings and other violence against Black people across the country. In a statement, Deb Delisle, president and CEO of All4Ed, said, “Candid, constructive conversations are long overdue; it is time for action. We at the Alliance for Excellent Education stand with those calling for justice and change in this country: our voices must be heard. We know students of color are disproportionately impacted by violence and trauma with a direct impact on students’ learning and well-being both in and out of school. I hope this unrest brings renewed attention to the differences between life’s realities for White people and people of color, along with the courage to create lasting change.”  All4Ed joined organizations nationwide to bring attention to the trauma this violence causes young people. All4Ed also joined more than 400 civil rights organizations, led by the Leadership Conference on Civil and Human Rights, in calling for Congressional action to end police violence. Recommendations for Prioritizing Equity During COVID-19 All4Ed and thirteen other education and civil rights organizations issued recommendations to states and districts for prioritizing equity in the ongoing response to COVID-19. The report, Coronavirus and the Classroom, covers six topics: (1) ensuring equity in fiscal policies; (2) meeting students’ basic needs; (3) expanding and improving remote learning; (4) easing the high school–to–college transition; (5) extending learning time; and (6) determining students’ academic, social, and emotional needs. In a statement, Janet Murguía, president and CEO of UnidosUS, said, “The COVID-19 pandemic has disrupted the lives of students and families across the country, but it is among our most vulnerable students, including our nation’s 5 million English learners and low-income students, where the educational impact and barriers to learning have been far more acute. It is critical, then, that states and districts take steps that safeguard the academic success of all students during this time. These recommendations are a good foundation for states to build on and put students on a path to success in the upcoming school year.” CARES Act Funding for Private Schools Tensions also are running high in response to U.S. Secretary of Education Betsy Devos’s interpretation of the Coronavirus Aid, Relief, and Economic Security Act (CARES) Act as it relates to private schools. Secretary DeVos is calling on states to send millions of dollars from the CARES Act to private schools based on what many believe to be a flawed reading of the law. As we described in a previous episode of the Federal Flash, DeVos issued guidance to states regarding a policy called “equitable services.” Under Title I of the Every Student Succeeds Act (ESSA), children who are at-risk academically and who live in Title I school attendance areas, but enroll in private schools, are entitled to receive “equitable services” from their local public school district such as tutoring and expanded learning time programs. To be clear, these services are provided to a narrow segment of students—those who are at-risk academically and who live in Title I school attendance areas. The CARES Act says that equitable services should be provided in the same manner as under ESSA. Rather than supporting this same population of students, Secretary DeVos has decided to interpret the l...

North Carolina is home to 8 Native American tribes. There is beautiful diversity, tradition and complex history that characterize each group that predates the formation of the United States. While the stories of First Nations people tend to be fixed in the past, the fact of the matter is they are still here! Indigenous students make up 1% of the student population in the North Carolina and often experience depressed education outcomes. Over-suspension, dropout, and poor academic performance are prevalent issues that do not always get the attention they deserve. In this episode, we talk with Native North Carolinian and Indigenous Education scholar Dr. Susan Faircloth about her own personal experience and how we can do better by American Indian students in our state. *BONUS* The North Carolina General Assembly created the State Advisory Council for Indian Education (SACIE) in 1987 to advise the State Board of Education on how to better serve Native students. Additionally, the Every Student Succeeds Act (ESSA) has very specific protocols for engaging indigenous communities when developing accountability plans.

In today’s bonus episode of the Federal Flash, we’ll summarize what is, and is not, included in House Speaker Nancy Pelosi’s $3 trillion coronavirus relief proposal. We’ll also discuss the U.S. Department of Education’s (ED’s) final Title IX regulations. Health and Emergency Recovery Omnibus Emergency Solutions Act This week, House Speaker Nancy Pelosi unveiled a $3 trillion proposal called the Health and Emergency Recovery Omnibus Emergency Solutions (HEROES) Act to support the nation’s ongoing response to COVID-19. From an education perspective, however, the legislation isn’t as heroic as advocates would have hoped. Leading up to the bill’s introduction, more than seventy education organizations, including the Alliance for Excellent Education (All4Ed), called for substantial investments to offset state and local budget cuts and address the need for extended learning time to help students recover from school closures, plus additional targeted funding to support the most vulnerable students. Further, as noted in our last episode of Federal Flash, organizations and lawmakers alike had sought funding for home internet access. The good news is that the HEROES Act would provide nearly $1 trillion for states, localities, territories, and tribes to mitigate the impact of COVID-19. These funds could support virtually any function of government, including education. However, advocates had called for at least $175 billion for K–12 and higher education so that education wouldn’t have to compete with other state and local demands, like health care, during budget shortfalls. In addition, education advocates had sought at least $25 billion for the Individuals with Disabilities Education Act (IDEA), Title I, and other funding streams targeted to historically underserved students. In total, the HEROES Act only proposes about $100 billion for education, including nearly $60 billion in stabilization funding for school districts and no funding for specific Every Student Succeeds Act (ESSA) programs, like Title I, or IDEA. Advocates also had requested at least $4 billion for home internet access through the E-rate program. An estimated 12 million students lack internet at home, which is a major equity problem since school now is available only online and nearly 20 percent of Black and Latino students don’t have home internet access, according to ED. Unfortunately, the HEROES Act only provides $1.5 billion for the E-rate program—less than Speaker Pelosi proposed just a few weeks ago, and less than the amount nearly every Senate Democrat supported in legislation introduced earlier this week. Funding for homeless students, or lack thereof, is another disappointment. In the 2009 stimulus package passed during the Great Recession, Congress doubled funding for the McKinney-Vento Education for Homeless Children and Youth program. In response to COVID-19, advocates called for $500 million for homeless students, but the HEROES Act proposes no direct funding.   In response to the HEROES Act, All4Ed President and CEO Deb Delisle said, “The latest relief package proposed in Congress is not heroic when it comes to helping schools. …We are in an unprecedented crisis that will affect families, especially our youth, for years to come, and both Democrats and Republicans in Congress need to step up for families, educators, and schools.” A summary of the HEROES Act is available at all4ed.org/wp-content/uploads/2020/05/HEROES-Act-Summary_5.12.20.pdf Title IX Regulations from ED Last week, ED released final regulations regarding how schools are required to respond to allegations of sexual assault and harassment under Title IX, the federal law that prohibits discrimination on the basis of sex in education programs. The new rule replaces Obama-era sexual assault guidance, which Secretary DeVos rescinded in 2017. One of the biggest shifts in the final rule is that school officials can use a different standard to determine whet...

Where do the billions of dollars allocated for K-12 education in the United States each year actually end up?A new mandate borne of the federal Every Student Succeeds Act (ESSA) aims to answer this question by requiring the addition of state-by-state data points to each state’s annual report card. With this improved insight, parents, teachers, policymakers, and other interested parties will theoretically be able to more accurately "follow the money." To view the original blog, visit: New ESSA Provision Aims to Boost School Funding Transparency

Under the federal Every Student Succeeds Act (ESSA), states must report a wide range of information about their students’ English language arts and math standardized test scores, graduation rates, and more. They must also break these data down to show how students with certain characteristics—subgroups including racial/ethnic groups, students with disabilities, and English Learners (ELs)—are doing. This wealth of data is meant to help policymakers, practitioners, and community members identify schools that need to do a better job of helping ELs learn. But for this to be possible, it must be clear who states are including in the EL subgroup—something that varies across types of data and that is not always clear marked on state student performance reports or online dashboards. This podcast features a discussion between the Migration Policy Institute’s Margie McHugh and Julie Sugarman about how to understand the varying composition of the EL subgroup, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. They also talk about different groups of ELs: newcomers, students with interrupted formal education, and long-term ELs, and data collection around these different subgroups. The related report can be found here: 

The federal Every Student Succeeds Act (ESSA) elevated states’ responsibility to improve English language proficiency for English Learners (ELs), as well as their academic achievement. ESSA’s first stage of implementation required states to develop and submit their plans for executing the new law to the U.S. Department of Education. Highly technical, these state plans are usually difficult for parents and even educators to understand. The Migration Policy Institute’s (MPI) National Center on Immigrant Integration Policy, in partnership with state-based EL organizations and immigrant policy organizations, has endeavored to ensure that state ESSA plans create the optimal conditions for EL achievement. On this webinar MPI released the results of its comprehensive review of state ESSA plans for all 50 states and the District of Columbia, with a focus on EL policies. The compendium, The Patchy Landscape of State English Learner Policies under ESSA, reveals a picture of great variability across states’ approaches to ensuring accountability for the success of their EL students. MPI's Delia Pompa and Julie Sugarman were joined by Kim Sykes, Director of Education Policy at New York Immigration Coalition, in a discussion on how states have approached ESSA implementation, and areas where the law and state efforts to support ELs can be improved.

Read the full report on Missouri school performance data here: https://showmeinstitute.org/publication/accountability/report-missouris-report-card-and-essa-requirements The 2015 federal Every Student Succeeds Act (ESSA) includes a requirement intended to keep parents informed about the quality of the schools their children attend: States must produce “report cards” on their performance at the state, district, and local levels. The ESSA lists the data that must be included, so in theory, parents and other stakeholders can learn where a school or district is doing well and where improvement is needed. In this report, Abigail Burrola and Dr. Susan Pendergrass compare the report cards issued by Missouri’s Department of Elementary and Secondary Education (DESE) to the specific requirements listed in the ESSA to see if the state is meeting its obligations. Unfortunately, we find that not all of the required information is included in the report cards, and some of the data that can be found is couched in jargon and confusing language, making the report cards far less useful than they could be to parents. The Show-Me Institute Podcast is produced by Show-Me Opportunity

Montana Free Press Editor-in-Chief John Adams sat down last week with Montana Superintendent of Public Instruction Elsie Arntzen for a wide-ranging discussion on the Montana Lowdown Podcast about growing concerns over lead in the drinking water of Montana public schools, Title 1 funding, school choice, and President Trump’s rollback of key provisions of President Obama’s Every Student Succeeds Act (ESSA). In one of his first actions as president, Donald Trump, with the help of House and Senate Republicans, rolled back key provisions of ESSA, the 2015 education law that replaced George W. Bush’s No Child Left Behind Act.  Arntzen says that while she supported ESSA, she also supporters less government regulation of schools and current moves toward taxpayer funding for private schools. Says Arntzen: “Why would anybody want a top-down law that’s going to have compliance measures to that? Nobody wants a student to fail. ... School choice ... is a flexibility for a student. ... It’s a consumer choice of what you do with your money before it’s taxed. ... If I want to say, ‘I want to spend my money here, or spend my money there,’ the state should have no authority on what that should be.” Montana Free Press Editor-in-Chief John Adams sat down last week with Montana Superintendent of Public Instruction Elsie Arntzen for a wide-ranging discussion about growing concerns over lead in the drinking water of Montana public schools, Title 1 funding, school choice, and President Trump’s rollback of key provisions of President Obama’s Every Student Succeeds Act (ESSA). In one of his first actions as president, Donald Trump, with the help of House and Senate Republicans, rolled back key provisions of ESSA, the 2015 education law that replaced George W. Bush’s No Child Left Behind Act. Arntzen said that while she supports ESSA, she also supports less government regulation of schools and current moves toward taxpayer funding for private schools.  “Why would anybody want a top-down law that’s going to have compliance measures to that? Nobody wants a student to fail,” Arntzen told Adams on the podcast. “School choice ... is a flexibility for a student. ... It’s a consumer choice of what you do with your money before it’s taxed. ... If I want to say, ‘I want to spend my money here, or spend my money there,’ the state should have no authority on what that should be.” Arntzen recently made headlines when she sparred with state health officials over proposed new rules aimed at dealing with lead in the drinking water of Montana schools. Arntzen said her decision to push back against the changes was grounded in her objection to the process by which they were proposed.  “Patience is going to be needed for this,” Arntzen said. “We are going to be pressing for this in front of interim committees before the Legislature comes again in 2021. ... The Office of Public Instruction and other stakeholders, education advocates, were not even invited to the table in a broad, meaningful discussion. ... That’s not good government, that is not transparent government.” Arntzen also discussed her prior career as an educator, her six terms in the Montana state Legislature, and her current campaign for re-election against Democratic opponent Melissa Romano. Arntzen defeated Romano in the 2016 race for the office of public instruction by a margin of 3.3 percent, becoming the first Republican to hold the office since 1988. Arntzen also discussed her prior career as an educator, her six terms in the Montana state Legislature, and her current campaign for re-election against Democratic opponent Melissa Romano. Arntzen defeated Romano in the 2016 race for the office of public instruction by a margin of 3.3 percent, becoming the first Republican to hold the office since 1988.

Teachers often feel that conversations about education are happening all around them, and yet they’re not really included. That’s the case for many educators when it comes to the Every Student Succeeds Act (ESSA). Sure, you’ve heard the acronym, but what does the policy and related funding mean, and how can teachers be sure their voices are heard when it comes to edtech policy creation and implementation? On this episode of “Your Edtech Questions,” guest Anne Hyslop, assistant director, policy development and government relations for the Alliance for Excellent Education, provides a primer on ESSA, shares real-world examples of thoughtful ESSA implementation by states and districts, and explains why teachers should care about edtech policy and advocacy. Listen to get a better understanding of this critical federal policy and to learn how to add your voice to the conversation.

Danny Carlson serves as NAESP's Assistant Executive Director, Policy & Advocacy. Prior to joining NAESP, Danny was a policy analyst for the National Governor’s Association Center for Best Practices. In that role, he oversaw the Education Division’s K–12 human capital work, advancing policies to address principal challenges across the country. Danny previously served as an education advisor to a United States Senator and was responsible for advancing her K–12 education agenda. In that capacity, he crafted policy provisions included in the Every Student Succeeds Act (ESSA) to improve principal and teacher recruitment and retention, address chronic absenteeism, and boost opportunities for STEM education. The National Association of Elementary School Principals (NAESP), founded in 1921, is a professional organization serving elementary and middle school principals and other education leaders throughout the United States, Canada, and overseas.

Kecia goes deep into the heart of the proposed Trump budget for FY19. It can be tricky to understand where the president’s budget proposal and the Every Student Succeeds Act (ESSA) converge- but Dr. Kecia Ray is here to explain it all. Kecia talks about Title IV of ESSA, the proposed budget, and how it relates to school safety in the wake of tragic events happening in our schools across the country.

Center for Talent Development Associate Director, Eric Calvert, discusses acceleration as an education policy, and touches on the transition from the No Child Left Behind Act (NCLB) to the current Every Student Succeeds Act (ESSA).

We cover the changes from No Child Left Behind (NCLB) to the Every Student Succeeds Act (ESSA), including the new changes made by current Secretary of Education Betsy DeVos. We spend more time discussing the process for state plans submitted to the federal government for authorization, and pay special attention to trends emerging in submitted state plans, as well as how these plans differ from when the mandates and markers of academic progress came from the federal government. This episode concludes with a discussion of how the federal government is still able to influence state-level policy through additional funding opportunities and pro-choice initiatives. Featuring Matt Kautz: Dr. Roberta Langer Kang Brian Veprek

Featuring the Center for American Progress and the California Office to Reform Education, this webinar examined how states can use Title I funding and use resources provided by the Every Student Succeeds Act (ESSA) to implement deeper learning practices in schools and school districts.

As the Every Student Succeeds Act (ESSA) takes full effect this fall, educators might be curious to know how this new legislation affects STEM education. To help us navigate through ESSA, Lab Out Loud welcomes James Brown to the show. As executive director of the STEM Education Coalition, James works with the Coalition to raise awareness in Congress, the Administration, and other organizations about the critical role that STEM education plays in enabling the U.S. to remain the economic and technological leader of the global marketplace of the 21st century. James joins co-hosts Brian Bartel and Dale Basler to talk about ESSA, how it impacts states and STEM education, and how teachers can get more involved as this law rolls out.   Show notes at: http://laboutloud.com/2017/09/episode-170-essa/

The bipartisan Every Student Succeeds Act (ESSA) was enacted in December 2015. ESSA gives states more opportunities to design their own educational systems, while also encouraging and sometimes requiring them to use evidence-based approaches that can help improve student outcomes. Our guest today, Thomas Kane, joins us for part two of our conversation about how states […] The post How states can use ESSA to focus education spending on what works: An interview with Tom Kane, Professor, Harvard Graduate School of Education – Episode #157 appeared first on Gov Innovator podcast.

The best thing we can do for our music education programs is to be actively involved in the discussions that shape our standards. Don’t just respond to decisions that other people make without the benefit of an arts advocate guiding them. In this episode Justin deconstructs the Every Student Succeeds Act, No Child Left Behind, Common Core, and the mysteries of speaking your administration’s language. Listen: Highlight to Tweet: “It’s easy to feel unappreciated….It’s easy to turn negative. The challenge becomes not letting those thing flips the switch in your brain, and maintaining the momentum you’ve already established.” - Justin Caithaml Show Notes: In the Every Student Succeeds Act (ESSA) music is listed as its own subject for a well rounded education (for the first time). Federal law now backs you up when you advocate for music education. Be aware of your state’s response to the legislation. Be informed, so that you can be an effective advocate. Find out how your administration is responding to the ESSA. In the 19080’s, when the “A Nation at Risk” report came out, the arts community slow to respond. National standards were not set until the 90’s. We need to be actively involved with the ESSA rollout and implementation, not responding years later to the decisions other people have made. How can we communicate the skills we are teaching like other subjects, without compromising the integrity of our own? Our administrators likely do not have fluency in our subject or its language. We are the translators. Find ways to uses tools (Sight REading Factory, self-assessment rubrics) to meet standards using the language your administration uses. Make use of your opportunities (like concerts) to explain how what they are hearing reflects a standard they have achieved. Bio: Justin Caithaml graduated Magna Cum Laude from Baldwin Wallace University in 2014 with a Bachelor of Music Education degree. He currently serves as Choir Director for grades 7-12 at Midview Local Schools, west of Cleveland. In addition, he serves as choir director at Bethel Lutheran Church and is the state advisor for the Tri-M Music Honor Society. He is a board member at the Ohio Alliance for Arts Education and is also a member of the Collaborative for Arts Education in Ohio. An Ohio native, he is a 2010 graduate of Midview High School, where he was a recipient of the National School Choral Award. Resources/links Mentioned: Everything ESSA ESSA and the arts Strong Arts, Strong Schools: The Promising Potential and Shortsighted Disregard of the Arts in American Schooling, by Charles Fowler Valuing Music in Education: A Charles Fowler Reader, Edited with critical commentary by Craig Resta Choir Nation group on Facebook Email Patreon - Support the podcast! Sponsored by: Sight Reading Factory (Use promo code “NINJA” at checkout for 10 free student accounts!) My Music Folders (Use promo code “NINJA” at checkout for “last column” or best pricing - usually reserved for bulk purchases only!)

The new federal education law, the Every Student Succeeds Act (ESSA), emphasizes the importance of evidence, including defining four levels of evidence-based practices. The law, however, leaves it to states to decide how much they want to build an evidence base and how much to nudge districts toward choosing more effective strategies. So what should […] The post How states can use “efficacy networks” to test strategies for school improvement: An interview with Tom Kane, Professor, Harvard Graduate School of Education – Episode #142 appeared first on Gov Innovator podcast.

When then-President Obama signed the bipartisan "Every Student Succeeds Act" into law in late 2015, it marked a significant change in federal education policy. The previous law, President George W. Bush's "No Child Left Behind," had grown increasingly controversial for what critics on both the left and right called excessive federal overreach into local education policy. Today we're talking with Rick Hess of the American Enterprise Institute about his new book - "The Every Student Succeeds Act: What It Means for Schools, Systems and States" - which gives readers an overview of both the evolution of federal education policy and the new law. Click here for Rick's book on the Every Student Succeeds Act: https://www.amazon.com/Every-Student-Succeeds-Act-ESSA/dp/1682530124/ref=sr_1_1?ie=UTF8&qid=1491318996&sr=8-1&keywords=the+every+student+succeeds+act Click here for Rick's page at AEI: http://www.aei.org/scholar/frederick-m-hess/

Since the federal Every Student Succeeds Act (ESSA) was signed into law in December 2015, community-based groups have been working with states to ensure that English Learners (ELs) are appropriately included in the state accountability system. These systems are complex, leading to questions about the best practices states should adopt and processes to hold schools and states accountable for ELs’ achievement in the fairest and most accurate manner. This webinar, with MPI's Delia Pompa and Margie McHugh, and Susan Lyons from the National Center for Assessment, provides an overview of the decisions states are making.    MPI has released a related set of 13 state fact sheets that provide a sketch of EL demographics, student outcomes, and accountability mechanisms under ESSA and its predecessor, the No Child Left Behind Act (NCLB). These fact sheets (covering California, Colorado, Florida, Georgia, Illinois, Massachusetts, Minnesota, New York, North Carolina, Tennessee, Texas, Virginia, and Washington) are on MPI's web page, English Learners and the Every Student Succeeds Act (ESSA). The web page offers one-stop access to a number of resources that could help policymakers, community groups, parents, and others understand ongoing issues surrounding implementation of ESSA regulations at the state level.

Jane Clarenbach, Director of Public Education for the National Association for Gifted Children, discusses why the Every Student Succeeds Act (ESSA) is a "win" for gifted education advocates. To learn more about making the most of ESSA, view CTD's Talent newsletter at www.ctd.northwestern.edu/spring-2016-talent-newsletter.

With the recent passage of the Every Student Succeeds Act (ESSA), advocating for school health and physical education is more important than ever! Learn about the origins of SHAPE America’s SPEAK Out! Day and its significance as an advocacy tool, and find out how to get involved either on Capitol Hill or in your home state.

With the recent passage of the Every Student Succeeds Act (ESSA), advocating for school health and physical education is more important than ever! Learn about the origins of SHAPE America’s SPEAK Out! Day and its significance as an advocacy tool, and find out how to get involved either on Capitol Hill or in your home state. Panelists for this podcast include: *Paul Clinton — SHAPE America Northwest District president; *Mark Foellmer — Physical education teacher at Wentworth Junior High School in Calumet City, IL, and an active committee member of SHAPE America Midwest District; *Cheryl Wardell — Physical Education teacher in the Beaverton School District (OR) and 2014 SHAPE America Northwest District Elementary Physical Education Teacher of the Year; *Gayle See — National Board Certified physical educator who currently serves as a physical education instructional coach for Seattle Public Schools and as executive director of both SHAPE Washington and SHAPE America Northwest District; and *Samantha Nelson — Middle school physical education, D/APE, and health education teacher in Willmar, MN

Classnotes Podcast (May 10, 2016) Just a few months ago, the Every Student Succeeds Act (ESSA) became law, succeeding the ... read more The post English Learners and the New ESSA Law – Podcast Episode 163 appeared first on IDRA.

In this episode, Nathan Mains discusses the newly passed Every Student Succeeds Act (ESSA) with a panel of co-facilitators from the recent ESSA Study Group held in Harrisburg. The group worked through suggestions on implementing the new law in Pennsylvania.