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Connecting ESSA to School Libraries
Saturday, October 1, 2016
New York Library Association/
Section of School Librarians
(NYLA-SSL)
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This program is made possible through the matching funds provided by Follett School Solutions. Follett advocates for, and understands, the expertise and dynamic role school librarians play in making a difference in their district’s success.
Table of Contents
Schedule of Events Power Point Presentation
Section 1 ESSA Overview
• Historical Timeline • Implementation Timeline • Opportunities for School Librarians • Title IV, Part A Fact Sheet
Section 2 New York State Department of Education Update
• Board of Regents Update Memo • Highly Effective Schools Presentation • Standards, Parent Engagement and Accountability Presentation
Section 3 Connecting the Dots
• “Ask Me How School Librarians Ensure Student Success”
Section 4 Identifying Stakeholders & Building Coalitions
• Coalition Development Plan
Section 5 Message Development
• Message Development Plan
Section 6 Elevator Speech
• Elevator Speech Development
Section 7 Additional Material
• Glossary • AASL Position Statements
“Definition for an Effective School Library Program” “Appropriate Staffing for School Libraries” “Instructional Role of the School Librarian” “Role of the School Library Program” “Preparation of School Librarians”
• Rule Marking & Guidance, Comments submitted to proposed rulemaking on ESSA (7/26/16) • Student Support and Academic Achievement Enrichment Grants (ESSA Block Grants)
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Schedule October 1, 2016
Time Session Presenter 1:00 pm Welcome Remarks Sara Kelly Johns, AASL
Past President 1:00 – 1:30 pm ESSA Overview
- Federal and State Timeline - Effective School Library
Program Definition - Review of titles that include
School Librarians - Connection of titles to
school library role
Emily Sheketoff Executive Director of Washington Office of American Library Association Sara Kelly Johns, AASL Past President
1:30-2:00 pm New York DOE Panel - NYS ESSA Think Tank - Board of Regents Memo - Highly Effective Schools - Standards/Parents
Engagement and Accountability
- NYLA/SSL and NYSED Think Tank
John Brock, NY State Education Department, Associate, School Library Services Penny Sweeny, NYLA SSL Diana Wendell, NYS School Library System Association
2:00 -2:15 pm • Review of Key Messages • Identifying Stakeholders
Sara Kelly Johns, AASL Past President
2:15-2:30 pm Coalition Development Plan Sara Kelly Johns, AASL Past President
2:30-2:45 pm Report/Share Out Sara Kelly Johns, AASL Past President
2:45 -3:00 pm Connecting message to stakeholders
Sara Kelly Johns, AASL Past President
3:00-3:15 pm Report/Share Out 3:15-3:30 pm Elevator Speech Development Sara Kelly Johns, AASL
Past President 3:30- 3:45 pm Connecting ESSA to Practice Sara Kelly Johns, AASL
Past President 3:45 -4:00 pm Elevator Speech Practice and
Feedback
Closing Remarks/Questions
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Saturday, October 1, 2016
New York Library Association/
Section of School Librarians
CONNECTING ESSA TO SCHOOL LIBRARIES
Welcome
Sara Kelly JohnsAASL Past President
Handbook
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SHARE, SHARE, SHARE
Tag @aasl
#ESSAlibraries
Send photos to [email protected]
ESSA Webpage
http://essa.aasl.org/
ALA Washington Office
Emily SheketoffExecutive Director of Washington Office
of American Library Association
https://vimeo.com/183396897
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Effective School Library Program
The American Association of School Librarians (AASL) supports the position that:
An effective school library program has a certified school librarian at the helm, provides personalized learning environments, and offers equitable access to resources to ensure a well-rounded education for every student.
Effective School Library Program
As a fundamental component of college, career, and community readiness, the effective school library program:1. is adequately staffed, including a state-certified school librarian who
a. is an instructional leader and teacher,b. supports the development of digital learning, participatory learning, inquiry learning, technology literacies, and information literacy, andc. supports, supplements, and elevates the literacy experience through guidance and motivational reading initiatives;
Effective School Library Program Cont.
2. has up-to-date digital and print materials and technology, including curation of openly licensededucational resources; and3. provides regular professional development and collaboration between classroom teachers and schoollibrarians.
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Connecting the Dots
Title I
Title I – Improving basic programs operated by state and local educational agencies
Message: School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
https://vimeo.com/183388920
Title II, Part A
Title II: Supporting effective instruction
Message: School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district. https://vimeo.com/183390785
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LEARN
Literacy education for all, results for the nation (LEARN)
New literacy program that specifically authorized school librarians to participate in required activities.
https://vimeo.com/183392270
IAL
Innovative Approaches to Literacy (IAL)
New authorization that specially authorizes funds to be used for developing and enhancing effective school library programs.
https://vimeo.com/183393334
Title II, Part B
Title II, Part B: Literacy education for all, results for the nation (LEARN)/ Innovative Approaches to Literacy (IAL)https://vimeo.com/183393643Message: School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.
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Title IV, Part A
Title IV, Part A: Student Support and Academic Enrichment Grants (Block Grants)
Message: School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.https://vimeo.com/183394913
New York ESSA Update
NY Department of Education ESSA Page http://www.p12.nysed.gov/accountability/essa.html
NYS ESSA “Think Tank” – over 100 participating organizations
NYS ESSA Think Tank members convene regularly, both whole group and as sub-groups -asked to provide feedback and suggestions on aspects of the NYSED ESSA plan as it develops.
New York ESSA Updates
Six NYS ESSA Think Tank sub-groups:• Supporting Excellent Educators/Challenging Academic Standards and
Assessments/Supporting English Learners/Supporting All Students/Support and Improvement for Schools/Accountability Measures and Methodology
Both NYLA and SLSA have a member on each sub-group Current work is to develop high concept ideas for potential inclusion in a
draft State ESSA Plan Next Steps are Regional ESSA meetings hosted by District
Superintendents in October District Hosts have been encouraged to invite regional representatives
from organizations participating in the Think Tank
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New York ESSA Updates
Included in handbook:• Board of Regents Update Memo
http://www.regents.nysed.gov/common/regents/files/716brd1.pdf
• Highly Effective Schools Presentation http://www.regents.nysed.gov/common/regents/files/Full%20Board%20-%20ESSA.pdf
• Standards, Parent Engagement and Accountability Presentation http://www.regents.nysed.gov/common/regents/files/Full%20Board%20Monday%20-%20%20ESEA%20Reauthorization-Every%20Student%20Succeeds%20Act%20ESSA.pdf
New York ESSA Resources
NYS ESSA Think TanksExample:Diana Wendell [Madison‐Oneida BOCES School Library System Director] representing the NY School Library Systems Association on the Accountability Measurements and Methodology Thank Tank Work Group
• Think Tanks – variety of professionals representing diverse educational groups
• NYSED gathering feedback• In person meetings and conference calls• Issues addressed by Accountability Measurements Group
Think Tank Thoughts
Penny Sweeney- NYLA/SSL representative on NYSED Think Tank- serving on the Support and Improvements for Schools subgroup
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Identifying Stakeholders
Coalitions
• Critical to identify stakeholders• Including at the school, district (LEA) and state (SEA) levels
• Form coalitions• Bring together groups and organizations that support libraries
• Think outside the box• Utilize relationships and connections with education officials and
policymakers in support of the effort
• When anyone thinks of ESSA how do you get them to connect to school libraries• Be prepared to talk about positive impact of library programming in
the community – How are you making a difference?
ESSA Stakeholder Engagement Required Participants
• Governor• State legislature• State boards of
education• Local educational
agencies• Representatives of
Indian Tribes located in the state
• Teachers
• Principals & other school leaders
• Specialized instructional support personnel
• Paraprofessionals• Administration & other
staff• Parents
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State Support and Opportunities
• Must provide support to schools not meeting state-determined goals for student and school performance
• Must engage stakeholders and include them in the development of state plans to monitor student and school performance.
• School Librarians are among the list of stakeholders
• Be at the table!
Parents as Stakeholder Partners
• ESSA includes a provision for family engagement. Parents must be “meaningfully consulted” and involved in:
• State and local Title I plans• Title II state and local applications• Title III state and local plans• Title IV-A local applications• Title IV-B state applications• State and local report cards• School improvement plans
Coalition Development Plan
• Name individual/organization/business• What previous activities/news tie them to
your efforts• What stake do they have in school library
funding• What can they contribute to your plan• What three things could you do today to
strengthen a relationship with them
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Coalition Development Plan
Coalition Development Plan
Connect Message to Stakeholder
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Key Words/Phrases
• Specialized instructional support staff • Digital literacy skills• Academic achievement• Personalized, rigorous learning experiences• Adequate access to school libraries• Use technology effectively• Effective integration of technology• Improve instruction and student achievement
Example
Individual/Organization
/ Business Name
What previous activities,
news or accomplishments
tie them to your efforts?
What stake do they have in
school library funding?
What can they contribute
to your plan?
What three things could you do
today to strengthen a relationship
with them?
Local public library Summer reading programs,
marketing regarding access
to information and
technology for community
School libraries create
knowledgeable library users;
school libraries fill a specific
role in connection to
curriculum and without
would create a gap between
services
General public awareness;
engaging non‐parents, but
library friends in efforts
1. Meet with staff to provide
information.
2. Ask to hold an information session
at public library for general public
3. Ask to present to their friends
group and in return offer time with
school parents group
Key Message Development:• School librarians are teachers, specialized instructional support staff, trained to teach
library skills early and develop lifelong library users and supporters. • The public library is an incredible asset to students as they continue their work outside
of school but a fully staff and funded school library connects student personalized, rigorous learning experience, and library research, to academic achievement.
• Digital literacy skills are essential for success as students move into the work force that requires the effective use of technology and while there is a direct impact for parents to support a strong school library program there is tremendous value for the business and community too.
Connecting the Dots- Key Messages
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ESSA Elevator Speech
https://vimeo.com/183395638
Connecting the dots
• Four ESSA areas (Title I, Title II- Part A, Title II- Part B, and Title IV, Part A)
• Review the key messages on your message card
• Connect the dots to your work
Example
Title I: Improving basic programs operated by state and local educational agencies
Message: School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
Conversation Response: Yes, the internet has certainly put information at your fingertips but do you believe everything you read on the internet? Students today have a hard time navigating such a vast amount of information and learning digital literacy skills is critical to their success in school and after when they navigate college or start a career.
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ESSA Elevator Speech
Reminders:• The intention is to educate not humiliate.• What you do is important, so sound
important. • Practice• You can start the conversation.
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
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Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
Questions
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ESSA Federal Legislation Timeline
1965 ESEA was enacted by Congress and signed into law.
1968 Congress expanded ESEA to include new programs (and titles) that serve at-risk children (migrants and neglected children). The Bilingual Education Act was also passed.
1994 The renewal of the ESEA called for states to develop standards and standards-aligned assessments for all students. States and districts were obligated to identify schools that were not making “adequate yearly progress” as detailed in the Improving America’s Schools Act (IASA).
2002 ESEA became NCLB (No Child Left Behind Act). NCLB shifted much of the decision-making and resource allocation away from states. NCLB also significantly expanded testing requirements.
2015 In December 2015, bipartisan support for the ESSA was high and the overdue reauthorization was finally signed into law.
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ESSA State Timing, Rules and Implementation
December 10, 2015 President Obama signs the Every Student Succeeds Act (ESSA) into
law
December 22, 2015 U.S. Department of Education (ED) publishes request for information (RFI) re: regulations on Title I of ESSA
March 21 – April 19, 2016 ED holds three sessions of negotiated rulemaking (neg-reg) on assessment and supplement, not supplant (SNS) issues
April 27, 2016 ED releases assessment regulations that were agreed to by the neg-reg committee
May 31, 2016 ED releases a notice of proposed rulemaking (NPRM) on accountability and state plan issues under Title I
August 1, 2016 (1) ESEA waivers are null and void, per the statute, and (2) comments are due on the NPRM re: accountability and state plan issues
October 1, 2016 Effective date for competitive programs under ESSA, unless otherwise provided for in the statute
October/November, 2016 Final regulations published by ED
February/April, 2017 States submit plans for School Year 2017-2018
May/June, 2017 ED begins peer review and approves state plans
July 1, 2017 Effective date for formula grant programs under ESSA
August, 2017 New state plans take effect in schools at the start of the 2017-2018 school year
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P.L. 114-95, The Every Student Succeeds Act of 2015 Conference Agreement to Reauthorize the Elementary and Secondary Education Act
OPPORTUNITIES FOR SCHOOL LIBRARIANS
This document highlights library-related provisions in P.L. 114-95, the Every Student Succeeds Act (ESSA) and provides an overview of initial next steps to help maximize opportunities for effective school library programming under the new law. TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY STATE AND LOCAL EDUCATIONAL AGENCIES Background Under Title I, Part A of ESSA, States (referred to as State Educational Agencies) and school
districts (referred to as Local Educational Agencies) must develop plans to implement federally-funded education activities.
States and school districts must develop their plans with “timely and meaningful consultation with” teachers, principals and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.
Library Provisions ESSA includes new provisions that authorize – but do not require – school districts to
include in their local plans how they will assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.
Next Steps Because the local application provision related to effective school library programming is
allowable (not required from the federal level), it is critical that school district personnel be made aware of their ability to develop and implement effective school library programming.
Contact and work with the superintendent’s office in developing the local plan under Title I,
Part A to ensure that the school district takes into consideration:
o The importance of developing and maintaining effective school library programs; and
o How effective school library programs can help with the development of digital literacy skills and improve academic achievement.
Contact and work with State and school district officials regarding the ability of school
librarians to participate in both the State and school district planning and application process (as part of “specialized instructional support personnel”).
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TITLE II, PART A – SUPPORTING EFFECTIVE INSTRUCTION Background Title II, Part A of ESSA provides funds for States and school districts to increase academic
achievement through professional development. Library Provisions ESSA includes new provisions that authorize States, as well as school districts, to use grant
and subgrant funds for “supporting the instructional services provided by effective school library programs.”
Next Steps Because States and school districts can now use their Title II, Part A funds specifically to
support effective school library programming, it will be important to make sure that school district and school personnel that develop and implement professional development activities are aware of the new uses of funds related to libraries.
Work with school district and school personnel to encourage the use of Title II, Part A funds
specifically for effective school library programming, as well as part of other professional development efforts taking place with these funds.
o Note that under the No Child Left Behind Act (NCLB), Title II, Part A funds were primarily
used for professional development for “teachers” which made it difficult for other instructional support personnel to participate in activities. ESSA rectifies this by specifically authorizing funds to be used to support instructional services provided by effective school library programs.
TITLE II, PART B, SUBPART 2 – LITERACY EDUCATION FOR ALL, RESULTS FOR THE NATION (LEARN) Background ESSA includes a new literacy program that provides federal support to States to develop,
revise, or update comprehensive literacy instruction plans. States award competitive subgrants to school districts for activities that focus on children in kindergarten through grade 5 as well as children in grades 6 through 12.
Library Provisions ESSA specifically authorizes school librarians to participate in required grant activities that
focus on children in kindergarten through grade 5 as well as activities that focus on children in grades 6 through 12.
In addition, ESSA allows all local subgrants (that serve children in kindergarten through
grade 5 and/or children in grades 6 through 12) to be used to provide time for teachers and school librarians to meet, plan and collaborate on comprehensive literacy instruction.
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Next Steps Since this is a new competitive program under ESSA, it will be important to work with
individuals responsible for literacy instruction and development at the State, school district, and school level.
Encourage/assist appropriate State, school district, and/or school personnel in developing
and applying for grants or subgrants.
o Note that subgrants awarded for local uses of funds must include professional development for school personnel that specifically includes school librarians. Therefore, any grants awarded at the school district level under this program must provide professional development for school librarians.
TITLE II, PART B, SUBPART 2, SECTION 2226 – INNOVATIVE APPROACHES TO LITERACY (IAL) Background ESSA includes a new authorization of the Innovative Approaches to Literacy (IAL) program
(previously funded through appropriations legislation) that provides dedicated funding to promote literacy programs in low income communities.
o Note that while IAL activities have been funded over the past several years through
appropriations bills, the “codification” (or explicit authorization) of this program in ESSA provides a specific “line item” to help better secure funding in future years.
Library Provisions ESSA specifically authorizes funds to be used for developing and enhancing effective
school library programs, which includes providing professional development for school librarians, books, and up-to-date materials to high need schools.
Next Steps Since IAL is a competitive grant program that has been funded in the past (through
appropriations), but is newly authorized under ESSA, it will be important to focus advocacy efforts at the federal level to ensure enough funds are appropriated to continue and possibly expand the IAL program.
o Note that while efforts to fund IAL in the past have been successful, the lack of an
explicit authorization for these activities has hindered advocacy efforts related to expanding the program. The specific authorization of IAL under ESSA will help with future funding as Congress has expressed its support for these activities under the most recent authorization of the Elementary and Secondary Education Act.
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TITLE IV, PART A – STUDENT SUPPORT AND ACADEMIC ENRICHMENT GRANTS (BLOCK GRANT) Background ESSA authorizes a new program to provide Student Support and Academic Enrichment
activities (commonly referred to as the “Block Grant” under ESSA) to help States and school districts target federal resources on locally-designed priorities.
o Funds are allocated to States and then school districts based on their share of Title I,
Part A funding (formula grant allocated on the basis of poverty).
Library Provisions
ESSA authorizes (but does not require) States to use funds to assist school districts in providing programs and activities that increase access to personalized, rigorous learning experiences supported by technology, including adequate “access to school libraries.”
ESSA also authorizes (but does not require) States to use funds to assist school districts in
providing school librarians and other school personnel with the knowledge and skills to use technology effectively, including effective integration of technology, to improve instruction and student achievement.
In developing their local applications, school districts must consult with teachers, principals
and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.
In addition, ESSA requires that school districts conduct a “needs assessment” prior to
receiving funds from the State (that must be conducted every 3 years). The needs assessment must include access to personalized learning experiences (which may include access to school libraries).
Next Steps Because States are authorized (and not required) to support school districts by providing
programs and activities that increase access to personalized learning experiences (which may include professional development for school librarians and better access to school libraries for students), it will be important to contact and work with State Educational Agency officials to make them aware of their ability to use funds in support of personalized learning experiences.
Since school districts are required to consult with stakeholders that may include school
librarians on the development and implementation of their local activities, it is critical to work with technology leaders at the school and school district levels to ensure that school librarians can adequately participate in the planning process.
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Title IV, Part A of ESSA: Student Support and Academic Enrichments Grants Description of Grants The newly enacted bipartisan Every Student Succeeds Act (ESSA) includes a flexible block grant program under Title IV Part A, which is authorized at $1.65 billion in FY 2017. Title IV, Part A authorizes activities in three broad areas:
1) Providing students with a well-rounded education (e.g. college and career counseling, STEM, arts, civics, IB/AP)
2) Supporting safe and healthy students (e.g. comprehensive school mental health, drug and violence prevention, training on trauma-informed practices, health and physical education) and
3) Supporting the effective use of technology (professional development, blended learning, devices).
Distribution of Funds Each state will receive an allocation based on the Title I funding formula. Using the same Title I formula, the states will then allocate funds to school districts. Any school district that receives a formula allocation above $30,000 must conduct a needs assessment and then must expend 20 percent of its grant on safe and healthy school activities and 20 percent on activities to provide a well-rounded education programs. The remaining 60% of the money can be spent on all three priorities, including technology. However, there is a 15% cap on devices, equipment, software and digital content. If a district receives an allocation below $30,000, the law does not require a needs assessment or setting aside percentages for well-rounded and safe and healthy students programs. It must spend money on activities in at least one of the three categories. The 15 percent technology purchase cap would continue to apply. President’s FY17 Budget Request The President's FY 2017 budget proposal would provide $500 million for the Title IV flexible block grant, less than one-third of the authorized $1.65 billion level. The Administration also requested to include language in the appropriations bill that would allow states to distribute $50,000 per year to districts on a competitive basis and would allow states to limit their spending to just one of the three listed priorities, or specific activities within one of the priorities. Since the Student Support and Academic Enrichments Grants program is the third largest authorized program in ESSA, failing to adequately fund it, as the President’s FY 2017 budget proposes to do, will undermine the bipartisan Congressional intent in passing this important law. Program Funding Need Strong evidence demonstrates the need for students to have access to health and safety programs, a diversity of academic programs, and modern technology. • Evidence supports a direct correlation between physical and mental health and learning that is
essential to academic success, school completion, and the development of healthy, resilient, and productive citizens. Schools are uniquely positioned to help students acquire life-long knowledge and skills through comprehensive health education, physical education, nutrition, comprehensive school mental and behavioral health services, counseling, and integration among all education and health programs.
• In order to prepare students to succeed, they need access to a well-rounded curriculum. Funds through the block grant will help schools expand music, art, STEM, computer science, accelerated learning, history, and civics courses, as well as expand access to college and career guidance and counseling.
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• Federal investments in education technology ensure schools have technology-proficient educators, well equipped classrooms, sufficiently supported administrative structures, and a curriculum optimized to take advantage of the benefits technology offers to all students––such as closing the opportunity and learning gaps and providing students with essential modern workforce skills.
Given the elimination under the Every Student Succeeds Act (ESSA) of numerous programs that support the overall health and safety of students, the investments in education technology, as well as helping districts ensure access to a well-rounded education, a robust federal investment in support of these programs is absolutely essential through Title IV Part A. Without a significant investment in Title IV, Part A, districts will be forced into choosing which of the priorities to invest in––even though an ample investment in all three is necessary to providing students with a comprehensive education. For further information, or if any questions arise, please contact Sunil Mansukhani at The Raben Group, [email protected] or Jon Bernstein at Bernstein Strategy Group, [email protected].
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
TO: The Honorable the Members of the Board of Regents
FROM: Angelica Infante-Green
SUBJECT: Update on the Every Student Succeeds Act (ESSA)
DATE: July 11, 2016
AUTHORIZATION(S):
SUMMARY
Issue for Discussion
The purpose of this item is to update the Board of Regents regarding the
requirements for submitting a state plan for implementation of the Every Student Succeeds Act (ESSA).
Reason(s) for Consideration
Review of policy pertaining to Federal statute.
Proposed Handling
This item will come before the Full Board of Regents for discussion at the July 2016 meeting.
Background Information
On December 10, 2015, President Obama signed into law the Every Student Succeeds Act. The ESSA reauthorizes the Elementary and Secondary Education Act. In general, the ESSA retains many of the core provisions of No Child Left Behind, the previous reauthorization of ESEA, while providing greater flexibility to states to implement the provisions.
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Update on USDE Negotiated Rule-making for ESSA
On May 26, 2016, the United States Department of Education (USDE) released
draft regulations outlining state requirements for submission of a state accountability plan and for implementing the provisions of the ESSA. The New York State Education Department (NYSED or “the Department”) intends to provide comments to the USDE regarding the draft regulations during the public comment period, which is open until August 1, 2016.
Within the draft regulations, USDE has indicated that states will have two
opportunities to submit the required state plans: March 6, 2017 or July 5, 2017. The draft regulations stipulate that extensive consultation with stakeholders occur in the development of the state plan.
The Department has begun the required consultation on the development of the
state’s ESSA plan with the Committee of Practitioners and the newly formed ESSA Think Tank.
Consultation with the Committee of Practitioners Regarding ESSA
The Elementary and Secondary Education Act (ESEA) requires each state that receives Title I funds to convene a Committee of Practitioners (COP) to advise the state in carrying out its responsibilities under Title I. The duties of the COP include a review, before publication, of any proposed or final state rule or regulation related to Title I.
In New York State, the COP committee is presently comprised of organizations including, but not limited to, Local Education Agencies (LEAs); Boards of Cooperative Educational Services (BOCES); Institutions of Higher Education (IHE); and organizations that represent school boards, superintendents, school administrators, teachers, paraprofessionals, parents, nonpublic schools and community partners.
To date, the COP Committee has been involved in 4 (four) in-person meetings and eight (8) phone conferences to learn about the provisions of ESSA. In addition, COP has also engaged in several instances of consultation and solicitation of feedback via e-mail on specific topics. Members were given opportunities to respond to a series of questions pertaining to the goals of an accountability system and a draft of the ESSA guiding principles.
Consultation with the ESSA Think Tank On June 14, 2016, the Department held an introductory webinar for the ESSA Think Tank. To date, the Departments has invited more than 100 organizations to participate in the Think Tank and more than 80 have accepted the invitation.
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During the webinar, members were provided with an overview of ESSA requirements and were invited to provide feedback regarding a set of draft Characteristics of Highly Effective Schools. The New York State Education Department posits that the goal of New York’s ESSA plan is to support the creation of highly effective schools. Department staff drafted a set of Characteristics of Highly Effective Schools (see Attachment A for most recent draft), which were adapted from the New York State Education Department’s Diagnostic Tool for School and District Effectiveness rubric. These characteristics were shared during the initial meeting of the ESSA Think Tank and members were asked to provide feedback and suggest revisions to the characteristics. While most members surveyed were satisfied with the characteristics as written, many stakeholders provided thoughtful revisions. During a second webinar on June 29, 2016, the ESSA Think Tank was provided with a set of draft ESSA guiding principles. These principles were developed by Department senior managers and then shared with the Committee of Practitioners. The Think Tank was invited to provide feedback on the draft guiding principles. While most members surveyed were satisfied with the guiding principles as written, many stakeholders provided thoughtful revisions. Attachment B is the most recent the draft Guiding Principles that incorporate feedback received from Think Tank members.
Both COP and the Think Tank will continue to meet regularly and discuss ESSA. The ESSA Think Tank will have its first in-person meeting on July 14, 2016. There will be extensive additional opportunities for other stakeholders and the general public to also comment on the plan as it is developed.
Next Steps
The Department proposes to post the Characteristics of Highly Effective Schools and Guiding Principles documents for public comment. Staff will continue to consult with the Committee of Practitioners and the ESSA Think Tank to further refine the documents during the public comment period. Staff will then spend July and August reviewing the feedback received from the public and will revise the documents for consideration at the Board of Regents meeting in September. At the Board of Regents meeting in September, staff will request final approval of the Characteristics of Highly Effective Schools and the Guiding Principles, which will then serve as the cornerstones for development of our ESSA state plan. Attachments
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Attachment A
Draft Characteristics of Highly Effective Schools The following are characteristics of a school that provides a highly effective education to students and enables them to become prepared for college, career, and civic responsibility:
1. Visionary instructional leaders partner with all stakeholders. Visionary leaders create
a professional, respectful and supportive school culture and community that values and promotes diversity and leads to success, well-being, and high academic expectations and outcomes for all students. This is accomplished through the use of collaborative systems of continuous and sustainable school improvement.
2. All students receive curricula in all disciplines that are challenging, engaging, and
integrated. The curricula are tied to appropriate formative and summative assessments, which are aligned to State learning standards. This results in instruction that is responsive to student needs and modified to maximize student growth and learning outcomes.
3. Teachers and staff engage in ongoing professional development to equip
themselves with effective, research-based, strategic instructional practices. Teachers and staff use multiple measures, so that targeted instruction maximizes student learning outcomes. Teachers and staff address the needs and interests of diverse learners and design lessons and activities that are responsive to what students need to learn. These efforts allow students to consistently experience high levels of engagement and achievement.
4. The school community identifies, promotes, and supports social, emotional, physical,
and cognitive development throughout the school day. This is accomplished by designing systems, programs and strengths-based experiences that identify and foster healthy relationships, as well as safe, inclusive, and respectful environments. These efforts lead to students developing social emotional skills and barriers to learning being removed.
5. The school has active partnerships that are culturally and linguistically inclusive and
in which families, students, community members and school staff respectfully collaborate. These partnerships support student academic progress, social-emotional growth, well-being, and personal and civic responsibility, so that students have the opportunity to reach their full potential.
6. The school community identifies, promotes, and supports multiple pathways to
graduation and career readiness based on individual strengths, needs, interests, and aspirations. These pathways create access to multiple opportunities for students to pursue advanced coursework and actively explore and/or pursue specific career-related coursework and experiences in the arts, languages and Career and Technical Education. Consequently, students develop the knowledge and skills to
32
5
meaningfully transition to postsecondary opportunities and to exercise civic responsibility.
7. The school community continuously and critically examines and challenges its own
cultural assumptions to understand how they shape school-wide policies and practices, so as to inform plans for continuous movement towards a school environment that is inclusive, as well as linguistically and culturally responsive.
8. The school community promotes cultural responsiveness and appropriate responses
to individuality and differences, as reflected in policies, programs, and practices. The school examines its cultural assumptions to inform practice and professional development on culturally and linguistically responsive pedagogy.
33
6
Attachment B
Draft Guiding Principles for NYS Public School Accountability System
1. The goal of the New York State (NYS) public school accountability system is to
support the development of highly effective schools and to encourage and enable all schools towards becoming or remaining highly effective. (See Characteristics of Highly Effective Schools)
2. The NYS public school system will provide multiple rigorous pathways to graduate
students who are prepared for post-secondary education, careers, and positive civic engagement.
3. The NYS accountability system will consistently and transparently communicate
expectations that are understood and supported by students, parents, educators, policymakers, and other stakeholders.
4. The NYS accountability system will promote, support, and reward positive and
innovative change in all schools in the state.
5. The NYS accountability system will strongly incentivize and support efforts for schools to implement multi-tiered systems of support to close gaps in student achievement among all accountability groups.
6. The NYS accountability system will use state assessments that are valid, reliable,
and developmentally, culturally and linguistically appropriate.
7. School accountability indicators will include multiple measures of progress and growth, and will not be based solely on measures of student achievement.
8. All academic subjects beyond language arts and math for which there are New
York State assessments will be part of the NYS accountability system.
9. The NYS accountability system will incentivize and support districts to provide and expand access to student’s opportunities to participate in and successfully complete advanced coursework such as Advanced Placement (AP) and International Baccalaureate (IB), as well as rigorous arts, career and technical education, language, and music programs.
10. The NYS accountability system will include non-academic measures of school
quality and student success, including but not limited to school climate, safety, inclusion, and student emotional and developmental health.
11. NYS will establish opportunity to learn standards that must be implemented in
schools identified for support and improvement.
34
7
12. Accountability goals will include measures of student success after graduation from high school through gathering data on indicators such as post high school education, employment and military service, as soon as such data can be reliably collected.
13. Requirements for schools identified for improvement will be based upon the best
practices of highly effective schools and research-based practices, as modified to best meet the needs of students at the identified schools.
14. The primary responsibility for school improvement will be the school and the district.
The New York State Education Department’s role is to support these efforts and to actively intervene when underperformance persists after the school/district solutions have not succeeded, in order to foster continuous improvement in these schools.
15. Every district with identified schools shall demonstrate through required plans that
the district is using federal, state, and local resources effectively and efficiently to support school improvement.
16. Stakeholders will be engaged and have a significant role in developing and
implementing the NYS accountability system and as a result will be able to articulate how schools are measured, understand the status of the district and its schools, and have knowledge of how gaps in student achievement are being addressed.
17. The NYS accountability system will meet all federal requirements including ESSA
and IDEA, and will be seamlessly aligned with concurrent state accountability mechanisms.
18. The NYS accountability system will be designed consistent with the availability of
state and local resources and human capital, as well as ongoing efforts to strengthen teacher and leader effectiveness, and support school turnaround in struggling schools.
19. The Board of Regents shall continue to advocate for sufficient resources for districts
and schools to achieve the goals of the accountability system and for greater equity in school funding.
20. The success of NYS accountability system shall be regularly reviewed by NYSED
and stakeholders, and adjustments shall be made as necessary to accomplish the stated goals.
35
D
evel
opm
ent o
f Sta
te P
lan
for
the
Eve
ry S
tud
ent S
ucc
eed
s A
ct (E
SSA
) P
rese
nte
d to
the
NY
S B
oard
of R
egen
ts
Ju
ly 1
1, 2
016
Bac
kgro
und
Info
rmat
ion
•O
n D
ecem
ber 1
0, 2
015,
Pre
side
nt O
bam
a si
gned
into
law
the
Eve
ry S
tude
nt S
ucce
eds
Act
(ES
SA
).
•
ES
SA
reau
thor
izes
the
Ele
men
tary
and
Sec
onda
ry E
duca
tion
Act
(E
SE
A) a
nd e
limin
ates
muc
h of
the
pres
crip
tiven
ess
of th
e N
o C
hild
Lef
t Beh
ind
Act
and
the
ES
EA
Fle
xibi
lity
Wai
vers
.
•
On
May
26,
201
6, th
e U
nite
d S
tate
s D
epar
tmen
t of E
duca
tion
(US
DE
) rel
ease
d dr
aft r
egul
atio
ns o
utlin
ing
requ
irem
ents
for t
he
stat
e ac
coun
tabi
lity
plan
and
for i
mpl
emen
ting
ES
SA
.
•
The
draf
t reg
ulat
ions
stip
ulat
e th
at e
xten
sive
con
sulta
tion
with
st
akeh
olde
rs o
ccur
in th
e de
velo
pmen
t of t
he s
tate
pla
n.
2
The
Dev
elop
men
t of t
he C
hara
cter
istic
s of
H
ighl
y E
ffect
ive
Sch
ools
•
The
Dep
artm
ent p
ropo
ses
that
NY
’s E
SS
A S
tate
pla
n be
cre
ated
w
ith th
e go
al o
f sup
porti
ng th
e de
velo
pmen
t of h
ighl
y ef
fect
ive
scho
ols
and
enco
urag
ing
and
enab
ling
all s
choo
ls to
war
ds
beco
min
g or
rem
aini
ng h
ighl
y ef
fect
ive.
•To
sup
port
this
goa
l, th
e D
epar
tmen
t has
cra
fted
a se
ries
of
stat
emen
ts in
tend
ed to
arti
cula
te th
e ch
arac
teris
tics
of h
ighl
y ef
fect
ive
scho
ols.
•In
cre
atin
g th
ese
stat
emen
ts, t
he D
epar
tmen
t bui
lt of
f the
wor
k th
at
had
been
don
e to
dev
elop
the
Dia
gnos
tic T
ool f
or S
choo
l and
D
istri
ct E
ffect
iven
ess.
3
The
Dev
elop
men
t of t
he C
hara
cter
istic
s of
H
ighl
y E
ffect
ive
Sch
ools
•
The
Dia
gnos
tic T
ool f
or S
choo
l and
Dis
trict
Effe
ctiv
enes
s (D
TSD
E) i
s a
rubr
ic th
at
enco
mpa
sses
mul
tiple
inst
rum
ents
suc
h as
inte
rvie
ws,
cla
ssro
om o
bser
vatio
ns
and
surv
eys.
•Th
e D
TSD
E a
llow
s us
ers
to d
eter
min
e th
e de
gree
to w
hich
opt
imal
con
ditio
ns fo
r le
arni
ng a
re p
rese
nt in
a s
choo
l as
artic
ulat
ed in
Sta
tem
ents
of P
ract
ice.
•Th
e ru
bric
spe
cifie
s ex
pect
atio
ns p
erta
inin
g to
thes
e co
nditi
ons
acro
ss th
e fo
llow
ing
six
tene
ts:
–D
istri
ct L
eade
rshi
p an
d C
apac
ity,
–Sc
hool
Lea
der P
ract
ices
and
Dec
isio
ns,
–C
urric
ulum
Dev
elop
men
t and
Sup
port,
–
Teac
her P
ract
ices
and
Dec
isio
ns,
– S
tude
nt S
ocia
l and
Em
otio
nal D
evel
opm
enta
l Hea
lth, a
nd
– F
amily
and
Com
mun
ity E
ngag
emen
t.
4
36
The
Dev
elop
men
t of t
he C
hara
cter
istic
s of
H
ighl
y E
ffect
ive
Sch
ools
- C
ontin
ued
•Th
e D
TSD
E ru
bric
was
rese
arch
ed-b
ased
and
dev
elop
ed b
y a
grou
p of
pr
actit
ione
rs a
nd s
take
hold
ers
with
the
assi
stan
ce o
f Ron
Fer
guso
n, P
h.D
. and
K
aren
Map
p, P
h.D
. of H
arva
rd U
nive
rsity
and
Cra
ig R
icha
rds,
Ph.
D. a
nd B
rian
Per
kins
, Ph.
D. o
f Col
umbi
a U
nive
rsity
.
•Th
e D
TSD
E ru
bric
was
the
foun
datio
n fo
r the
dev
elop
men
t of t
he C
hara
cter
istic
s of
Hig
hly
Effe
ctiv
e S
choo
ls.
•
To c
reat
e th
e C
hara
cter
istic
s of
Hig
hly
Effe
ctiv
e S
choo
ls, N
YS
ED
am
plifi
ed u
pon
the
DTS
DE
sta
tem
ents
. Th
ese
wer
e th
en fu
rther
refin
ed b
ased
on
feed
back
from
th
e E
SS
A T
hink
Tan
k.
5
The
Dev
elop
men
t of t
he C
hara
cter
istic
s of
H
ighl
y E
ffect
ive
Sch
ools
- C
ontin
ued
6
Cha
ract
eris
tics
of H
ighl
y E
ffect
ive
Sch
ools
(S
ee a
ppen
dix
for c
ompl
ete
stat
emen
ts)
1.V
isio
nary
Lea
ders
2.
Cur
ricul
a 3.
Inst
ruct
iona
l Pra
ctic
es
4.S
ocia
l and
Em
otio
nal D
evel
opm
ent
5.P
artn
ersh
ips
6.P
athw
ays
7.C
ultu
ral C
ompe
tenc
e 8.
Cul
tura
l Res
pons
iven
ess
7
Dra
ft G
uidi
ng P
rinci
ples
for N
YS
Pub
lic
Sch
ool A
ccou
ntab
ility
Sys
tem
•In
tend
ed to
gui
de d
evel
opm
ent o
f ES
SA s
tate
pl
an;
•In
trodu
ced
by N
YS
ED
sta
ff;
•
Rev
ised
and
refin
ed b
ased
on
feed
back
from
the
Sta
te C
omm
ittee
Of P
ract
ition
ers
and
the
ES
SA
Th
ink
Tank
.
8
37
Dra
ft G
uidi
ng P
rinci
ples
for N
YS
P
ublic
Sch
ool A
ccou
ntab
ility
Sys
tem
1.
The
goal
of t
he N
ew Y
ork
Sta
te (N
YS
) pub
lic s
choo
l acc
ount
abili
ty s
yste
m is
to
supp
ort t
he d
evel
opm
ent o
f hig
hly
effe
ctiv
e sc
hool
s an
d to
enc
oura
ge a
nd e
nabl
e a
ll sc
hool
s to
bec
ome
or re
mai
n hi
ghly
effe
ctiv
e. (S
ee C
hara
cter
istic
s of
Hig
hly
Effe
ctiv
e S
choo
ls.)
2.Th
e N
YS
pub
lic s
choo
l sys
tem
will
pro
vide
mul
tiple
rigo
rous
pat
hway
s to
gra
duat
e st
uden
ts w
ho a
re p
repa
red
for p
ost-s
econ
dary
edu
catio
n, c
aree
rs, a
nd p
ositi
ve c
ivic
en
gage
men
t.
3.Th
e N
YS
acc
ount
abili
ty s
yste
m w
ill c
onsi
sten
tly a
nd tr
ansp
aren
tly c
omm
unic
ate
expe
ctat
ions
that
are
und
erst
ood
and
supp
orte
d by
stu
dent
s, p
aren
ts, e
duca
tors
, po
licym
aker
s, a
nd o
ther
sta
keho
lder
s.
4.Th
e N
YS
acc
ount
abili
ty s
yste
m w
ill p
rom
ote,
sup
port,
and
rew
ard
posi
tive
and
inno
vativ
e ch
ange
in a
ll sc
hool
s in
the
stat
e.
5.Th
e N
YS
acc
ount
abilit
y sy
stem
will
stro
ngly
ince
ntiv
ize
and
supp
ort e
fforts
for s
choo
ls
to im
plem
ent m
ulti-
tiere
d sy
stem
s of
sup
port
to c
lose
gap
s in
stu
dent
ach
ieve
men
t am
ong
all a
ccou
ntab
ility
gro
ups.
9
Dra
ft G
uidi
ng P
rinci
ples
for N
YS
Pub
lic
Sch
ool A
ccou
ntab
ility
Sys
tem
- C
ontin
ued
6.
The
NY
S a
ccou
ntab
ility
sys
tem
will
use
sta
te a
sses
smen
ts th
at a
re v
alid
, rel
iabl
e,
and
deve
lopm
enta
lly, c
ultu
rally
and
ling
uist
ical
ly a
ppro
pria
te.
7.S
choo
l acc
ount
abili
ty in
dica
tors
will
incl
ude
mul
tiple
mea
sure
s of
pro
gres
s an
d gr
owth
, and
will
not
be
base
d so
lely
on
mea
sure
s of
stu
dent
ach
ieve
men
t.
8.A
ll ac
adem
ic s
ubje
cts
beyo
nd la
ngua
ge a
rts a
nd m
ath
for w
hich
ther
e ar
e N
ew Y
ork
Sta
te a
sses
smen
ts w
ill be
par
t of t
he N
YS
acc
ount
abili
ty s
yste
m.
9.Th
e N
YS
acc
ount
abili
ty s
yste
m w
ill in
cent
iviz
e an
d su
ppor
t dis
trict
s to
pro
vide
and
ex
pand
acc
ess
to s
tude
nt’s
opp
ortu
nitie
s to
par
ticip
ate
in a
nd s
ucce
ssfu
lly c
ompl
ete
adva
nced
cou
rsew
ork
such
as
Adv
ance
d P
lace
men
t (A
P) a
nd In
tern
atio
nal
Bac
cala
urea
te (I
B),
as w
ell a
s rig
orou
s ar
ts, c
aree
r and
tech
nica
l edu
catio
n,
lang
uage
, and
mus
ic p
rogr
ams.
10.
The
NY
S a
ccou
ntab
ility
sys
tem
will
incl
ude
non-
acad
emic
mea
sure
s of
sch
ool
qual
ity a
nd s
tude
nt s
ucce
ss, i
nclu
ding
but
not
lim
ited
to s
choo
l clim
ate,
saf
ety,
in
clus
ion,
and
stu
dent
em
otio
nal a
nd d
evel
opm
enta
l hea
lth.
10
Dra
ft G
uidi
ng P
rinci
ples
for N
YS
Pub
lic
Sch
ool A
ccou
ntab
ility
Sys
tem
- C
ontin
ued
11
.N
YS
will
est
ablis
h op
portu
nity
to le
arn
stan
dard
s th
at m
ust b
e im
plem
ente
d in
sch
ools
id
entif
ied
for s
uppo
rt an
d im
prov
emen
t.
12.
Acc
ount
abili
ty g
oals
will
incl
ude
mea
sure
s of
stu
dent
suc
cess
afte
r gra
duat
ion
from
hi
gh s
choo
l thr
ough
gat
herin
g da
ta o
n in
dica
tors
suc
h as
pos
t hig
h sc
hool
edu
catio
n,
empl
oym
ent a
nd m
ilita
ry s
ervi
ce, a
s so
on a
s su
ch d
ata
can
be re
liabl
y co
llect
ed.
13.
Req
uire
men
ts fo
r sch
ools
iden
tifie
d fo
r im
prov
emen
t will
be
base
d up
on th
e be
st
prac
tices
of h
ighl
y ef
fect
ive
scho
ols
and
rese
arch
-bas
ed p
ract
ices
as
mod
ified
to b
est
mee
t the
nee
ds o
f stu
dent
s at
the
iden
tifie
d sc
hool
s.
14.
The
prim
ary
resp
onsi
bilit
y fo
r sch
ool i
mpr
ovem
ent w
ill be
the
scho
ol a
nd th
e di
stric
t.
The
New
Yor
k S
tate
Edu
catio
n D
epar
tmen
t’s r
ole
is to
sup
port
thes
e ef
fort
s an
d to
ac
tivel
y in
terv
ene
whe
n un
derp
erfo
rman
ce p
ersi
sts
afte
r the
sch
ool/d
istri
ct s
olut
ions
ha
ve n
ot s
ucce
eded
, in
orde
r to
fost
er c
ontin
uous
impr
ovem
ent i
n th
ese
scho
ols.
15.
Eve
ry d
istri
ct w
ith id
entif
ied
scho
ols
shal
l dem
onst
rate
thro
ugh
requ
ired
plan
s th
at th
e di
stric
t is
usin
g fe
dera
l, st
ate,
and
loca
l res
ourc
es e
ffect
ivel
y an
d ef
ficie
ntly
to s
uppo
rt sc
hool
impr
ovem
ent.
11
Dra
ft G
uidi
ng P
rinci
ples
for N
YS
Pub
lic
Sch
ool A
ccou
ntab
ility
Sys
tem
- C
ontin
ued
16
.S
take
hold
ers
will
be
enga
ged
and
have
a s
igni
fican
t rol
e in
dev
elop
ing
and
impl
emen
ting
the
NY
S a
ccou
ntab
ility
syst
em a
nd a
s a
resu
lt w
ill be
abl
e to
arti
cula
te
how
sch
ools
are
mea
sure
d, u
nder
stan
d th
e st
atus
of t
he d
istri
ct a
nd it
s sc
hool
s, a
nd
have
kno
wle
dge
of h
ow g
aps
in s
tude
nt a
chie
vem
ent a
re b
eing
add
ress
ed.
17
.Th
e N
YS
acc
ount
abili
ty s
yste
m w
ill m
eet a
ll fe
dera
l req
uire
men
ts in
clud
ing
ES
SA
and
ID
EA
, and
will
be
seam
less
ly a
ligne
d w
ith c
oncu
rrent
sta
te a
ccou
ntab
ility
mec
hani
sms.
18.
The
NY
S a
ccou
ntab
ility
sys
tem
will
be
desi
gned
con
sist
ent w
ith th
e av
aila
bilit
y of
sta
te
and
loca
l res
ourc
es a
nd h
uman
cap
ital,
as w
ell a
s on
goin
g ef
forts
to s
treng
then
te
ache
r and
lead
er e
ffect
iven
ess,
and
sup
port
scho
ol tu
rnar
ound
in s
trugg
ling
scho
ols.
19.
The
Boa
rd o
f Reg
ents
sha
ll co
ntin
ue to
adv
ocat
e fo
r suf
ficie
nt re
sour
ces
for d
istri
cts
and
scho
ols
to a
chie
ve th
e go
als
of th
e ac
coun
tabi
lity
syst
em a
nd fo
r gre
ater
equ
ity in
sc
hool
fund
ing.
20.
The
succ
ess
of N
YS
acc
ount
abilit
y sy
stem
sha
ll be
regu
larly
revi
ewed
by
NY
SE
D a
nd
stak
ehol
ders
, and
adj
ustm
ents
sha
ll be
mad
e as
nec
essa
ry to
acc
ompl
ish
the
stat
ed
goal
s.
12
38
Nex
t Ste
ps
Th
e D
epar
tmen
t w
ill:
•
With
Reg
ents
app
rova
l, sh
are
the
draf
t cha
ract
eris
tics
of h
ighl
y ef
fect
ive
scho
ols
and
guid
ing
prin
cipl
es w
ith th
e fie
ld fo
r pub
lic c
omm
ent a
nd
cont
inue
to w
ork
with
the
ES
SA
Thi
nk T
ank
and
Com
mitt
ee o
f P
ract
ition
ers
on th
eir r
efin
emen
t.
•Fo
llow
ing
publ
ic c
omm
ent a
sk th
e R
egen
ts to
app
rove
the
char
acte
ristic
s an
d gu
idin
g pr
inci
ples
as
the
basi
s fo
r dev
elop
men
t of a
dr
aft s
tate
pla
n.
•S
eek
perm
issi
on fr
om th
e R
egen
ts to
rele
ase
the
draf
t pla
n fo
r for
mal
pu
blic
com
men
t.
•R
evis
e th
e dr
aft p
lan
base
d on
pub
lic c
omm
ent a
nd s
ubm
it to
the
Boa
rd
of R
egen
ts fo
r app
rova
l.
•S
ubm
it to
Uni
ted
Sta
tes
Dep
artm
ent o
f Edu
catio
n af
ter a
ppro
val b
y th
e B
oard
of R
egen
ts.
13
App
endi
ces
A
ppen
dix
A
Cha
ract
eris
tics
of H
ighl
y E
ffect
ive
Sch
ools
14
Cha
ract
eris
tics
of H
ighl
y E
ffect
ive
Sch
ools
•
Vis
iona
ry in
stru
ctio
nal l
eade
rs p
artn
er w
ith a
ll st
akeh
olde
rs. V
isio
nary
lead
ers
crea
te a
pro
fess
iona
l, re
spec
tful a
nd s
uppo
rtive
sch
ool c
ultu
re a
nd c
omm
unity
that
va
lues
and
pro
mot
es d
iver
sity
and
lead
s to
suc
cess
, wel
l-bei
ng, a
nd h
igh
acad
emic
exp
ecta
tions
and
out
com
es fo
r all
stud
ents
. Th
is is
acc
ompl
ishe
d th
roug
h th
e us
e of
col
labo
rativ
e sy
stem
s of
con
tinuo
us a
nd s
usta
inab
le s
choo
l im
prov
emen
t.
•A
ll st
uden
ts re
ceiv
e cu
rric
ula
in a
ll di
scip
lines
that
are
cha
lleng
ing,
eng
agin
g, a
nd in
tegr
ated
. Th
e cu
rric
ula
are
tied
to a
ppro
pria
te fo
rmat
ive
and
sum
mat
ive
asse
ssm
ents
, whi
ch a
re a
ligne
d to
Sta
te le
arni
ng s
tand
ards
. Th
is re
sults
in in
stru
ctio
n th
at is
resp
onsi
ve to
stu
dent
nee
ds a
nd m
odifi
ed to
max
imiz
e st
uden
t gro
wth
an
d le
arni
ng o
utco
mes
.
•Te
ache
rs a
nd s
taff
enga
ge in
ong
oing
pro
fess
iona
l dev
elop
men
t to
equi
p th
emse
lves
with
effe
ctiv
e, re
sear
ch-b
ased
, stra
tegi
c in
stru
ctio
nal p
ract
ices
. Th
ey u
se
mul
tiple
mea
sure
s so
that
targ
eted
inst
ruct
ion
max
imiz
es s
tude
nt le
arni
ng o
utco
mes
. Te
ache
rs a
nd s
taff
addr
ess
the
need
s an
d in
tere
sts
of d
iver
se le
arne
rs a
nd
desi
gn le
sson
s an
d ac
tiviti
es th
at a
re re
spon
sive
to w
hat s
tude
nts
need
to le
arn.
The
se e
fforts
allo
w s
tude
nts
to c
onsi
sten
tly e
xper
ienc
e hi
gh le
vels
of e
ngag
emen
t an
d ac
hiev
emen
t.
•Th
e sc
hool
com
mun
ity id
entif
ies,
pro
mot
es, a
nd s
uppo
rts s
ocia
l, em
otio
nal,
phys
ical
, psy
chol
ogic
al a
nd c
ogni
tive
deve
lopm
ent t
hrou
ghou
t the
sch
ool d
ay.
This
is
acco
mpl
ishe
d by
des
igni
ng s
yste
ms,
pro
gram
s an
d st
reng
ths-
base
d ex
perie
nces
that
iden
tify
and
fost
er h
ealth
y re
latio
nshi
ps, a
s w
ell a
s sa
fe, i
nclu
sive
, and
re
spec
tful e
nviro
nmen
ts.
Thes
e ef
forts
lead
to s
tude
nts
deve
lopi
ng s
ocia
l em
otio
nal s
kills
and
bar
riers
to le
arni
ng b
eing
rem
oved
.
•Th
e sc
hool
has
act
ive
partn
ersh
ips
that
are
cul
tura
lly a
nd li
ngui
stic
ally
incl
usiv
e an
d in
whi
ch fa
mili
es, s
tude
nts,
com
mun
ity m
embe
rs a
nd s
choo
l sta
ff re
spec
tfully
co
llabo
rate
. Th
ese
partn
ersh
ips
supp
ort s
tude
nt a
cade
mic
pro
gres
s, s
ocia
l-em
otio
nal g
row
th, w
ell-b
eing
, and
per
sona
l and
civ
ic re
spon
sibi
lity,
so
that
stu
dent
s ha
ve
the
oppo
rtuni
ty to
reac
h th
eir f
ull p
oten
tial.
•
The
scho
ol c
omm
unity
iden
tifie
s, p
rom
otes
, and
sup
ports
mul
tiple
pat
hway
s to
gra
duat
ion
and
care
er re
adin
ess
base
d on
indi
vidu
al s
treng
ths,
nee
ds, i
nter
ests
, and
as
pira
tions
. Th
ese
path
way
s cr
eate
acc
ess
to m
ultip
le o
ppor
tuni
ties
for s
tude
nts
to p
ursu
e ad
vanc
ed c
ours
ewor
k an
d ac
tivel
y ex
plor
e an
d/or
pur
sue
spec
ific
care
er-
rela
ted
cour
sew
ork
and
expe
rienc
es in
the
arts
, lan
guag
es a
nd C
aree
r and
Tec
hnic
al E
duca
tion.
Con
sequ
ently
, stu
dent
s de
velo
p th
e kn
owle
dge
and
skill
s to
m
eani
ngfu
lly tr
ansi
tion
to p
osts
econ
dary
opp
ortu
nitie
s an
d to
exe
rcis
e ci
vic
resp
onsi
bilit
y.
•
The
scho
ol c
omm
unity
con
tinuo
usly
and
crit
ical
ly e
xam
ines
and
cha
lleng
es it
s ow
n cu
ltura
l ass
umpt
ions
to u
nder
stan
d ho
w th
ey s
hape
sch
ool-w
ide
polic
ies
and
prac
tices
, so
as to
info
rm p
lans
for c
ontin
uous
mov
emen
t tow
ards
a s
choo
l env
ironm
ent t
hat i
s in
clus
ive
and
lingu
istic
ally
and
cul
tura
lly re
spon
sive
.
•Th
e sc
hool
com
mun
ity p
rom
otes
cul
tura
l res
pons
iven
ess
and
appr
opria
te re
spon
ses
to in
divi
dual
ity a
nd d
iffer
ence
s, a
s re
flect
ed in
pol
icie
s, p
rogr
ams,
and
pra
ctic
es.
The
scho
ol e
xam
ines
its
cultu
ral a
ssum
ptio
ns to
info
rm p
ract
ice
and
prof
essi
onal
dev
elop
men
t on
cultu
rally
and
ling
uist
ical
ly re
spon
sive
ped
agog
y.
15
App
endi
ces
A
ppen
dix
B
ES
SA
TH
INK
TA
NK
ME
MB
ER
SH
IP 16
39
ES
SA
TH
INK
TA
NK
ME
MB
ER
SH
IP
(As
of J
uly
11, 2
016)
A
dvo
cate
s fo
r C
hil
dre
n
Alle
gan
y-L
imes
ton
e C
entr
al S
cho
ol D
istr
ict
All
ian
ce f
or
Qu
alit
y E
du
cati
on
A
sso
ciat
ion
of
Mat
hem
atic
s T
each
ers
of
New
Yo
rk S
tate
B
atav
ia S
cho
ol D
istr
ict
Su
per
inte
nd
ent,
Mo
nti
cell
o C
SD
B
road
alb
in-P
erth
Cen
tral
Sch
oo
l Dis
tric
t B
uff
alo
Pu
bli
c S
cho
ols
C
apit
al A
rea
Sch
oo
l Dev
elo
pm
ent
Ass
oci
atio
n
Cap
ital
Reg
ion
BO
CE
S
Ch
ild
ren
's D
efen
se F
un
d
Cit
y U
niv
ersi
ty o
f N
ew Y
ork
(C
UN
Y)
Co
mm
issi
on
er's
Ad
viso
ry C
ou
nci
l fo
r N
on
pu
blic
Sch
oo
ls
Co
nfe
ren
ce o
f B
ig 5
Sch
oo
l Dis
tric
ts
Co
un
cil o
f S
cho
ol S
up
ervi
sors
& A
dm
inis
trat
ors
D
eer
Par
k U
nio
n F
ree
Sch
oo
l Dis
tric
t D
isab
ilit
y R
igh
ts N
ew Y
ork
E
arly
Ch
ild
ho
od
Ad
viso
ry C
ou
nci
l E
d T
rust
New
Yo
rk
Ed
uca
tors
4 E
xcel
len
ce
Em
pir
e S
tate
Su
per
viso
rs a
nd
Ad
min
istr
ato
rs A
sso
ciat
ion
E
PIC
- E
very
Per
son
In
flu
ence
s C
hil
dre
n, I
nc.
H
igh
Ach
ieve
men
t N
ew Y
ork
In
clu
de
NY
C
Lev
itto
wn
Pu
bli
c S
cho
ols
L
ow
er H
ud
son
Co
un
cil o
f S
cho
ol S
up
erin
ten
den
ts
Nas
sau
BO
CE
S R
IC a
nd
SC
DN
N
atio
nal
Ind
ian
Ed
uca
tio
n A
sso
ciat
ion
N
ew Y
ork
Ass
oci
atio
n f
or
Pu
pil
Tra
nsp
ort
atio
n
New
Yo
rk A
sso
ciat
ion
of
Sch
oo
l Psy
cho
log
ists
N
ew Y
ork
Cit
y C
har
ter
Sch
oo
l Cen
ter
New
Yo
rk C
ity
Dep
artm
ent
of
Ed
uca
tio
n
New
Yo
rk C
ity
Sp
ecia
l E
du
cati
on
Co
llab
ora
tive
N
ew Y
ork
Civ
il L
iber
ties
Un
ion
N
ew Y
ork
Im
mig
rati
on
Co
alit
ion
N
ew Y
ork
Lib
rary
Ass
oci
atio
n S
ecti
on
of
Sch
oo
l Lib
rari
ans
N
ew Y
ork
Sch
oo
ls D
ata
An
alys
is T
ech
nic
al A
ssis
tan
ce G
rou
p (
DA
TA
G)
New
Yo
rk S
tate
Art
Tea
cher
s A
sso
ciat
ion
N
ew Y
ork
Sta
te A
sso
ciat
ion
fo
r C
om
pu
ters
an
d T
ech
no
log
ies
in E
du
cati
on
N
ew Y
ork
Sta
te A
sso
ciat
ion
fo
r H
ealt
h P
hys
ical
Ed
uca
tio
n, R
ecre
atio
n,
and
Dan
ce
New
Yo
rk S
tate
Ass
oci
atio
n f
or
the
Ed
uca
tio
n o
f Y
ou
ng
Ch
ild
ren
New
Yo
rk S
tate
Ass
oci
atio
n o
f B
ilin
gu
al E
du
cati
on
N
ew Y
ork
Sta
te A
sso
ciat
ion
of
Sch
oo
l Bu
sin
ess
Off
icia
ls
New
Yo
rk S
tate
Ass
oci
atio
n o
f S
mal
l Cit
y S
cho
ol D
istr
icts
N
ew Y
ork
Sta
te C
ou
nci
l fo
r S
oci
al S
tud
ies
N
ew Y
ork
Sta
te C
ou
nci
l of
Ed
uca
tio
nal
Ass
oci
atio
ns
N
ew Y
ork
Sta
te C
ou
nci
l of
Sch
oo
l Su
per
inte
nd
ents
N
ew Y
ork
Sta
te D
isti
ng
uis
hed
Ed
uca
tors
N
ew Y
ork
Sta
te E
ng
lish
Co
un
cil
New
Yo
rk S
tate
Fed
erat
ion
of
Sch
oo
l Ad
min
istr
ato
rs
New
Yo
rk S
tate
Hea
d S
tart
Co
llab
ora
tio
n, N
ew Y
ork
Sta
te C
ou
nci
l on
Ch
ild
ren
an
d
Fam
ilie
s N
ew Y
ork
Sta
te M
idd
le S
cho
ol A
sso
ciat
ion
N
ew Y
ork
Sta
te M
igra
nt
Ed
uca
tio
n P
rog
ram
Co
nso
rtiu
m
New
Yo
rk S
tate
Net
wo
rk f
or
Yo
uth
Su
cces
s
New
Yo
rk S
tate
Off
ice
of
Ch
ild
ren
an
d F
amily
Ser
vice
s
New
Yo
rk S
tate
Off
ice
of
Men
tal H
ealt
h
New
Yo
rk S
tate
Par
ent
Tea
cher
Ass
oci
atio
n
New
Yo
rk S
tate
Rea
din
g A
sso
ciat
ion
N
ew Y
ork
Sta
te S
cho
ol B
oar
ds
Ass
oci
atio
n
New
Yo
rk S
tate
Sch
oo
l Mu
sic
Ass
oci
atio
n
New
Yo
rk S
tate
Sp
ecia
l E
du
cati
on
Par
ent
Cen
ters
- L
on
g Is
lan
d
New
Yo
rk S
tate
Tea
cher
s o
f E
ng
lish
to
Sp
eake
rs o
f O
ther
Lan
gu
ages
(N
YS
TE
SO
L)
New
Yo
rk S
tate
Th
eate
r E
du
cati
on
Ass
oci
atio
n
New
Yo
rk S
tate
Un
ited
Tea
cher
s
No
rth
Eas
t C
har
ter
Sch
oo
ls N
etw
ork
N
ort
hea
st C
om
pre
hen
sive
Cen
ter
No
rth
east
Reg
ion
al In
form
atio
n C
ente
r P
aren
t N
etw
ork
of
Wes
tern
New
Yo
rk
Pre
-K t
hru
Gra
de
3 A
dm
inis
trat
ors
Ass
oci
atio
n
Ro
ches
ter
Cit
y S
cho
ol D
istr
ict
Ru
ral
Sch
oo
ls A
sso
ciat
ion
of
New
Yo
rk
Sch
oo
l Ad
min
istr
ato
rs A
sso
ciat
ion
of
New
Yo
rk S
tate
S
yrac
use
Pu
bli
c S
cho
ols
T
he
Bu
sin
ess
Co
un
cil o
f N
ew Y
ork
Sta
te,
Inc.
T
ico
nd
ero
ga
Cen
tral
Sch
oo
l Dis
tric
t T
om
pki
ns-
Sen
eca-
Tio
ga
BO
CE
S
Un
ion
En
dic
ott
Cen
tral
Sch
oo
l Dis
tric
t M
ou
nt
Ver
no
n C
ity
Sch
oo
l Dis
tric
t U
nit
ed F
eder
atio
n o
f T
each
ers
Yo
nke
rs P
ub
lic
Sch
oo
ls
17
40
E
lem
enta
ry a
nd
Sec
ond
ary
Ed
uca
tion
Act
(E
SEA
) R
eau
thor
iza
tion
/Eve
ry S
tud
ent
Succ
eed
s A
ct (
ESS
A)
Pre
sen
ted
to
the
Mem
ber
s of
th
e B
oard
of
Reg
ents
M
ay 1
6, 2
016
Bac
kgro
und
Info
rmat
ion
•Th
e ES
EA w
as la
st re
auth
oriz
ed in
200
1 as
the
No
Chi
ld L
eft B
ehin
d A
ct.
•A
Joi
nt H
ouse
-Sen
ate
Con
fere
nce
Com
mitt
ee re
porte
d ou
t the
“Eve
ry
Stud
ent S
ucce
eds
Act”
(ESS
A) to
bot
h ho
uses
on
Nov
embe
r 30,
201
5.•
Dec
embe
r 2, 2
015:
The
ESS
A w
as p
asse
d by
the
US
Hou
se o
f R
epre
sent
ativ
es.
•D
ecem
ber 9
, 201
5: T
he E
SSA
was
pas
sed
by th
e U
S Se
nate
.•
Dec
embe
r 10,
201
5: P
resi
dent
Oba
ma
sign
ed th
e bi
ll in
to la
w.
•D
ecem
ber 2
015
and
Janu
ary
2016
: Uni
ted
Stat
es D
epar
tmen
t of
Educ
atio
n (U
SDE)
issu
ed “D
ear C
olle
ague
” let
ters
.•
Febr
uary
201
6: U
SDE
issu
ed E
SSA
Tran
sitio
n FA
Q.
•M
arch
and
Apr
il 20
16: U
SDE
cond
ucte
d ne
gotia
ted
rule
mak
ing
sess
ions
on
supp
lem
ent n
ot s
uppl
ant a
nd s
tand
ards
and
ass
essm
ents
. 2
Maj
or P
rogr
ams
Fund
ed T
hrou
gh
ES
SA
Tit
le I
A: F
undi
ng fo
r Sch
oolw
ide
Pro
gram
s an
d Ta
rget
ed A
ssis
tanc
e S
choo
ls
Tit
le I
V: 2
1st C
entu
ry S
choo
ls, C
harte
r Sch
ools
, M
agne
t Sch
ools
, Fam
ily E
ngag
emen
t, E
duca
tion
Inno
vatio
n an
d R
esea
rch,
Pro
mis
e N
eigh
borh
oods
, Sch
ool S
afet
y, a
nd A
cade
mic
E
nric
hmen
t
Tit
le I
B: S
tate
Ass
essm
ent G
rant
sT
itle
V:
Rur
al S
choo
ls
Tit
le I
C:
Edu
catio
n of
Mig
rato
ry
Chi
ldre
nT
itle
VI:
Indi
an, N
ativ
e H
awai
ian,
and
Ala
ska
Nat
ive
Edu
catio
nT
itle
II:
Pre
parin
g, T
rain
ing
and
Rec
ruiti
ng H
igh
Qua
lity
Teac
hers
, P
rinci
pals
and
Oth
er S
choo
l Lea
ders
Tit
le V
II: Im
pact
Aid
Tit
le I
II: L
angu
age
Inst
ruct
ion
Eng
lish
Lear
ners
and
Imm
igra
nt S
tude
nts
Tit
le I
X: H
omel
ess
Chi
ldre
n an
d Y
outh
3
The
BIG
Pic
ture
•So
me
prov
isio
ns o
f No
Chi
ld L
eft B
ehin
d (N
CLB
)and
/or o
f the
E
SE
A fl
exib
ility
wai
ver,
espe
cial
ly a
s re
late
d to
ass
essm
ent
and
repo
rting
requ
irem
ents
, are
mai
ntai
ned.
•Th
ere
are
area
s w
here
sta
tes
now
hav
e si
gnifi
cant
ly m
ore
flexi
bilit
y th
an u
nder
NC
LBor
the
ES
EA
flex
ibili
ty w
aive
r, pa
rticu
larly
in te
rms
of s
tand
ards
, acc
ount
abili
ty, a
nd e
duca
tor e
valu
atio
n sy
stem
s.
•Th
e S
ecre
tary
’s a
utho
rity
to is
sue
regu
latio
ns a
nd n
on-r
egul
ator
y gu
idan
ce in
ord
er to
inte
rpre
t the
pro
visi
ons
of th
e st
atut
e ha
ve b
een
sign
ifica
ntly
circ
umsc
ribed
.
•M
ore
fund
ing
is n
ow d
istri
bute
d th
roug
h bl
ock
gran
ts.
4
41
Tim
elin
e
•E
SE
A F
lexi
bilit
y W
aive
rs s
unse
t on
Aug
ust 1
, 201
6 ex
cept
for
certa
in p
rovi
sion
s re
late
d to
Prio
rity
and
Focu
s S
choo
ls.
•S
ome
prov
isio
ns o
f ES
SA
, suc
h as
thos
e pe
rtain
ing
to
hom
eles
s yo
uth,
take
effe
ct la
ter t
his
year
.
•H
owev
er, m
ost o
f the
pro
visi
ons
of E
SS
A, e
spec
ially
thos
e re
late
d to
allo
catio
nal g
rant
fund
s, d
o no
t tak
e ef
fect
unt
il th
e 20
17-1
8 sc
hool
yea
r. C
onse
quen
tly, t
here
are
spe
cial
tra
nsiti
on ru
les
for 2
016-
17.
•A
ccou
ntab
ility
pro
visi
ons
of E
SS
A b
egin
with
the
2017
-18
scho
ol y
ear,
or p
ossi
bly
late
r.
5
Ove
rvie
w o
f the
Eve
ry S
tude
nt
Suc
ceed
s A
ctTh
is m
onth
’s p
rese
ntat
ion
will
focu
s on
the
prov
isio
ns o
f ES
SA
that
dea
l with
sta
ndar
ds,
pare
nt a
nd fa
mily
eng
agem
ent,
and
acco
unta
bilit
y m
etric
s.
In th
e co
min
g m
onth
s w
e w
ill d
iscu
ss
asse
ssm
ents
, the
pro
cess
for d
iffer
entia
ting
scho
ol p
erfo
rman
ce, s
uppo
rts a
nd in
terv
entio
ns
for i
dent
ified
sch
ools
, and
requ
irem
ents
pe
rtain
ing
to te
ache
r and
prin
cipa
l cer
tific
atio
n an
d ev
alua
tion.
6
Ove
rvie
w o
f the
Eve
ry S
tude
nt
Suc
ceed
s A
ctS
tan
dar
ds
Req
uir
emen
ts:
•S
tand
ards
mus
t be
alig
ned
to c
olle
ge a
nd c
aree
r/tec
hnic
al e
duca
tion
stan
dard
s.
•S
tand
ards
mus
t inc
lude
no
less
than
thre
e le
vels
of a
chie
vem
ent.
•S
tand
ards
mus
t inc
lude
Eng
lish
lang
uage
pro
ficie
ncy
stan
dard
s th
atas
sess
the
prof
icie
ncy
leve
ls o
f Eng
lish
lear
ners
.
•S
tand
ards
do
not h
ave
to b
e C
omm
on C
ore
Lear
ning
Sta
ndar
ds.
Op
po
rtu
nit
ies:
•M
ore
flexi
bilit
y fo
r Sta
tes
in d
evel
opin
g an
d im
plem
entin
g st
ate
stan
dard
s.
•S
tate
s ne
ed n
ot s
ubm
it th
eir s
tand
ards
to U
SD
E fo
r rev
iew
, but
sta
tes
mus
t de
mon
stra
te a
lignm
ent t
o co
llege
and
car
eer/t
echn
ical
edu
catio
n st
anda
rds.
7
Ove
rvie
w o
f the
Eve
ry S
tude
ntS
ucce
eds
Act
8
Acc
ou
nta
bili
tyR
equ
irem
ents
:S
choo
ls w
ill b
e he
ld a
ccou
ntab
le fo
r: •
Lang
uage
Arts
/Rea
ding
, Mat
hem
atic
s, G
radu
atio
n R
ate
(whi
ch c
ould
be
mea
sure
d ba
sed
upon
a fo
ur-y
ear o
r an
exte
nded
yea
r gra
duat
ion
coho
rt).
•At
the
high
sch
ool l
evel
a m
easu
re o
f stu
dent
gro
wth
,if d
eter
min
ed
appr
opria
te b
y th
e S
tate
.•
At th
e el
emen
tary
and
mid
dle
scho
ol le
vel,
a m
easu
re o
f stu
dent
gr
owth
or a
noth
er v
alid
and
relia
ble
stat
ewid
e ac
adem
ic in
dica
tor t
hat
allo
ws
for m
eani
ngfu
l diff
eren
tiatio
n in
sch
ool p
erfo
rman
ce.
•Pr
ogre
ss o
f Eng
lish
lear
ners
in a
chie
ving
Eng
lish
lang
uage
pro
ficie
ncy.
•
Not
less
than
one
indi
cato
r of s
choo
l qua
lity
or s
tude
nt s
ucce
ss.
42
Ove
rvie
w o
f the
Eve
ry S
tude
ntS
ucce
eds
Act A
cco
un
tab
ility
NY
Sta
te’s
ES
EA
Fle
xib
ility
Wai
ver
sun
sets
on
Au
gu
st 1
, 20
16.
Req
uir
emen
ts:
NY
Sta
te m
ust d
evel
op a
n ac
coun
tabi
lity
plan
for s
ubm
issi
on to
the
US
DE
that
es
tabl
ishe
s th
e fo
llow
ing:
•A
mbi
tious
long
-term
goa
ls.
•A
sys
tem
for a
nnua
l mea
sure
men
t of a
ll st
uden
ts a
nd e
ach
subg
roup
.•
A s
yste
m th
at a
llow
s th
e S
tate
to a
nnua
lly d
iffer
entia
te a
mon
g sc
hool
s ba
sed
on p
erfo
rman
ce in
dica
tors
for a
ll st
uden
ts a
nd fo
r eac
h st
uden
t su
bgro
up.
•A
met
hodo
logy
for i
dent
ifica
tion
of s
choo
ls in
nee
d of
inte
rven
tion
and
crite
ria b
y w
hich
sch
ools
can
exi
t acc
ount
abilit
y st
atus
.•
A p
roce
ss fo
r det
erm
inin
g st
ate
and
dist
rict a
ctio
n in
sch
ools
iden
tifie
d as
in n
eed
of in
terv
entio
n th
roug
h re
quire
d im
prov
emen
t pla
ns.
9
Ove
rvie
w o
f the
Eve
ry S
tude
ntS
ucce
eds
Act
10
Acc
ou
nta
bili
tyO
pp
ort
un
itie
s:•
Non
-aca
dem
ic in
dica
tors
can
be
part
of th
e S
tate
acc
ount
abilit
y sy
stem
.
•S
tate
s ca
n ch
oose
the
indi
cato
r(s) o
f sch
ool q
ualit
y or
suc
cess
.
•S
tate
s ca
n ch
oose
to in
clud
e a
mea
sure
of g
row
th, a
nd c
an u
se a
n ex
tend
ed
grad
uatio
n ra
te.
•S
tate
s m
ay u
se s
tude
nt g
row
th o
r ano
ther
val
id a
nd re
liabl
e st
atew
ide
acad
emic
indi
cato
r for
ele
men
tary
and
mid
dle
scho
ol a
ccou
ntab
ility
.
•S
tate
s ha
ve fl
exib
ility
in d
evel
opin
g th
e m
etho
dolo
gy fo
r usi
ng in
dica
tors
to
diffe
rent
iate
am
ong
scho
ols.
Ove
rvie
w o
f the
Eve
ry S
tude
ntS
ucce
eds
Act
Par
ent
and
Fam
ily E
ng
agem
ent
Req
uir
emen
ts:
Par
ents
mus
t be
info
rmed
am
ong
othe
r thi
ngs
abou
t:
•In
form
atio
n re
gard
ing
the
prof
essi
onal
qua
lific
atio
ns o
f the
stu
dent
’s
clas
sroo
m te
ache
r.•
Info
rmat
ion
on e
ach
asse
ssm
ent r
equi
red
by th
e S
tate
and
, whe
re
feas
ible
, the
ass
essm
ents
requ
ired
dist
rict-w
ide
by th
e LE
A.
•In
form
atio
n on
the
leve
l of a
chie
vem
ent a
nd a
cade
mic
gro
wth
of t
he
stud
ent o
n ea
ch o
f the
Sta
te a
cade
mic
ass
essm
ents
.•
Tim
ely
notic
e w
hen
thei
r chi
ld h
as b
een
assi
gned
, or h
as b
een
taug
ht fo
r fo
ur o
r mor
e co
nsec
utiv
e w
eeks
by
a te
ache
r who
doe
s no
t mee
t ap
plic
able
Sta
te c
ertif
icat
ion
or li
cens
ure
requ
irem
ents
at t
he g
rade
leve
l an
d su
bjec
t are
a in
whi
ch th
e te
ache
r has
bee
n as
sign
ed.
11
Ove
rvie
w o
f the
Eve
ry S
tude
ntS
ucce
eds
Act
Par
ent
and
Fam
ily E
ng
agem
ent
Req
uir
emen
ts:
•LE
As
usin
g Ti
tle I
and/
or T
itle
III fu
nds
to p
rovi
de a
lang
uage
inst
ruct
ion
educ
atio
nal p
rogr
am m
ust a
lso
impl
emen
t an
effe
ctiv
e m
eans
of o
utre
ach
spec
ifica
lly to
par
ents
of s
tude
nts
iden
tifie
d as
Eng
lish
Lear
ners
that
incl
udes
ho
ldin
g an
d, n
otify
ing
pare
nts
of o
ppor
tuni
ties
for,
regu
lar m
eetin
gs.
•LE
As w
ith T
itle
I, Pa
rt A
allo
catio
ns o
f $50
0,00
0 or
gre
ater
mus
t res
erve
at
leas
t 1%
of t
heir
fund
s fo
r the
pur
pose
s of
car
ryin
g ou
t the
Par
ent a
nd F
amily
En
gage
men
t act
iviti
es o
utlin
ed a
bove
.
12
43
Ove
rvie
w o
f the
Eve
ry S
tude
ntS
ucce
eds
Act
Par
ent
and
Fam
ily E
ng
agem
ent
Req
uir
emen
ts:
•LE
As m
ust c
ondu
ct a
ffirm
ativ
e ou
treac
h to
all
pare
nts
and
fam
ily m
embe
rs a
s pa
rt of
thei
r im
plem
enta
tion
of p
rogr
ams,
act
iviti
es, a
nd p
roce
dure
s fo
r the
in
volv
emen
t of p
aren
ts a
nd fa
mily
mem
bers
. LEA
s m
ust c
ontin
ue to
dev
elop
jo
intly
with
, agr
ee o
n w
ith, a
nd d
istri
bute
to, p
aren
ts o
f par
ticip
atin
g ch
ildre
n w
ritte
n Pa
rent
and
Fam
ily E
ngag
emen
t pol
icie
s at
bot
h th
e LE
A an
d sc
hool
le
vel.
Op
po
rtu
nit
y:
•S
tate
s ca
n de
term
ine
the
form
and
form
at fo
r LEA
s to
mee
t the
re
quire
men
ts fo
r par
ent a
ndfa
mily
eng
agem
ent.
•A
ligns
with
the
Offi
ce o
f Fam
ily a
nd C
omm
unity
Eng
agem
ent
13
Ove
rvie
w o
f the
Eve
ry S
tude
ntS
ucce
eds
Act
Dev
elo
pm
ent
of
Sta
te P
lan
:‘‘D
evel
oped
by
the
Sta
te e
duca
tiona
l age
ncy
with
tim
ely
and
mea
ning
ful c
onsu
ltatio
n w
ith th
e G
over
nor,
mem
bers
of
the
Sta
te le
gisl
atur
e an
d S
tate
boa
rd o
f edu
catio
n (if
th
e S
tate
has
a S
tate
boa
rd o
f edu
catio
n), l
ocal
ed
ucat
iona
l age
ncie
s (in
clud
ing
thos
e lo
cate
d in
rura
l ar
eas)
, rep
rese
ntat
ives
of I
ndia
n tri
bes
loca
ted
in th
e S
tate
, tea
cher
s, p
rinci
pals
, oth
er s
choo
l lea
ders
, cha
rter
scho
ol le
ader
s (if
the
Sta
te h
as c
harte
r sch
ools
), sp
ecia
lized
inst
ruct
iona
l sup
port
pers
onne
l, pa
rapr
ofes
sion
als,
adm
inis
trato
rs, o
ther
sta
ff, a
nd
pare
nts.
”
14
Ad
voca
tes
for
Ch
ild
ren
All
ian
ce f
or
Qu
alit
y E
du
cati
on
Ass
oci
atio
n o
f M
ath
emat
ics
Tea
cher
s o
f N
ew Y
ork
Sta
teA
sso
ciat
ion
of
Sm
all C
ity
Sch
oo
l Dis
tric
tsA
spir
a o
f N
ew Y
ork
Bu
ffal
o P
ub
lic
Sch
oo
lsC
apit
al A
rea
Sch
oo
l D
evel
op
men
t A
sso
ciat
ion
Cit
y U
niv
ersi
ty o
f N
ew Y
ork
Ch
ild
ren
's D
efen
se F
un
dC
om
mis
sio
ner
’s N
on
pu
bli
c S
cho
ol
Ad
viso
ry C
ou
nci
lC
on
fere
nce
of
Big
5 S
cho
ol D
istr
icts
Co
un
cil o
f S
cho
ol S
up
ervi
sors
& A
dm
inis
trat
ors
Civ
il S
ervi
ce E
mp
loye
es A
sso
ciat
ion
(C
SE
A)
Dis
abil
ity
Rig
hts
New
Yo
rkE
d T
rust
New
Yo
rkE
du
cato
rs 4
Exc
elle
nce
Em
pir
e S
tate
Su
per
viso
rs a
nd
Ad
min
istr
ato
rs A
sso
ciat
ion
Ear
ly C
hil
dh
oo
d A
dvi
sory
Co
un
cil
Hig
h A
chie
vem
ent
New
Yo
rkH
isp
anic
Fed
erat
ion
Lea
rnin
g D
isab
ilit
ies
Ass
oci
atio
n o
f N
YS
L
egal
Aid
So
ciet
yL
on
g I
slan
d A
sso
ciat
ion
of
Sp
ecia
l Ed
uca
tio
n A
dm
inis
trat
ors
Lo
wer
Hu
dso
n C
ou
nci
l of
Sch
oo
l S
up
erin
ten
den
ts
Mig
ran
t E
du
cati
on
Pro
gra
mM
idd
le L
evel
Lia
iso
ns
Nat
ion
al A
rt E
du
cati
on
Ass
oci
atio
n (
NA
EA
)N
atio
nal
Ass
oci
atio
n f
or
Mu
sic
Ed
uca
tio
n (
ME
NC
)N
atio
nal
Ass
oci
atio
n f
or
Sp
ort
an
d P
hys
ical
Ed
uca
tio
n
(NA
SP
E)
Nat
ion
al A
sso
ciat
ion
fo
r H
ealt
h P
hys
ical
Ed
uca
tio
n,
Rec
reat
ion
, an
d D
ance
Nat
ive
Am
eric
an In
dia
n E
du
cati
on
Ass
oci
atio
n o
f N
ew Y
ork
New
Yo
rk A
sso
ciat
ion
fo
r C
aree
r an
d T
ech
nic
al E
du
cati
on
New
Yo
rk A
sso
ciat
ion
fo
r P
up
il T
ran
spo
rtat
ion
N
ew Y
ork
Cit
y C
har
ter
Sch
oo
l Cen
ter
New
Yo
rk C
ity
Dep
artm
ent
of
Ed
uca
tio
nN
ew Y
ork
Cit
y S
pec
ial E
du
cati
on
Co
llab
ora
tive
New
Yo
rk C
ou
nci
l of
Sp
ecia
l Ed
uca
tio
n A
dm
inis
trat
ors
New
Yo
rk Im
mig
rati
on
Co
alit
ion
New
Yo
rk S
cho
ols
Dat
a A
nal
ysis
Tec
hn
ical
Ass
ista
nce
Gro
up
(D
AT
AG
)N
ew Y
ork
Sta
te A
rt T
each
ers
Ass
oci
atio
nN
ew Y
ork
Sta
te A
sso
ciat
ion
fo
r th
e E
du
cati
on
of
Yo
un
g
Ch
ild
ren
New
Yo
rk S
tate
Ass
oci
atio
n o
f B
ilin
gu
al E
du
cati
on
N
ew Y
ork
Sta
te A
sso
ciat
ion
of
Sch
oo
l Bu
sin
ess
Off
icia
ls
New
Yo
rk S
tate
Co
un
cil f
or
the
So
cial
Stu
die
s
Pro
po
sed
Mem
ber
ship
in
ES
EA
Th
ink
Tan
k
New
Yo
rk S
tate
Co
un
cil o
f E
du
cati
on
al A
sso
ciat
ion
sN
ew Y
ork
Sta
te C
ou
nci
l of
Sch
oo
l Su
per
inte
nd
ents
New
Yo
rk S
tate
Ed
uca
tio
n D
epar
tmen
tN
ew Y
ork
Sta
te E
ng
lish
Co
un
cil
New
Yo
rk S
tate
Fed
erat
ion
of
Sch
oo
l Ad
min
istr
ato
rsN
ew Y
ork
Sta
te M
idd
le S
cho
ol
Ass
oci
atio
nN
ew Y
ork
Sta
te M
igra
nt
Ed
uca
tio
n P
rog
ram
Co
nso
rtiu
mN
ew Y
ork
Sta
te P
aren
t T
each
er A
sso
ciat
ion
New
Yo
rk S
tate
Rea
din
g A
sso
ciat
ion
New
Yo
rk S
tate
Sp
ecia
l Ed
uca
tio
n P
aren
t C
ente
rsN
ew Y
ork
Sta
te S
cho
ol B
oar
ds
Ass
oci
atio
nN
ew Y
ork
Sta
te S
cho
ol M
usi
c A
sso
ciat
ion
New
Yo
rk S
tate
Un
ited
Tea
cher
sN
ort
h E
ast
Ch
arte
r S
cho
ols
Net
wo
rk
No
rth
east
Co
mp
reh
ensi
ve C
ente
rN
YC
Sp
ecia
l Ed
uca
tio
n C
oll
abo
rati
veO
ffic
e o
f M
enta
l Hea
lth
Pre
-K t
hru
Gra
de
3 A
dm
inis
trat
ors
Ass
oci
atio
nR
egio
nal
Info
rmat
ion
Cen
ter
Dir
ecto
r C
hai
rR
egio
nal
Sp
ecia
l Ed
uca
tio
n T
ech
nic
al A
ssis
tan
ce S
up
po
rt
Cen
ters
Ro
ches
ter
Cit
y S
cho
ol D
istr
ict
Ru
ral S
cho
ols
Ass
oci
atio
n
Sch
oo
l Ad
min
istr
ato
rs A
sso
ciat
ion
of
New
Yo
rk S
tate
Sci
ence
Tea
cher
s A
sso
ciat
ion
of
New
Yo
rk S
tate
Sp
ecia
l Act
s S
cho
ol D
istr
ict
Ass
oci
atio
nS
taff
/Cu
rric
ulu
m D
evel
op
men
t N
etw
ork
(S
CD
N)
Sta
te U
niv
ersi
ty o
f N
ew Y
ork
Su
per
inte
nd
ent
Rep
rese
nta
tive
s, c
ho
sen
by
Dis
tric
t S
up
erin
ten
den
tsS
yrac
use
Pu
bli
c S
cho
ols
Tea
cher
s o
f E
ng
lish
to
Sp
eake
rs o
fO
ther
Lan
gu
ages
Th
e B
usi
nes
s C
ou
nci
l of
New
Yo
rk S
tate
, In
c.U
nit
ed F
eder
atio
n o
f T
each
ers
Yo
nke
rs P
ub
lic
Sch
oo
ls
Dis
tric
tS
up
erin
ten
den
t’s
wil
l be
aske
d t
o n
om
inat
e o
ne
sup
erin
ten
den
t fr
om
eac
h J
oin
t M
anag
emen
t T
eam
.
Pro
po
sed
Mem
ber
ship
in
ES
EA
Th
ink
Tan
k
44
Nex
t Ste
ps
Th
e D
epar
tmen
t w
ill:
•C
ontin
ue to
bec
ome
fam
iliar
with
the
prov
isio
ns o
f the
legi
slat
ion.
•B
egin
con
sulti
ng w
ith s
take
hold
ers
abou
t the
dev
elop
men
t of N
Y S
tate
’s p
lan.
•B
ring
to th
e R
egen
ts p
ropo
sed
“gui
ding
prin
cipl
es” f
or d
evel
opm
ent o
f the
Sta
te p
lan.
•W
ith R
egen
ts a
ppro
val,
shar
e th
e gu
idin
g pr
inci
ples
with
the
field
for p
ublic
com
men
t.
•A
sk th
e R
egen
ts to
app
rove
the
guid
ing
prin
cipl
es, a
s th
e ba
sis
for D
epar
tmen
t sta
ff w
ith
cons
ulta
tion
with
the
field
, to
deve
lop
a dr
aft s
tate
pla
n.
•S
eek
perm
issi
on fr
om th
e R
egen
ts to
rele
ase
the
draf
t pla
n fo
r for
mal
pub
lic c
omm
ent.
•R
evis
e th
e dr
aft p
lan
base
d on
pub
lic c
omm
ent a
nd s
ubm
it to
the
Boa
rd o
f Reg
ents
for
appr
oval
.
•S
ubm
it to
Uni
ted
Sta
tes
Dep
artm
ent o
f Edu
catio
n af
ter a
ppro
val b
y th
e B
oard
of R
egen
ts.
17
45
46
“Ask Me How School Librarians Ensure Student Success”
Title I
Improving basic programs operated by state and local educational agencies
Message
School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
Title II
Supporting effective instruction
Message
School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district.
Title II, Part B
Literacy education for all, results for the nation (LEARN)/ Innovative Approaches to Literacy (IAL)
Message
School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.
Title IV, Part A
Student Support and Academic Enrichment Grants (Block Grants)
Message
School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.
47
Coal
ition
Dev
elop
men
t Pla
n
Of c
ours
e th
ere
are
som
e “a
ssum
ed”
coal
ition
gro
ups-
teac
hers
, par
ents
and
adm
inist
rato
rs.
But t
his i
s an
oppo
rtun
ity to
thin
k ou
tsid
e th
e bo
x an
d ga
rner
su
ppor
t fro
m th
e co
mm
unity
at l
arge
. W
ho in
you
r com
mun
ity w
ould
hav
e a
stak
e in
loca
l sch
ool d
istric
t pla
ns to
ens
ure
that
scho
ol li
brar
y pr
ogra
ms p
rovi
de
stud
ents
an
oppo
rtun
ity to
dev
elop
dig
ital l
itera
cy sk
ills a
nd im
prov
e ac
adem
ic a
chie
vem
ent?
Who
nee
ds to
hav
e co
llege
and
car
eer r
eady
indi
vidu
als
grad
uatin
g to
day?
Indi
vidu
al/O
rgan
izatio
n/Bu
sines
s N
ame
Wha
t pre
viou
s act
iviti
es,
new
s or a
ccom
plish
men
ts ti
e th
em to
you
r effo
rts?
Wha
t sta
ke d
o th
ey h
ave
in
scho
ol li
brar
y fu
ndin
g?
Wha
t can
they
con
trib
ute
to
your
pla
n?
Wha
t thr
ee th
ings
cou
ld y
ou
do to
day
to st
reng
then
a
rela
tions
hip
with
them
?
48
Indi
vidu
al/O
rgan
izatio
n/Bu
sines
s N
ame
Wha
t pre
viou
s act
iviti
es,
new
s or a
ccom
plish
men
ts ti
e th
em to
you
r effo
rts?
Wha
t sta
ke d
o th
ey h
ave
in
scho
ol li
brar
y fu
ndin
g?
Wha
t can
they
con
trib
ute
to
your
pla
n?
Wha
t thr
ee th
ings
cou
ld y
ou
do to
day
to st
reng
then
a
rela
tions
hip
with
them
?
49
Message Development
You’ve determined who your audience is (refer back to Coalition Development Plan), and you have key message points from ESSA related to school library funding (refer back to Key ESSA Message Points), but do not assume that communicating the key messages verbatim to your potential coalition partners will yield results. You must transform the message into a language that will appeal to your potential coalition members.
While you need to adjust messaging to fit the audience there are still key words that you do not want to remove- bolded below. It is important that when anyone is talking about ESSA, even if they are not directly referencing school library program, they are connecting these words to the school library.
• Specialized instructional support staff. ESSA specifically includes school librarians in the definition of specialized instructional support staff.
• School library programs support the development of digital literacy skills and academic achievement. • Title IV Student Support and Academic Enrichment Grant (Block Grants), allocated based on Title I eligibility,
authorizes states to use funds to assist school districts in providing programs and activities that increase access to personalized, rigorous learning experiences support by technology, including adequate access to school libraries.
o Block Grants also authorize states to use funds to assist school districts in providing school librarians and other school personnel with the knowledge and skills to use technology effectively, including effective integration of technology, to improve instruction and student achievement.
• Reference the “Ask Me How School Librarians Ensure Student Success” message cards o Title I – School librarians and access to effective school library programs, impact student achievement,
digital literacy skills, and school climate/culture. o Title II, Part A – School librarians share their learning with other professionals when they attend
conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district.
o Title II, Part B, Subpart 1 – School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.
o Title IV, Part A - School Librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.
50
Message Development Example
Take one row in your Coalition Development chart and create a key message for middle three blocks, incorporating the message points and key words. Example:
Individual/Organization/ Business Name
What previous activities, news or accomplishments tie them to your efforts?
What stake do they have in school library funding?
What can they contribute to your plan?
What three things could you do today to strengthen a relationship with them?
Local public library Summer reading programs, marketing regarding access to information and technology for community
School libraries create knowledgeable library users; school libraries fill a specific role in connection to curriculum and without would create a gap between services
General public awareness; engaging non-parents, but library friends in efforts
1. Meet with staff to provide information. 2. Ask to hold an information session at public library for general public 3. Ask to present to their friends group and in return offer time with school parents group
Key Message Development:
School librarians are teachers, specialized instructional support staff, trained to teach library skills early and develop lifelong library users and supporters.
The public library is an incredible asset to students as they continue their work outside of school but a fully staff and funded school library connects student personalized, rigorous learning experience, and library research, to academic achievement.
Digital literacy skills are essential for success as students move into the work force that requires the effective use of technology and while there is a direct impact for parents to support a strong school library program there is tremendous value for the business and community too.
51
Message Development Worksheets
Individual/Organization/ Business Name
What previous activities, news or accomplishments tie them to your efforts?
What stake do they have in school library funding?
What can they contribute to your plan?
What three things could you do today to strengthen a relationship with them?
Key Message Development:
1.
2.
3.
Individual/Organization/ Business Name
What previous activities, news or accomplishments tie them to your efforts?
What stake do they have in school library funding?
What can they contribute to your plan?
What three things could you do today to strengthen a relationship with them?
Key Message Development:
1.
2.
3.
52
Individual/Organization/ Business Name
What previous activities, news or accomplishments tie them to your efforts?
What stake do they have in school library funding?
What can they contribute to your plan?
What three things could you do today to strengthen a relationship with them?
Key Message Development:
1.
2.
3.
Individual/Organization/ Business Name
What previous activities, news or accomplishments tie them to your efforts?
What stake do they have in school library funding?
What can they contribute to your plan?
What three things could you do today to strengthen a relationship with them?
Key Message Development:
1.
2.
3.
53
Elev
ator
Spe
ech
Deve
lopm
ent
You’
ve fo
und
your
self
face
d w
ith th
e qu
estio
ns, “
Are
ther
e re
ally
any
libr
arie
s lef
t? “
and
“W
hat w
ith e
-boo
ks a
nd In
tern
et a
re th
ey n
eces
sary
?” Y
ou’v
e be
en
aske
d th
ese
ques
tions
in a
situ
atio
n in
whi
ch y
ou k
now
a tr
ue c
onve
rsat
ion
is no
t pos
sible
, so
how
do
you
mak
e th
e m
ost i
mpa
ct in
the
leas
t am
ount
of t
ime?
De
velo
p yo
ur m
essa
ges n
ow, a
nd p
ract
ice!
Step
One
: M
ake
the
conn
ectio
n fr
om E
SSA
lang
uage
to A
ASL’
s sch
ool l
ibra
ry ta
lkin
g po
ints
to y
our s
choo
l lib
rary
pro
gram
.
ESSA
Lan
guag
e Sc
hool
Lib
rary
Tal
king
Poi
nt
Answ
er T
o Q
uest
ions
Ho
w T
his I
s See
n In
You
r Lib
rary
Ti
tle I:
Impr
ovin
g ba
sic p
rogr
ams
oper
ated
by
stat
e an
d lo
cal
educ
atio
nal a
genc
ies
Scho
ol li
brar
ians
and
acc
ess t
o ef
fect
ive
scho
ol li
brar
y pr
ogra
ms,
impa
ct st
uden
t ac
hiev
emen
t, di
gita
l lite
racy
skill
s, an
d sc
hool
clim
ate/
cultu
re.
(Exa
mpl
e)
Sch
ool l
ibra
rians
and
ac
cess
to e
ffect
ive
scho
ol li
brar
y pr
ogra
ms,
impa
ct st
uden
t ach
ieve
men
t, di
gita
l lite
racy
skill
s, an
d sc
hool
cl
imat
e/cu
lture
. Stu
dent
s tod
ay h
ave
a ha
rd ti
me
navi
gatin
g su
ch a
vas
t am
ount
of i
nfor
mat
ion,
and
lear
ning
di
gita
l lite
racy
skill
s is c
ritic
al to
thei
r su
cces
s in
scho
ol a
nd a
fter w
hen
they
na
viga
te c
olle
ge o
r sta
rt a
car
eer.
54
ESSA
Lan
guag
e Sc
hool
Lib
rary
Tal
king
Poi
nt
Answ
er T
o Q
uest
ions
Ho
w T
his I
s See
n In
You
r Lib
rary
Ti
tle II
: Sup
port
ing
effe
ctiv
e in
stru
ctio
n Sc
hool
libr
aria
ns sh
are
thei
r lea
rnin
g w
ith o
ther
pro
fess
iona
ls w
hen
they
at
tend
con
fere
nces
and
wor
ksho
ps,
appl
ying
the
bene
fits o
f new
tech
niqu
es,
stra
tegi
es, a
nd te
chno
logi
es to
the
entir
e di
stric
t.
ESSA
Lan
guag
e Sc
hool
Lib
rary
Tal
king
Poi
nt
Answ
er T
o Q
uest
ions
Ho
w T
his I
s See
n In
You
r Lib
rary
Ti
tle II
, Par
t B: L
itera
cy e
duca
tion
for a
ll, re
sults
for t
he n
atio
n (L
EARN
)/ In
nova
tive
Appr
oach
es
to L
itera
cy (I
AL)
Scho
ol li
brar
ians
are
uni
quel
y su
ited
to
lead
the
effo
rt in
app
lyin
g fo
r co
mpe
titiv
e gr
ants
bec
ause
of t
heir
expe
rtise
and
acc
ess t
o st
rong
pr
ofes
siona
l lea
rnin
g ne
twor
ks.
55
ESSA
Lan
guag
e Sc
hool
Lib
rary
Tal
king
Poi
nt
Answ
er T
o Q
uest
ions
Ho
w T
his I
s See
n In
You
r Lib
rary
Ti
tle IV
, Par
t A: S
tude
nt S
uppo
rt
and
Acad
emic
Enr
ichm
ent G
rant
s (B
lock
Gra
nts)
Scho
ol li
brar
ians
incr
ease
acc
ess t
o pe
rson
alize
d, ri
goro
us le
arni
ng
expe
rienc
es su
ppor
ted
by te
chno
logy
, al
low
ing
equi
tabl
e re
sour
ces f
or a
ll st
uden
ts.
56
Glossary The following are definitions that appear in either AASL board approved position statement or as defined under the US Department of Education.
Appropriate Staffing (for school libraries):
1. The library program is serviced by one or more certified school librarians working full-time in the school library.
2. The specific number of additional school librarians is determined by the school’s instructional programs, services, facilities, size, and number of students and teachers.
3. In addition to library-degreed professionals, highly trained technical and clerical support staff are necessary for all library programs at every grade level. Each school should employ at least one full- time technical assistant or clerk for each school librarian. Some programs, facilities, and levels of service will require more than one support staff member for each professional.
4. The school district is served by a district library supervisor who provides leadership and support for the building-level school library programs by providing resources, professional development, and leadership in developing and implementing the district’s school library program. The district library supervisor is a member of the administrative team and helps determine the criteria and policies for the district’s curriculum and instructional programs. The district library supervisor communicates the mission, strategic plan, goals, and needs of the school and district library programs to the superintendent, board of education, other district-level personnel, and the community.
Collaboration:
Working with a member of the teaching team to plan, implement, and evaluate a specialized instructional plan.
Community Readiness:
The ability to be a productive, active, engaged member of a democratic society.
Digital Learning:
Learning materials and resources displayed on a digital device and shared electronically with other users. Digital learning content can be both open and/or commercial content (U.S. Dept. of Education 2016).
57
Digital Literacy:
The ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills (ALA 2013).
Effective School Library Program:
1. is adequately staffed, including a state-certified school librarian who
• is an instructional leader and teacher,
• supports the development of digital learning, participatory learning, inquiry learning, technology literacies, and information literacy, and
• supports, supplements, and elevates the literacy experience through guidance and motivational reading initiatives;
2. has up-to-date digital and print materials and technology, including curation of openly licensed educational resources; and
3. provides regular professional development and collaboration between classroom teachers and school librarians.
Information Literacy:
A set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information (ACRL 2000).
Information Technologies:
Modern information, computer, and communication technology products, services, or tools, including the Internet, computer devices, and other hardware, software applications, data systems, and other electronic content (including multimedia content) and data storage.
Learning Community:
A group of people (can include students) who share common academic goals and attitudes who meet regularly to share expertise and work collaboratively to improve instruction and the academic performance of students.
Local Education Agencies (LEA):
A public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools.
58
Specialized Instructional Support Personnel (school librarians):
Under ESSA, perform a wide range of activities in schools, including a broad array of prevention and intervention services that promote effective teaching and learning and promote school success. SISP also collaborate with teachers and school staff to ensure that students receive high quality instruction responsive to their diverse academic, physical, social, emotional, and mental health needs.
State Education Agencies (SEA):
A formal governmental label for the state-level government agencies within each U.S. state responsible for providing information, resources, and technical assistance on educational matters to schools and residents.
Virtual Resources:
Resources that are not physical in nature, such as computer hardware platforms, operating systems, storage devices, computer network resources, electronic databases, and e-books.
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1 www.ala.org/aasl/positionstatements
The American Association of School Librarians (AASL) supports the position that an effective school library
program has a certified school librarian at the helm, provides personalized learning environments, and offers
equitable access to resources to ensure a well-rounded education for every student.
As a fundamental component of college, career, and community readiness, the effective school library
program:
1. is adequately staffed, including a state-certified school librarian who
a. is an instructional leader and teacher,
b. supports the development of digital learning, participatory learning, inquiry learning,
technology literacies, and information literacy, and
c. supports, supplements, and elevates the literacy experience through guidance and
motivational reading initiatives;
2. has up-to-date digital and print materials and technology, including curation of openly licensed
educational resources; and
3. provides regular professional development and collaboration between classroom teachers and school
librarians.
Effective school libraries are dynamic learning environments that bridge the gap between access and
opportunity for all K–12 learners. Under the leadership of the school librarian, the school library provides
students access to resources and technology, connecting classroom learning to real-world events. By providing
access to an array of well-managed resources, school libraries enable academic knowledge to be linked to
deeper, personalized learning. The expanded learning environment of the school library ensures the unique
interests and needs of individual students are met. In this way, effective school library programs prepare
students for college, career, and community.
Under the leadership of a certified school librarian, the effective school library program delivers a well-
rounded educational program (AASL 2009). This program focuses on accessing and evaluating information,
providing digital learning training and experiences, and developing a culture of reading. The program uses a
variety of engaging and relevant resources. Robust school libraries have high-quality, openly licensed digital
and print resources, technology tools, and broadband access. This environment is essential to providing
equitable learning opportunities for all students. More than 60 studies in two dozen states show that the “levels
of library funding, staffing levels, collection size and range, and the instructional role of the librarian all have a
direct impact on student achievement” (Gretes 2013).
In an effective school library program, the school librarian serves as an instructional leader, program
administrator, teacher, collaborative partner, and information specialist (AASL 2009). Working with classroom
teachers, the school librarian develops information literacy and digital literacy instruction for all students.
Serving as an instructional leader, the school librarian contributes to curricular decisions and facilitates
professional learning. Additionally, as the library program administrator, the school librarian oversees and
manages the program and works with school and community partners. These partnerships result in expanded
and improved resources and services for all students.
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An effective school library program plays a crucial role in bridging digital and socioeconomic divides. School
library programs staffed with state-certified professionals provide an approachable, equitable, personalized
learning environment necessary for every student’s well-rounded education.
The Every Student Succeeds Act (ESSA) includes language for “effective school library programs” in the
provisions of Title I, Part A; Title II, Part A; Title II, Part B, Subpart 2; Title II, Part B, Subpart 2, Section
2226; and Title IV, Part A. The definition of an effective school library program provides guidance to
administrators, school boards, and school librarians in implementing ESSA.
Collaboration: Working with a member of the teaching team to plan, implement, and evaluate a
specialized instructional plan.
Community Readiness: The ability to be a productive, active, engaged member of a democratic
society.
School Librarian Instructional Role: Instructional Role of School Librarians Position Statement
American Association of School Librarians. 2012. 2012 School Libraries Count! National Longitudinal Survey
of School Library Programs.
www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/slcsurvey/2012/AASL-SLC-
2012-WEB.pdf (accessed May 20, 2016).
American Association of School Librarians. 2009. Empowering Learners: Guidelines for School Library
Programs. Chicago, IL. http://www.ala.org/aasl/standards/guidelines (accessed July 7, 2016).
Gretes, Frances. 2013. School Library Impact Studies: A Review of Findings and Guide to Sources. Harry &
Jeanette Weinberg Foundation. www.baltimorelibraryproject.org/wp-
content/uploads/downloads/2013/09/Library-Impact-Studies.pdf (accessed May 25, 2016).
The position taken by the American Association of School Librarians (AASL) represents the organization and
cannot be applied to individual members or groups affiliated with the association without their direct
confirmation.
June 25, 2016
62
1 www.ala.org/aasl/positionstatements
The American Association of School Librarians (AASL) supports the position that every student in every
school, including independent schools and public charter schools, should have access to an updated school
library with a certified school librarian. The success of a school library program, no matter how well designed,
ultimately depends on the quality and number of personnel responsible for managing the instructional program
and the library’s physical and virtual resources. A certified school librarian, supported by technical and clerical
staff, is crucial to an effective school library program. Every student, teacher, and administrator in every
school building at every grade level should have access to a fully staffed library throughout the school day.
The following minimum school library staffing requirements define an effective school library program
structured to transform teaching and learning throughout the school community:
1. The library program is serviced by one or more certified school librarians working full-time in the
school library.
2. The specific number of additional school librarians is determined by the school’s instructional
programs, services, facilities, size, and number of students and teachers.
3. In addition to library-degreed professionals, highly trained technical and clerical support staff are
necessary for all library programs at every grade level. Each school should employ at least one full-
time technical assistant or clerk for each school librarian. Some programs, facilities, and levels of
service will require more than one support staff member for each professional.
4. The school district is served by a district library supervisor who provides leadership and support for
the building-level school library programs by providing resources, professional development, and
leadership in developing and implementing the district’s school library program. The district library
supervisor is a member of the administrative team and helps determine the criteria and policies for the
district’s curriculum and instructional programs. The district library supervisor communicates the
mission, strategic plan, goals, and needs of the school and district library programs to the
superintendent, board of education, other district-level personnel, and the community.
The staffing of school libraries will be guided by the language for effective school library programs in the
Every Student Succeeds Act (ESSA). A certified school librarian is essential to an effective school library
program, yet only two-thirds of school libraries are staffed with certified school librarians (Davis 2010).
Effective School Library Program: Definition of an Effective School Library Position Statement
American Association of School Librarians. 2012. 2012 School Libraries Count! National Longitudinal Survey
of School Library Programs.
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| June 25, 2016
2 www.ala.org/aasl/positionstatements
www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/slcsurvey/2012/AASL-SLC-
2012-WEB.pdf (accessed May 20, 2016).
American Association of School Librarians. 2009. Empowering Learners: Guidelines for School Library
Programs. Chicago, IL. http://www.ala.org/aasl/standards/guidelines (accessed July 7, 2016).
Davis, Denise M. 2009. “The Condition of U.S. Libraries: School Library Trends, 1999-2009.” American
Library Association.
http://www.ala.org/research/sites/ala.org.research/files/content/librarystats/librarymediacenter/Conditi
on_of_Libraries_1999.20.pdf (accessed July 7, 2016).
Library Research Service. n.d. “School Libraries Impact Studies.” https://www.lrs.org/data-tools/school-
libraries/impact-studies
Scholastic Library Publishing. 2016. School Libraries Work!: A Compendium of Research Supporting the
Effectiveness of School Libraries. www.scholastic.com/slw2016.
The position taken by the American Association of School Librarians (AASL) represents the organization and
cannot be applied to individual members or groups affiliated with the association without their direct
confirmation.
June 25, 2016
64
1 www.ala.org/aasl/positionstatements
The American Association of School Librarians (AASL) supports the position that school librarians are
instructors as well as collaborators with fellow educators in the pursuit of student learning in school libraries,
classrooms, learning commons, makerspaces, labs, and virtual learning spaces. School librarian instruction
results in students who read and utilize print and digital resources for curricular and personalized learning
needs. School librarians teach students how to be inquiring learners who evaluate and use both print and digital
information efficiently, effectively, and ethically, with the goal of developing lifelong learning and literacy
skills (AASL 2007). School librarians lead the way in digital learning and literacies by teaching and providing
professional development in their school communities and districts.
The role of the school librarian is to guide students and fellow educators through the intersection of formal and
informal learning. The instruction the school librarian offers is integral to a well-rounded education. As
educators and instructional partners school librarians are critical to teaching and learning in the school
community. The school librarian plays a prominent role in instructing students, faculty, and administrators in a
range of literacies, including information, digital, print, visual, and textual literacies. As leaders in literacy and
technology, school librarians are perfectly positioned to instruct every student in the school community
through both traditional and blended learning.
In the ever-changing information and education landscape, the instructional role of school librarians is vitally
important for staff and students. As print and digital literacies, inquiry, and reading motivation have become
crucial elements of teaching and learning, school librarians as educators and information specialists play a key
instructional role in successful schools.
Digital Learning: Learning materials and resources displayed on a digital device and shared
electronically with other users. Digital learning content can be both open and/or commercial content
(U.S. Dept. of Education 2016).
Digital Literacy: The ability to use information and communication technologies to find, evaluate,
create, and communicate information, requiring both cognitive and technical skills (ALA 2013).
Information Literacy: A set of abilities requiring individuals to recognize when information is
needed and have the ability to locate, evaluate, and use effectively the needed information (ACRL
2000).
American Association of School Librarians. 2007. “Standards for the 21st Century Learner.”
www.ala.org/aasl/standards/learning (accessed April 28, 2016).
American Library Association. January 2013. “Digital Literacy, Libraries, and Public Policy: Report of the
Office for Information Technology Policy’s Digital Literacy Task Force.”
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2 www.ala.org/aasl/positionstatements
http://www.districtdispatch.org/wp-content/uploads/2013/01/2012_OITP_digilitreport_1_22_13.pdf
(accessed August 15, 2016).
Association of College and Research Libraries. 2000. “Information Literacy Competency Standards for Higher
Education.” www.ala.org/acrl/standards/informationliteracycompetency (accessed May 25, 2016).
U.S. Department of Education. “Definitions.” http://www.ed.gov/race-top/district-competition/definitions
(accessed May 13, 2016).
American Association of School Librarians. 2010. ALA/AASL Standards for Initial Preparation of School
Librarians.
www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/schoollibrary/2010_standards_with_rub
rics_and_statements_1-31-11.pdf.
American Association of School Librarians. “School Librarians and the Every Student Succeeds Act (ESSA).”
www.ala.org/aasl/advocacy/legislation/essa.
American Library Association. June 18, 2013. “ALA Task Force Releases Digital Literacy
Recommendations.” www.ala.org/news/press-releases/2013/06/ala-task-force-releases-digital-literacy-
recommendations (accessed May 13, 2016).
Association of College and Research Libraries. 2000. “Information Literacy Competency Standards for Higher
Education.” www.ala.org/acrl/standards/informationliteracycompetency (accessed May 25, 2016).
Johnston, Melissa. 2011. “School Librarians as Technology Integration Leaders: Enablers and Barriers to
Leadership Enactment.” School Library Research 15.
www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol15/SLR_School_Librarian
s_as_Technology_Integration_Leaders_V15.pdf.
U.S. Department of Education. “Every Student Succeeds Act.” www.ed.gov/essa (accessed April 28, 2016).
Wine, Lois. 2016. "School Librarians as Technology Leaders: An Evolution in Practice." Journal of Education
for Library & Information Science 57 (2): 207–20.
The position taken by the American Association of School Librarians (AASL) represents the organization and
cannot be applied to individual members or groups affiliated with the association without their direct
confirmation.
June 25, 2016
66
1 www.ala.org/aasl/positionstatements
The American Association of School Librarians (AASL) supports the position that an effective school library
program plays a crucial role in preparing students for informed living in an information-rich society. The
school library program provides learning opportunities that enable students to become efficient, effective, and
creative users of information. Further, the school library program encourages students to examine the authority
of authors and the bias of sponsors; to assess the importance of currency of information to the topic at hand; to
determine the scope and relevance of information to meet their needs; and to create and share new ideas,
resources, products, and information. This instruction occurs best in the context of the school curriculum
where students are guided by a standard of excellence set by their classroom teachers in collaboration with the
school librarian.
The school library program is not confined by the school library walls, but rather, with the use of technology
and online resources, connects to the community and branches throughout the entire school. The school library
program provides the mechanism for students to access the resources they need 24/7, whether in the library, in
the classroom, or in the student’s home.
Beyond its curricular role, the effective school library program gives each individual member of the learning
community a venue for exploring questions that arise out of personalized learning, individual curiosity, and
personal interest. As part of the school library program, the school librarian provides leadership and instruction
to both students and staff on how to use information technologies constructively, ethically, and safely. The
school librarian offers expertise in accessing and evaluating information and collections of quality physical and
virtual resources. In addition, the school librarian possesses dispositions that encourage broad and deep
exploration of ideas and responsible use of information technologies. These attributes add value to the school
community.
School library programs also provide opportunities for learners to read for enjoyment. School librarians’ skills
in the selection and evaluation of resources are critical in providing students, staff, and families with open,
non-restricted access to a high-quality collection of reading materials that reflect personal interests and
academic needs in multiple formats. School librarians take a leadership role in organizing and promoting
literacy projects and events that encourage students to become lifelong learners and readers.
The school library program is based on long-range goals developed through strategic planning that reflect the
mission of the school. The school librarian participates fully in all aspects of the school’s instructional
program, including federally mandated programs and reform efforts. The school library program provides
flexible and equitable access to collections, technology, and a state-certified school librarian for all students
and staff, physically as well as virtually. The collection includes materials that meet the needs of all learners,
represents various points of view on current and historical issues, and offers a wide variety of interest areas.
Policies, procedures, and guidelines are developed to maintain the effective school library program. The school
library staff and budget are sufficient to support the school’s instructional program and meet the needs of the
school library program’s goals.
For students, the school library represents one of America’s most cherished freedoms: the freedom to speak
and hear what others have to say. Students have the right to choose what they will read, view, or hear and are
expected to develop the ability to think clearly, critically, and creatively about their choices, rather than
allowing others to do this for them.
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Citizens of this information world must have the skills and dispositions to access information efficiently and to
critically assess the sources they rely upon for decision making, problem solving, and generation of new
knowledge. The effective school library program plays a critical role in schools in instructing students on how
to access information efficiently and critically assess resources.
Effective School Library Program: Definition of Effective School Library Position Statement
Learning Community: A group of people (can include students) who share common academic goals
and attitudes who meet regularly to share expertise and work collaboratively to improve instruction
and the academic performance of students.
Information Technologies: Modern information, computer, and communication technology products,
services, or tools, including the Internet, computer devices and other hardware, software applications,
data systems, personal electronic devices, and other electronic content (including multimedia content)
and data storage.
School Librarian Instructional Role: Instructional Role of the School Librarian Position Statement
Virtual Resources: Resources that are not physical in nature, such as computer hardware platforms,
operating systems, storage devices, computer network resources, electronic databases, and e-books.
Harvey, II, Carl A. 2010. “The Teacher's Take, Part 2: The Instructional Role of the School Librarian.” School
Library Monthly 26 (5): 45–47.
Heindel, Maegan Coffin., et al. 2014. “Demonstrating the Essential Role of the School Librarian.” Knowledge
Quest 42 (3): 74.
Young, Robyn. 2012. “Digital Learning: The Role of the School Librarian.” School Library Monthly 29 (1):
33.
The position taken by the American Association of School Librarians (AASL) represents the organization and
cannot be applied to individual members or groups affiliated with the association without their direct
confirmation.
June 25, 2016
68
1 www.ala.org/aasl/positionstatements
The American Association of School Librarians (AASL) supports the position that, in addition to meeting state
certification requirements, school librarians hold a master’s degree or equivalent from a program that combines
academic and professional preparation in library and information science, education, and technology. The
graduate degree is earned at a college or university whose program is recognized by appropriate bodies such as
the American Library Association (ALA), the American Association of School Librarians/Council for the
Accreditation of Educator Preparation (CAEP), or state education agencies. The academic program of study
includes directed field experience coordinated by a college/university faculty member and takes place in an
effective school library program under the direct supervision of a certified, full-time school librarian.
In order to address the critical need for a reading-rich environment in the ever-changing information landscape,
the preparation of school librarians is vitally important. As technology has become a crucial element of
teaching and learning, school librarians as educators and information specialists play a key role in the success
of schools.
Information Technologies: Modern information, computer, and communication technology products,
services, or tools, including the Internet, computer devices, and other hardware, software applications,
data systems, and other electronic content (including multimedia content) and data storage.
School Librarian Instructional Role: Instructional Role of the School Librarian Position Statement
American Association of School Librarians. 2010. ALA/AASL Standards for Initial Preparation of School
Librarians.
www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/schoollibrary/2010_standards_with_rub
rics_and_statements_1-31-11.pdf (accessed May 20, 2016).
American Library Association. February 2, 2015. Standards for Accreditation of Master’s Programs in Library
and Information Studies.
www.ala.org/accreditedprograms/sites/ala.org.accreditedprograms/files/content/standards/Standards_2
015_adopted_02-02-15.pdf (accessed May 20, 2016).
Council for the Accreditation of Educator Preparation. June 12, 2015. CAEP Accreditation Standards.
www.caepnet.org/~/media/Files/caep/standards/final-board-amended-20150612.pdf?la=en (accessed
May 20, 2016).
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2 www.ala.org/aasl/positionstatements
The position taken by the American Association of School Librarians (AASL) represents the organization and
cannot be applied to individual members or groups affiliated with the association without their direct
confirmation.
June 25, 2016
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1615 New Hampshire Avenue NW First Floor Washington, DC 20009-2520 USA
Telephone 202 628 8410 Fax 202 628 8419
Washington Office
ALAAmericanLibraryAssociation
July 26, 2016
Meredith Miller U.S. Department of Education 400 Maryland Avenue, SW, Room 3C106 Washington, DC 20202-2800 Dear Ms. Miller: On behalf of the American Library Association (ALA) and the American Association of School Librarians (AASL), thank you for the opportunity to comment on the Department’s proposed regulations governing accountability and State plans under the Elementary and Secondary Education Act (ESEA) as reauthorized by the Every Student Succeeds Act (ESSA). The mission of ALA, the oldest and largest library association in the world, is “to provide leadership for the development, promotion and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all.” The mission of AASL, the ALA division focused on school libraries, is “to empower leaders to transform teaching and learning.” To help accomplish this mission, AASL supports effective school library programs that have a certified school librarian at the helm, provide personalized learning environments, and offer equitable access to resources to ensure a well-rounded education for every student.1 School libraries are a safe learning environment where all students have equal and equitable access to learning, support, and information for personal and educational purposes. As poverty rates across America remain high, our schools must serve as an “equalizer” to provide all students with equal and equitable access to the resources, support, and instruction necessary to succeed academically and become productive and engaged citizens in a democratic society. Research confirms that effective school library programs are a wise investment for our children’s education and workforce readiness. ALA has been disheartened by the lack of support for effective school library programs and comprehensive literacy instruction at the Federal, State, and local levels over the years. Data2 available from the National Center for Education Statistics (NCES) highlights the lack of support for too many of our students in thousands of schools across the country. NCES data reveals that approximately 8,830 public schools across the nation do not have a school library and for those schools that do have a library, nearly 17,000 schools do not have a full or part-time school librarian on staff. Accordingly, ALA and AASL were pleased to support the bipartisan conference agreement on ESSA and we are encouraged that the updated law provides opportunities to recognize the key role effective school library programs play in improving student academic achievement and ensuring that students are adequately prepared for college and success in the workforce.
1 For additional information see AASL definition of “effective school library program.” 2 For additional information from NCES, see http://nces.ed.gov/surveys/sass/tables_list.asp#2012.
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2
To help build on these efforts under ESSA, our comments on the proposed regulations focus on consultation requirements under §299.15 and activities to support all students under §299.19. §299.15 – Consultation and Coordination Under ESSA, a State may continue to submit a consolidated State plan in lieu of individual, program-specific plans. As part of the consolidated State plan, the proposed regulations would require the State Educational Agency (SEA) to engage in timely and meaningful consultation with stakeholders as part of the design and development of the plan. Specifically, §299.15(a)(6) of the proposed regulations provides that stakeholders consulted during the development of the State plan must include “teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, and organizations representing such individuals.” Under ESSA, the statutory definition of the term “specialized instructional support personnel” includes qualified professional personnel such as school librarians. To help ensure consistency with the statutory provisions under ESSA, we recommend that language under §299.15(a)(6) be clarified to highlight the statutory ability of school librarians to participate in the consultation process with the SEA in the development and implementation of the State consolidated plan. We believe it is important to specifically highlight school librarians as part of the consultation process because they make the whole school more effective. School librarians serve as instructional leaders, program administrators, teachers, collaborative partners, and information specialists. They work with every student in the school, teaching them to think critically, providing the resources and support they need in school and beyond, and nurturing their creativity. They are also an essential partner for all classroom teachers, providing print and digital materials that meet diverse needs and collaborating to deepen student learning and drive success. Finally, school librarians are leaders in the school, helping to develop curriculum and connecting other educators to current trends and resources for teaching and learning. §299.19 – Supporting All Students As part of the consolidated State plan, each SEA must describe its strategies, its rationale for the selected strategies, timelines, and how it will use funds under the programs included in its consolidated State plan to ensure that all children have a significant opportunity to meet challenging State academic standards and graduate with a regular high school diploma. §299.19(a)(1)(iv) of the proposed regulations requires that such strategies and descriptions include “the effective use of technology to improve academic achievement and digital literacy of all students.” Literacy skills have always been a critical component of our education systems. Today, the attainment of digital literacy – for both students and educators – can help to ensure that all students graduate from high school prepared for postsecondary education or the workforce without the need for remediation. School libraries are places of opportunity. Effective school library programs play a crucial role in bridging digital and socioeconomic divides. They foster a safe and nurturing climate during the day and before and after school, to serve as critical learning hubs for instruction and use of technology, digital, and print materials (including curation of openly licensed educational resources) to better prepare students for success for school and the workforce:
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• Avery County High School – In Avery County High School (Newland, NC), the school librarian trains students and teachers on how to become a responsible consumer of information. The school library provides instruction on how to document resources; the importance of following copyright laws; safe use of online resources, including potential dangers of online sharing; and an awareness of the digital footprint all online users leave.
• Weddington Hills Elementary School – At Weddington Hills Elementary School (Concord, NC), digital literacy instruction is provided through the school library program. Students in kindergarten and first grades are learning skills such as keyboard recognition, how to access PowerPoint, how to obtain digital images following copyright requirements, and the importance of citing sources. Students in second and third grades are using various technologies to research, collect information, synthesize, and create new products, including a focus on academic honesty and copyright issues. By fourth and fifth grades, students are exploring digital tools for collaboration, multi-media presentations, analysis of data, and interaction with people and events beyond their own communities.
• Centerville Elementary School – From kindergarten up students are exposed to digital learning platforms and computers at Centerville Elementary School (Frederick, MD). From lessons on internet safety to proper citation of web sources to their digital footprints and cyberbullying, the students are receiving weekly lessons to help make them true 21st century learners.
• Mooresville Intermediate School – At Mooresville Intermediate School (Mooresville, NC), students receive digital literacy training in the school library related to accessing information sources, taking notes appropriately, citing sources, finding copyright-friendly images for projects, and using digital tools to share their learning in new, innovative ways.
To better encourage the effective use of technology to improve academic achievement and digital literacy in ways that support all students, we recommend that §299.19(a)(1)(iv) be clarified to highlight the critical support school libraries provide with regard to improving the digital literacy of all students. An effective school library program plays a crucial role in bridging digital and socioeconomic divides and focuses on accessing and evaluating information, providing digital learning training and experiences, and developing a culture of reading. The school library program uses a variety of engaging and relevant resources. Robust school libraries have high-quality, openly licensed digital and print resources, technology tools, and broadband access. This environment is essential to providing equitable learning opportunities for all students. By providing access to an array of well-managed resources, school libraries enable academic knowledge to be linked to deeper, personalized learning. The expanded learning environment of the school library ensures the unique interests and needs of individual students are met. In this way, effective school library programs prepare students for college, career, and community. Therefore, as the Department considers recommendations on the proposed regulations governing accountability and State plans under ESSA, we respectfully ask that the final regulations specifically include school librarians and school libraries under §299.15
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(Consultation and Coordination) and §299.19 (Supporting All Students) to ensure that implementation of ESSA includes adequate consultation and an appropriate focus on the role of school libraries in using technology to improve academic achievement and digital literacy of all students. Thank you again for the opportunity to provide recommendations; please do not hesitate to contact Emily Sheketoff from ALA at (202) 628-8410 or Sylvia Knight Norton from AASL at (312) 280-4388 if you have any questions or if there is anything we can do to assist with implementation of ESSA. Sincerely,
Executive Director Washington Office American Library Association
Executive Director American Association of School Librarians American Library Association
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P.L. 114-95, The Every Student Succeeds Act (ESSA)
Student Support and Academic Enrichment Grants (ESSA Block Grant) SUMMARY OF PROGRAM Overview – ESSA authorizes a new flexible block grant program – Student Support and Academic Enrichment Grants under Title IV, Part A, Subpart 1 – to increase the capacity of States, LEAs, schools, and local communities to: 1. Provide all students with access to a well-rounded education;
2. Support safe and healthy students; and
3. Support the effective use of technology. Authorization Level and Funding – ESSA authorizes the program at $1.65 billion for FY2017 through FY2020. • The Administration’s FY2017 budget request included $500 million for Student Support and
Academic Enrichment Grants.
• Prior to the August 2016 recess, the Senate Appropriations Committee provided $300 million and the House Appropriations Committee provided $1 billion in their respective bills for Student Support and Academic Enrichment Grants.
• The funding level will be finalized as part of negotiations to fund the Federal government for FY2017.
Allocation of Funds by Formula – Each State, and subsequently each LEA, receives an allocation based on their State or local share of the ESSA Title I funding formula.
• States reserve 5 percent of their allocation for State-level activities and 95 percent of funds are
provided for local awards to LEAs.
• Each LEA that receives a formula allocation must conduct a “needs assessment” and then must use:
o Not less than 20 percent of funds to support well-rounded educational opportunities;
o Not less than 20 percent of funds to support safe and healthy students; and
o A portion of funds (not defined under ESSA) to support the effective use of technology.
• Remaining funds at the local level can be used by the LEA to support any of the three
aforementioned categories of activities. State-Level Activities – States are authorized to use their share of funding (5 percent) for State-level activities and programming designed to meet the purposes of the program, including:
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• Monitoring, training, technical assistance and capacity building for LEAs; • Identifying and eliminating State barriers to the coordination and integration of programs,
initiatives, and funding streams so that LEAs can better coordinate with other agencies, schools, and community-based services and programs; and
• Supporting LEAs in providing programs and activities that:
o Offer well-rounded educational experiences to all students, which may include:
STEM courses; Music and arts education; Foreign languages; Accelerated learning programs that provide postsecondary level courses accepted for
credit at institutions of higher education (such as Advanced Placement courses); American history, civics, economics, geography, social studies, or government
education; Environmental education; and Other courses, activities, programs or experiences that contribute to a well-rounded
education.
o Foster safe, healthy, supportive, and drug-free environments, which may include:
Reducing exclusionary discipline practices in schools; Mental health awareness training and school-based counseling; Integrating health and safety practices into school and athletic programs; and Disseminating best practices and evaluating program outcomes to promote student
safety and violence prevention.
o Increase access to personalized, rigorous learning experiences supported by technology, including:
Providing technical assistance to LEAs to identify and address technology readiness
needs, which specifically includes “access to school libraries”; Supporting schools in rural and remote areas to expand access to digital learning1
opportunities; Supporting the delivery specialized or rigorous academic courses and curricula through
the use of technology, including digital learning technologies and assistive technology. Disseminating promising practices related to technology instruction, data security and
the acquisition and implementation of technology tools and applications; Providing teachers, paraprofessionals, school librarians and media personnel,
specialized instructional support personnel, and administrators with the knowledge and skills to use technology effectively; and
1 Under ESSA, the term ‘‘digital learning’’ is defined as any instructional practice that effectively uses technology to strengthen a student’s learning experience and encompasses a wide spectrum of tools and practices, including: (1) interactive learning resources, digital learning content (which may include openly licensed content), software, or simulations, that engage students in academic content; (2) access to online databases and other primary source documents; (3) the use of data and information to personalize learning and provide targeted supplementary instruction; (4) online and computer-based assessments; (5) learning environments that allow for rich collaboration and communication, which may include student collaboration with content experts and peers; (6) hybrid or blended learning, which occurs under direct instructor supervision at a school or other location away from home and, at least in part, through online delivery of instruction with some element of student control over time, place, path, or pace; and (7) access to online course opportunities for students in rural or remote areas.
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Making instructional content widely available through open educational resources, which may include providing tools and processes to support LEAs in making such resources widely available.
Local Consultation – In developing the local application, an LEA is required to consult with parents, teachers, principals, specialized instructional support personnel (which specifically includes school librarians under ESSA) and other stakeholders with relevant and demonstrated expertise in programs and activities designed to meet the purpose of the program. • In addition, LEAs are required to engage in “continued consultation” with such stakeholders to
improve local activities and to coordinate programming with other related strategies, programs, and activities being conducted in the community.
Local Needs Assessment – Prior to receiving funds under the program, LEAs must conduct a “comprehensive needs assessment” (that must be conducted every 3 years) to examine needs for improvement of: • Access to, and opportunities for, a well-rounded education for all students; • School conditions for student learning in order to create a healthy and safe school environment;
and • Access to personalized learning experiences supported by technology and professional
development for the effective use of data and technology.
o Note: Under State Activities, States are authorized to support local efforts to increase access to personalized learning experiences by providing technical assistance to LEAs to identify and address technology readiness needs, which specifically includes “access to school libraries” under the statute.
• LEAs that would receive an allocation of less than $30,000 are not required to conduct a
comprehensive needs assessment. Local Uses of Funds – As part of the local application, LEAs must provide assurances that funds will prioritized to schools that have the greatest need, the most low-income children, are identified under the accountability system or identified as persistently dangerous. Similar to activities authorized at the State-level, LEAs are authorized to use their share of funds (95 percent) to: • Develop and implement programs and activities that support access to a well-rounded
education and that:
o Are coordinated with other schools and community-based services and programs;
o May be conducted through partnerships; and
o May include programs and activities, such as: College and career guidance and counseling; Activities that use music and the arts as tools to support student success; Activities to improve instruction and student engagement in STEM (including computer
science); Efforts to raise student academic achievement through accelerated learning programs
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Activities to promote traditional American history, civics, economics, geography, or government education;
Foreign language instruction; Environmental education; Activities that promote volunteerism and community involvement; Activities that support educational programs that integrate multiple disciplines, such as
programs that combine arts and mathematics; or Other activities and programs to support student access to, and success in, a variety of
well-rounded education experiences. • Support safe and healthy students through the development, implementation and evaluation of
programs and activities that:
o Are coordinated with other schools and community-based services and programs;
o Foster safe, healthy, supportive, and drug-free environments that support student academic achievement;
o Promote the involvement of parents;
o May be conducted through partnerships; and
o May include programs and activities, such as:
Drug and violence prevention activities; School-based mental health services; Health and safety practices for schools and athletic programs; Support for healthy, active lifestyles, including nutritional education and regular,
structured physical education activities; Prevention of bullying and harassment; Mentoring and counseling for all students; Dropout recovery programs; Training for school personnel related to suicide prevention, crisis management, conflict
resolution and school-based violence prevention strategies; Child sexual abuse awareness; Reducing exclusionary discipline practices; and Pay for success initiatives.
• Use technology to improve the academic achievement, academic growth, and digital literacy of
all students – including by addressing shortfalls identified in the local needs assessment conducted prior to receiving funds – which may include:
o Providing educators, school leaders, and administrators with the professional learning tools,
devices, content, and resources to personalize learning and to administer computer-based assessments and blended learning2 strategies;
2 Under ESSA, the term “blended learning” is defined as a formal education program that leverages both technology-based and face-to-face instructional approaches that include an element of online or digital learning, combined with supervised learning time, and student-led learning, in which the elements are connected to provide an integrated learning experience; and in which students are provided some control over time, path, or pace.
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o Building technological capacity and infrastructure, including procuring content and purchasing devices, equipment, and software applications in order to address readiness shortfalls (as identified under the comprehensive needs assessment);
Note: There is a 15 percent cap under ESSA related to the purchase of technology
infrastructure under the program.
o Developing or using effective strategies for the delivery of specialized or rigorous academic courses through the use of technology, including digital learning technologies and assistive technology;
o Blended learning projects;
o Professional development in the use of technology (which may be provided through
partnerships with outside organizations) to enable teachers and instructional leaders to increase student achievement in STEM (including computer science); and
o Opportunities for students in rural, remote, and underserved areas to take advantage of
high-quality digital learning experiences, digital resources, and access to online courses taught by effective educators.
SUMMARY OF LIBRARY PROVISIONS • ESSA authorizes (but does not require) States to use their share of funds to assist LEAs in
providing programs and activities that increase access to personalized, rigorous learning experiences supported by technology, including adequate “access to school libraries.”
• ESSA authorizes (but does not require) States to use their share of funds to assist LEAs in
providing school librarians and other school personnel with the knowledge and skills to use technology effectively, including effective integration of technology, to improve instruction and student achievement.
• In developing their local applications, LEAs must consult with teachers, principals and other
stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.
• ESSA requires that LEAs conduct a “needs assessment” prior to receiving funds from the State
(that must be conducted every 3 years). The needs assessment must include access to personalized learning experiences (which may include access to school libraries).
NEXT STEPS – ADVOCATE FOR INCLUSION OF LIBRARY PROGRAMMING State-Level Advocacy
• Because States are authorized (but not required) to support LEAs in providing programs and
activities that increase access to personalized learning experiences (which may include and professional development for school librarians and better access to school libraries for students), it will be important to contact and work with education officials at the State-level (State Educational Agency) to make them aware of their ability to use funds in support of personalized learning experiences, including ways in which effective school library programs can contribute to personalized learning activities in schools.
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• Since States are authorized (but not required) to support LEAs in the delivery of specialized or rigorous academic courses and curricula through the use of technology, including digital learning technologies, it will be important to contact and work with State education officials to ensure that such activities include effective school library programs that provide digital learning technologies.
Local Advocacy • Since LEAs are required to consult with stakeholders – which may include school librarians –
on the development of their local activities, it is critical to contact and work with leaders, administrators and technology educators at the school and LEA level to ensure that school librarians can adequately participate in the development and implementation of programming.
• Since LEAs must conduct a “comprehensive needs assessment” that includes access to
personalized learning experiences supported by technology and professional development for the effective use of data and technology, it is essential to contact and work with leaders, administrators and technology educators at the school and LEA level to ensure that “access to school libraries” is considered as part of the local needs assessment.
• Since LEAs are authorized (but not required) to support the delivery of specialized or rigorous
academic courses and curricula through the use of technology, including digital learning technologies, it will be important to contact and work with leaders, administrators and technology educators at the school and LEA level to ensure that such activities include effective school library programs that provide digital learning technologies.
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