Reauthorization is Proceeding Slowly Because There is No Consensus

1. Reauthorization is Proceeding SlowlyBecause There is No Consensus Very complex and technical issues, e.g., testing Six years of complaints from educators have taken a toll on Members and staff Six years of bashing by prominent researchers and sown doubt about methods and directions Six years of implementation decisions that left friends and foes scratching their heads have sapped confidence Three election cycles where new members of Congress ran against NCLB built a reservoir of ill will Republican rediscovery of federalism Tension among Key Senators on the HELP Committee who were not consulted about reauthorization

2. Pontiac v. SpellingsA Ruling Worth Waiting For Because statutes enacted under the Spending Clause of the United States Constitution must provide for notice to the States of their liabilities should they decide to accept federal funding under those statutes, and because we conclude that NCLB fails to provide clear notice as to who bears the additional costs of compliance, we REVERSE the judgment of the district court and REMAND this case for further proceedings consistent with this opinion. AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

3. Pontiac v. Spellings A Decision Worth Waiting For • Key point: Congress must make the cost of participation and the extent to which state and local funds will be required clear and unambiguous to any state or school district that participates in ESEA. • U.S. Dept. of Ed requested an en bank hearing – due in the next few months

4. Foreshadowing the House billHouse Discussion Draft Limits Options Multiple measures permitted,but limited to: Elementary- Another statewide test Secondary - A statewide test, graduation rate, increases in rates taking AP, IB, QualityCore and other courses and increases in college attendance rates Growth measures permitted butlimited to USED definition. Value Added - based on single snap shot tests

5. Foreshadowing the House billProposed Graduation Rate Calculations Creates a national calculation of graduation rate. Allows for a 4 or 5 year graduation cohort. 1 percent of students with disabilities excluded from calculation. 90 percent of all students from each of the disaggregated subgroups must meet graduation requirements. Or there must be growth/ improvement in those categories.

6. Foreshadowing the House billSpecial Education Assessment Concern: “1 percent” rule for alternate assessments—“not scientifically defensible.”* Discussion draft codifies USED 1% and 2% special education testing rules. The draft allows for a waiver of the 2% rule to 3% but there is limited opportunity for the 1% Out of level testing is NOT in discussion draft Staff is dubious about out of level testing. Disability community is having a large impact. USED regulations only allow it in the 1%. But, accurate assessment of some students requires a rich trove of information about where students start and their progress across the years of their schooling *Reid Lyon, in the Title I Monitor, May 2005

7. Foreshadowing the House billProposed ELL Assessment New reliance on native language assessments. States required to develop native language assessments for any group that makes up 10% of the student population. Can use for up to 5 years, with 2 additional years possible. Questions about validity of native language assessments.

8. Foreshadowing the House billProposed: COMPARABLILITYThe Unions Object ‘‘(A) COMPARABLE FUNDING IN GENERAL.—Except as provided in paragraphs (4) and (5), a local educational agency may receive funds under this part only if the average expenditure per pupil, of State and local funds for teacher salaries, in the schools served under this part is equal to or greater than the average expenditure per pupil, of State and local funds on teacher salaries, in schools that are not receiving funds under this part.

9. Foreshadowing the House bill? Pay for PerformanceTitle II- The Unions Object Provide higher salaries to principals and teachers with at least 3 years of experience, including teachers certified by the National Board for Professional Teaching Standards, if the principal or teacher agrees to serve full-time for a period of 4 consecutive school years at a public high-need elementary school or a public high-need secondary school.

10. Foreshadowing the House billMore Reports, Plans, Studies and Staffing Mandates 14 new reports, studies, plans and staffing mandates required in Title I of the discussion draft 32 new reports, studies, plans and staffing mandates required in Titles II-XI of the discussion Draft The Grand Champion of New Mandates is the Stuart McKinney Education for Homeless Children and Youth Act with 12 new requirements AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

11. Reframing ESEA Connecting 93 disjointed programs to focus more on high poverty schools 1965 2002 ESEA 4 Titles containing 3 grant programs No Child Left Behind 11 Titles containing 93 grant programs

12. Providing Systemic Support to Improve Educational Outcomes Full Support and Services Special Populations ELL, Native American, special education etc Eligibility Special Conditions rural isolation, federal installations, etc Continuum of Support Based on A Continuum of Need Limited Support and Services Low High Poverty

13. AASA’s 2008 Legislative Agenda All Children Will Learn Continuum of Services, Continuum of Need +++ Additional Supports and Services Available to Schools With Special Populations and Conditions Services and Support +++ 0 – 20 % Poverty 21 – 60 % Poverty 60 - 100% Poverty Poverty Level (free/reduced lunch)

14. Reframing ESEAAASA Proposal • A continuum of systemically related services and support based on a continuum of need --Replacing 43 years of disconnected additions • Need based primarily on poverty – percentage • Need also includes special populations - numbers and percentage • Need also includes special conditions – e.g. rural isolation AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

15. Reframing ESEAThree Key Assumptions • The federal share of K-12 spending (8%) will not change in the near term • Money makes a differencemore money (wisely spent)appropriate instruction Better educational outcomes • Adding health and human services More wisely spent money & appropriate instructionEven better educational outcomes AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

16. Reframing ESEAAASA Proposal • A continuum of services and support starts with • Educational Support • The best and latest research findings • Information about best practices • Professional development funding • Full scholarships with 5-year teaching commitment AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

17. A more robust menu of support for high poverty schools would include: Nearly all programs in ESEA Physical and mental health care Childcare Early childhood education Full funding for Head Start After school care, and enrichment and recreational programs Home instructional support Reframing ESEAAASA Proposal

18. Elements of the AASA Legislative AgendaSTANDARDS High standards for all children. Standards include mastery of basic skills & higher-order thinking skills. State-developed standards Voluntary national standards developed by national professional organizations Alignment of standards, curriculum, instruction, assessment and professional development AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

19. Elements of the AASA Legislative AgendaACCOUNTABILITY Clear, accurate measures Hold states accountable for appropriate support, monitoring and connecting state and federal programs Holding school systems accountable student learning Evaluate program effectiveness using multiple sources of evidence. Interventions focused on building capacity AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

20. Elements of the AASA Legislative AgendaMEASURING LEARNING Growth measures - multiple sources of evidence beginning with level of learning School and student performance based on more than a single measure Special education students measured in accordance with the student’s Individualized Education Program (IEP) - no arbitrary caps English language learners measured in a language they understand by fair, appropriate assessments based on level of proficiency. Accountability system transparent and fair to all students Disaggregate data to inform parents and the public and make decisions about teaching and learning AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

21. Elements of the AASALegislative AgendaRESEARCH SUPPORT All federal research transparent and widely disseminated to teachers and administrators Research topics chosen to identify best practices for closing the achievement gap and improving the quality of education . Need federally-funded research regarding high-quality professional development for all educators. AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

22. Elements of the AASALegislative AgendaPROFESSIONAL IMPROVEMENT Funds to encourage teachers to work in hard-to-staff schools in urban and rural areas. Support enhanced teacher salaries across all school systems, including incentives such as loan forgiveness. AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

23. Elements of the AASALegislative AgendaHEALTH AND HUMAN SERVICES Federal help to for children in their first five years of life Federal leadership to help build and support an economic system that sustains families above the poverty level, providing access to quality jobs and acceptable wages. The federal funding for social intervention before children start school. Universal health care system that starts with prenatal care and includes school-based, school-linked and community health clinics. Federal funding and access to mental health care. AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

24. Medicaid reimbursements school-based administrative and transportation claims Early childhood education for all children starting at age three Full funding for Head Start and alignment public education and Head Start. Access to high-quality child care for families in poverty, including the working poor. Engagement of families in schools and recognizes the vital importance of parents/guardians in the success of each child. Elements of the AASALegislative AgendaHEALTH AND HUMAN SERVICES AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS

25. Next Steps: A Call to Action With bills being proposed in both houses, make sure your voice is heard. School Administrators must activate on ESEA. They will make these decisions with or without you. Better outcomes happen when you are involved. Get involved, make a call, don’t assume that someone else will do it! Be sure to get to know the Education LA in DC!

26. AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS THANK YOU!