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Volume 16, Number 2 The Source
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This month we are focusing on ESSA - Every Student Succeeds Act!
It will be important for all of us to learn as much as we can about this replacement for No Child Left Behind as there are so many local/district and state decisions that need to be made.
Learn and grow with us in this area - and help educate your legislators and the community on the impact and needs of you and the students and educators you serve.
We have highlighted key points of Title I and will address Title II, III, IV, V, VI, and VII in our next issue!
Lou
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Every Student Succeeds Act (ESSA): New Vocabulary
It's important that we all become aware of new terms introduced in the ESSA that could become part of our everyday language as we continue on this journey: - ESSA - We have all been asked by the US Department of Education to say the initials of Every Students Succeeds Act (ESSA) if not using the entire title, the replacement/"update" of No Child Left Behind (NCLB).
- English learners has replaced the term English language learners and/or limited English proficient children.
- Parent and family engagement is now used instead of parent involvement.
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School Improvement, Corrective Action, and Restructuring are deleted from the language and we are to use comprehensive support and improvement activities or targeted support  and improvement activities.
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Challenging State Academic Standards is to be used instead of states' challenging student academic achievement standards or challenging State academic content standards.
- Scientifically-based evidence/research has been replaced with evidence-based research/practices/programs.
- Even Start and Early Reading First programs are no longer referenced in ESSA; it is now Head Start and literacy program.
- Early Reading First program and early childhood development programs should be replaced with the term early childhood education programs.
- Replaced program goals, objectives, and performance measures established by the state to program objectives and outcomes established by the state.
- Vocational is replaced with Career.
- Replace secondary school diploma with regular high school diploma.
What words were you glad to see go? Which words do you believe are better descriptors in your own work? |
Every Student Succeeds Act (ESSA): Key Provisions in a Nutshell
Congress has finally passed the bill to replace the No Child Left Behind (NCLB) Act. It was passed by strong bipartisan majorities in both the House (359-64) and Senate (85-12). All of the "no" votes in both chambers were Republicans, though in the House seven Democrats abstained. In the Senate, Senators Cruz (R-TX), Rubio  (R-FL), and Sanders (D-VT) did not vote. The President signed the bill on December 10 and it now will be the subject of United States Department of Education rule making and a lot of interpretation and analysis as states get ready to implement the new law in time for the 2017-2018 school year. This bill reauthorized Elementary Secondary Education Act (ESEA) for four years, replacing No Child Left Behind. Key Provisions
- The law prohibits the U.S. Secretary of Education from any activity in the areas of standards, testing, and accountability.
- It explicitly states that NCLB waivers end August 1, 2016.
- Testing: ESSA maintains NCLB's annual reading and math testing and grade span testing in science. It also maintains the 95 percent participation rate in annual tests, though individual states will determine the consequences for schools that miss that threshold. Computer adaptive testing is allowed. States can limit the amount of time students spend testing but no specific percentage of instructional time was included in the law.
- Accountability: Eliminates "adequate yearly progress" (AYP). States will design their own accountability systems under ESSA, which must include performance goals for each student subgroup. Accountability systems must include state test results and disaggregated results from each subgroup; however, states can weight their state tests as they prefer as long as academic factors have more weight than other factors. High schools have different accountability requirements than elementary and middle schools but all must include student performance on state tests, disaggregated by subgroup, as well as proficiency of English language learners. High schools must include graduation rates in their accountability systems; elementary and middle schools can include student growth or another factor. All schools must include at least one other indicator of school quality or student success such as school climate, culture, or engagement.
- English (language) learners funding has moved from Title III in NCLB to Title I in ESSA, which is seen as a success for groups who want more visibility for ELL.
- Educator supports: ESSA broadened the definition of professional development to include ongoing, job-embedded activities, ensuring access for all school staff, and replacing the requirement for scientifically-based programs with evidence-based ones. Reciprocity is addressed in a provision that allows states to form coalitions to decide how to address certification by other states in the coalition.
- Programs: ESSA eliminated almost all individual programs that support a well-rounded education except for 21st Century Community Learning Centers, Promise Neighborhoods, and the new early childhood program. In place of the individual programs, ESSA creates a block grant to states and districts that they can use to fund programs that address student health and safety and provide access to a well-rounded education. States can also allocate funds based on a required needs assessment.
- Portability is not included in ESSA.
- The bill allows 100 percent transferability between Titles II (educator supports) and IV (safe and healthy students, well-rounded education), and from Titles II and IV into Title I.
- ESSA eliminates the Highly Qualified Teacher requirements. If schools use Title II funding to evaluate educators, the evaluations must be based on multiple measures.
- ESSA contains a new provision providing for the creation of parental engagement centers to enhance school/community/parent communication and support.
ESSA Next Steps:
- The United States Department of Education has begun to write the regulations around the law which will have a huge impact on how ESSA is implemented.
- An enormous amount of authority is left to state and local decision makers under ESSA; states and local districts have much authority and work to do to assure full potential of the law.
What provisions will best benefit your students? What do you see as your next step? |
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Every Student Succeeds Act (ESSA): Requirements for State Plan
The state plan for ESSA must be developed in consultation with multiple representatives, including the Governor, State Board of Education, legislators, teachers, principals, para-educators, parents, etc.
Iowa and all states must assure challenging academic content standards (i.e., mathematics, reading/language arts, science and others as deemed by the state) have been adopted and aligned with academic achievement standards (with at least three levels of achievement that will be used by the state and schools).
Each state, in consultation with local educational agencies, must implement a set of high-quality student academic assessments in mathematics, reading/language arts, and science and any other subjects they desire. These assessments must be administered to all public elementary and secondary school students, be aligned with the state's academic standards, and provide timely information about student attainment of standards and whether the student is  performing at his/her grade level.
Each state's plan shall describe . . .
- How the state will provide assistance to districts and individual elementary schools supporting early childhood education programs.
- How low-income and minority children are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. (Note: states do not have to develop or implement a teacher, principal, or other school leaders evaluation system under this plan.)
- How the state will work with school districts for effective transitions of students to middle and high schools to decrease risk of students dropping out.
- How the state will work with districts to ensure stability of those children in foster care.
- How the state will address the needs of homeless children and youths to assure their success in school.
Each state's plan will provide assurances on the following:
- State will make public any methods/criteria to measure teacher, principal, or school leader effectiveness.
- State will notify districts, Indian tribes, schools, teachers, parents, and the public of the state academic standards, academic assessments, and accountability system.
- State will participate in reading and math NAEP assessments in grades 4 and 8.
- State will assure schools can consolidate funds from other Federal, State, and local sources to improve educational opportunities.
- The state will collect and disseminate effective parent/family engagement strategies.
- The state will help schools work in consultation with outside intermediary organizations or individuals that have practice, expertise or use of evidence-based strategies and programs to improve teaching, learning, and schools.
- The State will ensure that all teachers and para-professionals working in these schools meet State certification and licensure requirements.
- The State will share the plan in user-friendly format, such as an annual state report card, based on specific criteria identified in the ESSA. (See pp 47 - 49 of the document approved by Congress and signed by President Obama.)
- The State will assure that each district will provide an annual report card that is concise, understandable to parents, and placed on the district's website. Information shall include how the district's students compared to others across the state, how the identified school(s) compared to others in the district and the state, and progress made in the plan.
State must provide opportunity for public comments for at least 30 days and prior to its submission of the state plan to the Secretary of Education for approval.
The United States Department of Education Secretary will assure a peer review within 120 days of submission of each state's plan, with representation of educators, parents, researchers, etc.
- The USDE Secretary had no control over the state's academic standards.
What in the future plan would you like to emphasize with your legislators? with the Iowa Department of Education?
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Every Student Succeeds Act (ESSA): Statewide Accountability Expectations
Key areas to be addressed through accountability:
- Goals:
Long-term goals shall include measurements of interim progress for all students and sub-groups: academic achievement as measured by annual assessment, high school graduation rates, and another measurement of school quality or student success (e.g., student engagement, educator engagement, student access to/completion of advanced coursework, post-secondary readiness, school climate and safety).
- Identification of Schools: Beginning with school year 2017-2018 and at least once every three school years thereafter, states must identify a category of schools for comprehensive support and improvement - not less than the lowest-performing 5% or schools failing to graduate one third or more of their students.
- Annual Measurement of Achievement: At least 95% of all students must participate, and no less than 95% of each subgroup. In case of student who has not attended the same school within a local district for at least half of a school year, his or her performance may not be used in determination of school's success.
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Comprehensive School Support and Improvement:
- Identified schools with their partners (e.g., principals, school leaders, teachers, parents) must develop and implement a plan for the school to improve student outcomes informed by data and include evidence-based interventions, based on a need assessment, identifying resource inequities, and approved by the school, district, and state. The school will be monitored and periodically reviewed by the State.
- A school MAY provide all students enrolled the opportunity to attend another school in the district. Priority must be given to the lowest-achieving children from low-income families. The student may remain in the new school until he/she has completed the highest grade in that school. Up to 5% of the state allocation to the school may be used to transport these students to their new school.
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Targeted Support:
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A school identified for "targeted support" of a subgroup shall have a plan developed with parents, principal, school teachers, teachers and shall include evidence-based interventions to achieve student performance identified in long-term goals, is approved by the school and district, is monitored by the district, and results in additional actions if not successful in implementation of the plan within number of years identified by the district and not to exceed 4 years.
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The state must identify exit criteria, which if not met within a maximum of four years will result in more rigorous state-determined actions.
Where do you see the focus of your efforts in this next era of the Elementary and Secondary Education Act - Every Student Succeeds Act? |
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Every Student Succeeds Act (ESSA): Assessment
The math and reading/language arts assessment must be administered in grades 3, 4, 5, 6, 7, and 8 and as least once in grades 9-12. -
The state may exempt 8th grade students in advanced mathematics if meeting certain requirements.
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The science assessment must be administrated at least one time in grades 3-5, 6-9, and 10-12.
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The other content area's grade-level assessments are at the discretion of the state.
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There must be multiple up-to-date measures of student academic achievement, including measures of higher-order thinking skills and understanding. This may include portfolios, projects, or extended performance tasks.
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Valid and reliable accommodations on assessments shall be provided to English learners, including assessment in the language and form that will yield accurate data.
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Disaggregation of data within the state, district, and school will include major racial/ethnic groups, economically disadvantaged as compared to not economically disadvantaged, children with disabilities as compared to those without disabilities, English proficiency status, gender, and migrant status - unless the number of students in a subgroup is insufficient to yield statistically reliable information or reveal personally identifiable information.
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Alternate assessments for students with the most significant cognitive abilities must not exceed 1% of the t otal number of student in the state. Parents must be made aware that an alternate assessment is being given.
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Districts may choose to use a nationally-recognized high school academic assessment, subject to approval by the state.
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Each state shall identify the languages other than English that are present to a significant extent in the state school population and indicate the languages for which annual student academic assessments are not available and are needed.
- Each state may set a target limit on the aggregated amount of time devoted to the administration of assessments for each grade, expressed in percentage of annual instructional hours.
- If an English learner has been in the United States for less than 12 months, a state may choose to exclude them from the annual reading/language arts assessment, pending federal guidelines.
How will this new assessment focus impact your district? your students? their learning? |
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Every Student Succeeds Act (ESSA): Requirements of District Plans
Each local district's plan must include . . .
- Development with teachers, principals, other school leaders, para-professionals, specialized support personnel, administrators of programs included in plan, parents of children in schools served.
- Coordinated with Individuals with Disabilities Education Act, Rehabilitation Act, Carl D. Perkins Act, Workforce Innovation/Opportunity Act, Head Start Act, McKinney-Veno Homeless Assistance Act, Adult Education/Family Act
- Filed with/approved by the State.
- Description of monitoring to meet goals of plan.
- Description of additional educational assistance to individual students to meet standards.
- Description and implementation of instructional and other
 strategies to strengthen academic programs and improve school conditions for learning. - Description of how disparities of low-income students and minority students are taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.
- Description of nature of programs to be conducted for neglected/delinquent children at school or in community day school programs.
- Description of services to homeless children and youths.
- Description of implementation of effective parent and family engagement.
- Description of early childhood education programs, including transition to elementary, if applicable to plan.
- Description of identification of children to be served.
- Description of transition plan for students in middle and high schools, if applicable to the plan.
- Description of plan to reduce overuse of discipline practices that remove students from classroom.
- Descriptions of plan to integrate academic and career and technical education/work-based learning if appropriate.
- Description of serving the talented and gifted and provide students with digital literacy skills, if appropriate to plan.
Reservation of Funds: Schools must reserve funds to provide for students who are homeless/sheltered, neglected, delinquent. Funds may be reserved for early childhood education of eligible children.
Assurances of a local district's plan must be provided for . . .
- Ensuring migratory children may receive services.
- Ensuring services to eligible children attending private schools.
- Ensuring participation in NAEP testing in reading and math in grades 4 and 8.
- Ensuring services for English learners, children with disabilities, migratory children, American Indian, Alaska Native, and Native Hawaiian children, homeless children and youth.
- Ensuring collaboration with child welfare agencies.
- Ensuring transportation for foster care
- Ensuring teachers and para-professionals in the program(s) supported by funds have applicable certification and licensure.
- Ensuring that any early education programs provided for in the plan meet Head Start requirements.
- Ensuring parents have information about the professional qualifications of their students' teachers.
- Ensuring parents of students served in the plan are aware of the assessment program, including opportunity to opt out. Testing/Assessment plan shall also be posted on the website, and will include subject matter addressed, purpose of testing, source of requirement for assessment, amount of time to take the assessment, and time/format for distribution of results.
- Providing notice to parents of English learners within 30 days after school year begins the reasons for identification, the level of English proficiency, methods of instruction, how strengths and needs of child will be met, how standards for grade/graduation will be met for the child, exit requirements. Information on parents' rights must be provided as well as regular meetings provided - all in a language that the parents can understand.
- Ensuring no students are excluded from a program on the basis of surname or language-minority status.
Where do you see changes in your present plan? in partnerships with those who impact your students' learning?
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Every Student Succeeds Act (ESSA): Title I School-Wide Program
Key points for consideration of a Title I school-wide program: - At least 40% of kids must be from low-income families - however, a school could request from the state a waiver if less than 40%.
- The school must adopt a comprehensive plan (1-year period to develop) or amend the plan in use the day before ESSA was enacted.
- The school must involve stakeholders in planning - parents, community, teachers, principals, school leaders, para-professionals, administrators of programs, district, and appropriate instructional support.
- The plan must be based on comprehensive needs assessments and must includes strategies for all children, including sub-groups.
- The plan might address school-based mental health, specialized instruction, mentoring, post-secondary opportunities, advanced classes (e.g., Advanced Placement, International Baccalaureate, dual/concurrent enrollment), problem behavior, and professional development for teachers/paraprofessionals, and other school personnel to improve instruction and use of data, strategies for transition of early childhood kids to elementary
- The plan may be used for preschool programs.
- School-wide high school programs may use funds to operate dual/concurrent enrollment programs for low-achieving and at risk students. Funding could pay for training of teachers, tuition/fees/books for students, transportation to/from program.
How might a school-wide Title I plan help you in getting the results for your learners? |
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Every Student Succeeds Act (ESSA): Title I - Targeted Assistance Schools
Key requirements for targeted assistance schools:
- Only eligible children are to be served to assure achievement of challenging State academic standards, using strategies/methods to strengthen the program - including expanded learning time, before- and after-school programs, and summer programs/opportunities.
- May be used for transition of pre-school children to elementary.
- May include professional development for educators.
- May include implementation of strategies to increase
 involvement of parents of eligible children. - Must assure high-quality curriculum, minimal removal of kids from regular classroom, ongoing review of progress of eligible children.
- At the secondary level, we may use funds to provide dual/concurrent enrollment services.
What new permissions above might impact your Title I Targeted Assistance Plan and the learners you serve? |
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Every Student Succeeds Act (ESSA): Title I and Parent and Family Engagement
It is important to note that the term "parent involvement" has been replaced with "parent and family engagement," which is required in policies and expectations. Key expectations/requirements include the following: - Parents and families must be engaged in the development of plans.
- The capacity of schools must be developed to plan/implement effective parent and family engagement activities. Consultation with employers, business leaders, philanthropic organization/individuals with expertise in engaging parents/family is encouraged.
- Schools' capacity to interact successfully with parents must be built. It is recommended that a parent advisory board representative of children served be used to develop/revise/review parent and family engagement policy.
- At least 1% of allocation for Subpart 2 must go toward this effort unless allocation is $5000 or less.
Where do you see changes in the engagement of the parents and families in your school? in your students' learning? in the relationships and roles of the parents? |
Every Student Succeeds Act (ESSA): Title I - Participation of Children Enrolled in Private Schools
Title I in the Private Schools must . . .
- Serve the kids - addressing their needs, including special education, instructional, counseling, mentoring, one-on-one tutoring, technology.
- Ensure parent and family engagement.
- Assure services are equitable to public school kids' services.
 (State must identify an ombudsman to monitor and enforce this requirement.) - Assure funding is based on proportion of number of kids of low-income families. (State will notify private schools; this may be determined each year or every 2 years.)
How might you and those in the private schools near you better collaborate for the learning of all students?
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Every Student Succeeds Act (ESSA): Title 1 - Part C - Migratory Students
Part C - Education of Migratory Children
- Education is provided during school year and summer.
- State uses "past 3 years" data to determine average number of eligible migratory students aged 3-21 in the State.
- Each state will get in 2017-2019 at least 90% of the preceding year's allocation.
- Implementation of the plan must help kids and their families gain access to education, health, nutrition, and social services and family literacy, integration of information technology, transition to post-secondary education/job. Priority must be given to failing, at risk of failing, dropped out, migratory students.
- There will be a peer review of state plans, based on needs assessment and service-delivery.
- Definitions of "migratory" are provided.
How might you better serve the migratory children in your district? Are there partnerships you might consider to assure the students' success? |
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Every Student Succeeds Act (ESSA): Title 1 - Part D - Neglected, Delinquent, or At-Risk Children and Youth
Part D - Prevention and Intervention Programs for Children and Youth who are neglected, delinquent, or at risk. - Terms: replaced "program goals, objectives, and performance measures established by the state" to program objectives and outcomes" established by the state. "Vocational" is replaced with "Career." Replace "secondary school diploma" with "regular high school diploma." Replace "challenging State academic content standards and student academic achievement standards" with "challenging State academic
 standards." - Assurances for timely re-enrollment of students in juvenile justice system, opportunities for each student to be in credit-bearing course work.
- Must provide targeted services for youth who have been in contact with both child welfare and juvenile justice system.
- "Facilitate postsecondary and workforce success for children and youth returning from correctional facilities, such as through participation in credit-bearing coursework while in secondary school, enrollment in postsecondary education, participation in career and technical education programming.''
What are changes you must consider as you served the neglected, delinquent, or at risk children and youth? in program? in relationships? in partnerships? in expectations? in results? |
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Every Student Succeeds Act (ESSA): Tile 1 - Part E - Equitable Per-Pupil Funding
Part E - Flexibility for Equitable Per-Pupil Funding
- The purpose is to provide local districts with flexibility to consolidate eligible Federal/State/Local education funding to create a single school funding system based on weighted
 per-pupil allocations for low-income and otherwise disadvantaged students. - USDE has permission to enter into local flexibility demonstration agreements with not more than 50 local educational agencies with an approved application. Beginning with 2019-2020, the USDE Secretary may extend to any local education agency that submits and gets an approved application. Details for local education agencies' plans are in this section of the newly enacted law.
How will the flexibility impact the way you serve students? get results? have an impact?
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 Every Student Succeeds Act (ESSA): Title I - Part F - General Provision
The USDE Secretary must provide Congress with notice of proposed rule making at least 15 days in advance; there must be a comment period for Congress for at least 15 business days as well. Comment and review period must be at least 60 days unless "emergency." What feedback will you be sharing with your legislators during the comment period? Make plans now - even if it is just a thank you. And start thinking about the feedback to your Iowa Department of education and Iowa legislators as the opportunities come? |
 Every Student Succeeds Act (ESSA): Update from the Iowa Department of Education
On December 17, 2015, David Tilly and Amy Williamson of the Iowa Department of Education shared the following key points regarding the reauthorization of the Elementary and Secondary Education Act (ESEA) - Every Student Succeeds Act (ESSA).
- Reauthorization of ESEA/ESSA is for four years.
- States have authority to choose challenging academic standards with no interference from the federal government.
- The state accountability plan must use multiple measures of student success, with the student achievement data counting at least 51% in weighting. Other measurements might include student engagement, access and completion of advanced coursework, school climate and safety, or another of their choice.
- The state must identify and take action in the lowest performing schools, schools with subgroups struggling, schools with extremely low graduation rates. (Iowa ASCD Note: Iowa is only state in nation with more than 90% of student graduating.)
- Sub-groups are defined as low income students, students of color, students with disabilities, and English (language) learners.
- Data must be disaggregated by migrant status, homeless status, foster care status, and military connected.
- Accountability for ELL has moved from Title III to Title I.
- Testing of students for reading and math must occur in grades 3-8 and once in high school. Testing in science must occur three times over the grade spans of 3-12. 95% participation is required but states determine "next steps," not the federal government. Nationally recognized tests (e.g., SAT, ACT) may be used at the high school level. The 1% cap on the alternate assessment is still in place - and alignment must be with the alternate achievement standards.
- States may now reserve up to 7% (prior was 4%) of Title I funds to help low-performing schools.
- Advanced Placement, physical education, math and science partnership, and education technology have been moved into a block grant program. The 21st century programs still have a separate funding line. The preschool development grants are housed at Health and Human Services.
- Title II funding formula has been adjusted at the national level to give additional money to states with higher number of students in poverty.
- Title VI (State Assessment) is now under Title I.
- What is no longer is ESSA:
- AYP as we know it and AMOs
- Prescribed turnaround models
- Supplemental Educational Services
- School Choice
- Highly qualified teachers requirement
- Labels for performance of schools - e.g., priority, commendable
- School Improvement Grants (SIG)
- Mandates on teacher evaluation
- Title I portability
- Changes to FERPA, basic Title I funding formula, and maintenance of effort/supplement and supplant requirements.
- New system will go into effect in 2017-2018; this is last year of data submission under No Child Left Behind.
Get prepared! Start thinking! Be sure to provide the Iowa Department of Education and your legislators needs and impact on the plan! Remember this new plan will impact your kids for at least four years and probably more. Advocate for their needs and the opportunities to assure success in your learning organization.
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Every Student Succeed Act (ESSA): Importance of Advocacy with State Legislators
 Your voice is important as ESSA moves forward.
The United States Department of Education is presently working on the regulations for implementation of ESSA. Our state department of education and the legislators will be also be reviewing and getting ready for this work.
Be knowledgeable about what stays and what changes. Contact your legislators and the Iowa Department of Education about your priorities for your students and their learning.
Invite them to your schools. Let them see the work you are doing to assure the success of Iowa's kids. Share with them the support you need.
Tell your story! You will be surprised at the impact!
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Every Student Succeeds Act (ESSA): Webinar
Webinar: The Every Student Succeeds Act: What You Need to Know
Date: February 2, 2016 at 2:00 P.M. CST
Provider: ASCD
Presenters: David Griffith and Megan Wolfe
Register Here
Enactment of the Every Student Succeeds Act (ESSA) ushers in a new era for students, educators, and schools. Many of the federal policies in the areas of accountability, assessments, and school improvement have changed, with many decisions now to be made at the state or local level.
Join ASCD's Government Relations team in an engaging webinar outlining the changes under ESSA. This discussion will provide useful information and ASCD's unique analysis of the new state testing options, the required accountability measures beyond test scores, when schools will be identified for improvement, and the improvement strategies available to them. You will also learn about
- Changes to professional development programs, including a new definition of PD;
- A new Title II funding formula; and
- New requirements for teacher evaluation systems.
Mark your calendars for this event and be sure to come prepared with questions.
David Griffith
Senior Director, Government Relations ASCD
David Griffith is the senior director of government relations, leading ASCD's efforts to influence education decision-making at the local, state, and federal levels and overseeing the development and implementation of the association's legislative agenda. Previously, he was the director of governmental and public affairs for the National Association of State Boards of Education. Griffith has also served as an aide to Representatives Joe Kolter and Robert Torricelli.
Megan Wolfe
Advocacy Manager ASCD
Megan Wolfe has served as ASCD's Advocacy Manager since joining the association in 2011. She helps to raise ASCD's visibility with federal lawmakers and staff on Capitol Hill, particularly with regard to ASCD's legislative agenda and assuring consideration of whole child education issues. Most recently, Wolfe served as Government Relations Manager for the National Association for Sport and Physical Education, coordinating and leading all of their federal advocacy efforts, including their annual lobby day, public policy agenda and state affiliate advocacy efforts. Wolfe has also served as Manager of Legislative Affairs for a Fortune 500 firm and as a staff person for the Senate Judiciary Committee.
Register now! Encourage your district leadership team and state legislators to participate! We are all learning "the new" and how we might influence the learning of our students!
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30 Books Available to You 24/7 - All Aligned with the TLC Framework
All Iowa ASCD members have access to these books 24/7 in 2015 and 2016. If you have forgotten your password to these resources, please contact Lou Howell at [email protected]. A webinar has also been recorded to help you better use the resources. It is located on the front page of the Iowa ASCD website. You may review or download this recorded webinar now! 
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Webinars for Learning
Iowa ASCD seeks to keep you informed of webinars for your learning and the learning of those with whom you work. Check out the following! Many of these support the work in your collaborative time and definitely help with the implementation of The Cor e.-
- Presenter: Stefani Roth
- Provider: ASCD
- Date and Time: January 28 at 2:00 P.M. (CST)
- Register Here
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Check It Out! Did You Know?
Check out the following:
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Two Iowa students were selected from across the state to participate in the 54th annual United States Senate Youth Program to be held March 5-12 in Washington, D.C. Timothy Foley of Clive and Beau Ragland of Marshalltown were selected to be members of the 104-student delegation participating in Washington Week.
- Smarter Balanced Assessments on Hold: The administrative rules proposed by the State Board of Education (IAC 281.12) to implement the Smarter Balanced Assessments beginning in 2017 were put on hold last Friday, when the proposed rules cam up for a second review before the Legislature's Administrative Rules Review Committee. After raising questions about the State Board's legal authority to adopt a state accountability system, the committee voted unanimously in favor of a session delay on the proposed rules. A session delay means that the effective date of the rules implementing the Smarter Balanced Assessments will be delayed until the end of the 2016 legislative session, unless legislators take action on assessment during the session. (Note: according to Iowa Code, a new assessment must be in place in schools by the 2016-2017 school year.
- ASCD myTeachSource is an online professional learning platform organized around classroom-focused topic packs designed to help teachers find quick solutions to issues that interest them. Start your two-week free trial today!
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The Council of Chief State School Officers (CCSSO) released on December 7 new standards that provide a clear, practical definition of what the supervisors of school principals should know and be able to do to improve the effectiveness of principals. The eight 2015 Model Principal Supervisor Professional Standards are the first-ever standards developed for supervisors of school principals and are voluntary. They are designed for  state education agencies and local school districts to help recruit, select, support and evaluate supervisors of principals. States and districts likely will adapt them to local needs.
- The U.S. Department of Education announced last month the release of the 2016 National Education Technology Plan and new commitments to support personalized professional learning for district leaders across the country working to improve teaching and student achievement through the effective use of technology.
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The Iowa Department of Education released on December 16 the Iowa School Report Card, a new web-based system to evaluate and rate each public school based on performance on a required set of measures, such as student attendance and graduation rates. 
- Iowa has expanded the quality and range of work-based learning experiences for students in kindergarten through 12th grade because of a stronger connection between business and education made possible through a state network established by the Legislature, a new Iowa Department of Education report shows.
- Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST): The nominations for 2016 focus on K-6 teachers. The 2016 Awards will honor mathematics and science (including computer science) teachers working in grades K-6. Nominations close on April 1, 2016. Go here to nominate a K-6 teacher of math and/or science, including computer science for 2016 recognition.
- Remember to renew your membership for 2016-2017 - Renewing during our January Membership Drive gets you 1 year + 3 months for $45.00. In 2016, all Iowa ASCD members have access to 30 on-line books 24/7 for the entire year! Contact Lou Howell at [email protected] if you have forgotten your password information.
- Consider an institutional membership for your building, district, or AEA. The fee is $25 per person when you enroll at least 20 people at one time. Great benefits! Contact Lou Howell for more information.
- Are you a student in a graduate program? If so, you may get a membership for three years for $45. Contact Lou Howell for more information.
- Are you a student in a pre-service program? If so, you may get a one-year membership for $15. Contact Lou Howell for more information.
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 Iowa ASCD is the source for developing instructional leadership and translating research into daily practice. Serving more than 1500 educators - teachers, principals, superintendents, directors of curriculum, technology specialists, college professors, AEA staff - Iowa ASCD strives to develop the collaborative capacity to impact the learning of each and every student in Iowa. |
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