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ESEA Flexibility: Overview

ESEA Flexibility: Overview. Maryland Accountability Program Presentation 1 of 8. Lillian M. Lowery, Ed.D . State Superintendent of Schools Dr. Charlene M. Dukes President, Maryland State Board of Education Martin O'Malley Governor Carolyn M. Wood, Ph.D. Assistant Superintendent

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ESEA Flexibility: Overview

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  1. ESEA Flexibility: Overview Maryland Accountability Program Presentation 1 of 8

  2. Lillian M. Lowery, Ed.D.State Superintendent of SchoolsDr. Charlene M. DukesPresident, Maryland State Board of Education Martin O'Malley Governor Carolyn M. Wood, Ph.D. Assistant Superintendent Division of Accountability, Assessment, and Data Systems Maryland State Department of EducationDivision of Accountability, Assessment, and Data Systems 200 West Baltimore StreetBaltimore, Maryland 21201410.767.0073MarylandPublicSchools.org

  3. Sources • US Department of Education • ESEA Flexibility • http://www.ed.gov/esea/flexibility • Technical Assistance Webinars • September 26, 2011 — ESEA Flexibility: An Overview • http://www.ed.gov/esea/flexibility/documents/overview-webinar.ppt • Maryland State Department of Education • The ESEA Flexibility Granted by USDE • http://marylandpublicschools.org/MSDE/programs/esea/ESEA

  4. Elementary and Secondary Education Act (ESEA) • Funds primary and secondary education • Emphasizes equal access to education • Establishes high standards and accountability • Shorten the achievement gaps between students by providing each child with fair and equal opportunities to achieve an exceptional education • The funds are authorized for professional development, instructional materials, for resources to support educational programs, and for parental involvement promotion • The act was originally authorized through 1970; however, the government has reauthorized the act every five years since its enactment to the most recent reauthorization with the No Child Left Behind Act of 2001 http://en.wikipedia.org/wiki/ESEA

  5. Justification for Flexibility • “ESEA flexibility offers the opportunity to request flexibility on behalf of your State, your LEAs, and your schools in order to better focus on improving educational outcomes, closing achievement gaps, and increasing the quality of instruction.” • “NCLB requirements have unintentionally become barriers to State and local implementation of forward-looking reforms.” • “This flexibility will build on and support the significant State and local reform efforts already underway.” USED, Technical Assistance Webinars, September 26, 2011 — ESEA Flexibility: An Overview

  6. Waivers for 10 Provisions of NCLB 1. Timeline for Adequate Yearly Progress (AYP) • Flexibility to develop new ambitious but achievable Annual Measurable Objectives in reading/language arts and mathematics 2. Implementation of School Improvement Requirements • Flexibility from requirement for LEAs to identify or take improvement actions for schools identified for improvement, corrective action, or restructuring 3. Implementation of LEA Improvement Requirements • Flexibility from requirement for SEAs to identify or take improvement actions for LEAs identified for improvement or corrective action 4. Rural LEAs • Flexibility to use Rural and Low-Income School Program funds or Small, Rural School Achievement Program for any authorized purpose regardless of AYP status 5. Schoolwide Programs • Flexibility to operate a schoolwide program in a Title I school that does not meet the 40% poverty threshold if the SEA has identified the school as a priority school or a focus school, and the LEA is implementing interventions consistent with the turnaround principles or interventions that are based on the needs of the students in the school and designed to enhance the entire educational program in the school USED, Technical Assistance Webinars, September 26, 2011 — ESEA Flexibility: An Overview

  7. Waivers for 10 Provisions of NCLB 6. Support School Improvement • Flexibility to allocate ESEA section 1003(a) funds to an LEA in order to serve any focus or priority school 7. Reward Schools • Flexibility to use funds reserved under ESEA section 1117(c)(2)(A) to provide financial rewards to any reward school 8. Highly Qualified Teacher (HQT) Improvement Plans • Flexibility from the requirements regarding HQT improvement plans 9. Transfer of Certain Funds • Flexibility to transfer up to 100 percent of the funds received under the authorized programs designated in ESEA section 6123 among those programs and into Title I, Part A 10. Use of School Improvement Grant (SIG) Funds to Support Priority Schools • Flexibility to award SIG funds available under ESEA section 1003(g) to an LEA to implement one of the four SIG models in any priority school USED, Technical Assistance Webinars, September 26, 2011 — ESEA Flexibility: An Overview

  8. Waivers for 10 Provisions of NCLB 1. Timeline for Adequate Yearly Progress (AYP) • Flexibility to develop new ambitious but achievable Annual Measurable Objectives in reading/language arts and mathematics 2. Implementation of School Improvement Requirements • Flexibility from requirement for LEAs to identify or take improvement actions for schools identified for improvement, corrective action, or restructuring 3. Implementation of LEA Improvement Requirements • Flexibility from requirement for SEAs to identify or take improvement actions for LEAs identified for improvement or corrective action 4. Rural LEAs • Flexibility to use Rural and Low-Income School Program funds or Small, Rural School Achievement Program for any authorized purpose regardless of AYP status 5. Schoolwide Programs • Flexibility to operate a schoolwide program in a Title I school that does not meet the 40% poverty threshold if the SEA has identified the school as a priority school or a focus school, and the LEA is implementing interventions consistent with the turnaround principles or interventions that are based on the needs of the students in the school and designed to enhance the entire educational program in the school USED, Technical Assistance Webinars, September 26, 2011 — ESEA Flexibility: An Overview

  9. Principles for Improving Student Achievement and Increasing the Quality of Instruction • In order to receive flexibility, an SEA must meet these principles: • 1. College- and Career-Ready Expectations for All Students • 2. State-Developed Differentiated Recognition, Accountability, and Support • 3. Supporting Effective Instruction and Leadership • 4. Reducing Duplication and Unnecessary Burden

  10. Principle 2: State-Developed Differentiated Recognition, Accountability, and Support ESEA Principle Maryland 2.A. Develop and implement a state-based system of differentiated recognition, accountability, and support 2.B. Set ambitious but achievable annual measurable objectives 2.C. Reward Schools 2.D. Priority Schools 2.E. Focus Schools 2.A. School Progress Index 2.B. AMO Progress 2.C. Differentiated Recognition 2.D. 2.E.

  11. Maryland Accountability Program • School Progress • Reduce by half the percentage of students in the “all students” group and in each subgroup who are not proficient within six years • School Progress Index • Achievement • Growth • Gap Reduction • College & Career Readiness • Differentiated Recognition • Reward • Priority • Focus

  12. Questions? Please forward questions and comments to: Doug Strader, Ed.D. dstrader@msde.state.md.us 410-767-2055

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