Office of the State Superintendent for Education
Congress recently passed a new education law called the Every Student Succeeds Act (ESSA). ESSA requires DC to come up with a new plan for how to ensure our schools are doing their job, and how to support schools that are struggling. The DC State Board of Education wants to hear about what you think should be included in that plan. Visit this page to enter your thoughts on how schools should be
View OSSE's 3 year strategic plan here: http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/OSSE_Strategic_Plan.pdf
View the OSSE draft for the submission due April 3rd or September 19th.
From UCLA Center on Mental Health in Schools
ESSA Plans Continue to Give Short Shrift to Addressing Barriers to Learning and Teaching
Need more evidence about how marginalized efforts to significantly improve student and learning supports continues to be in school improvement policy and practice?
See today’s “analyses” presented in Education Week of the state plans related to the Every Student Succeeds Act (ESSA) – http://blogs.edweek.org/edweek/campaign‑k‑12/2017/04/a_look_at_which_states_have_tu.html
Then, use our Center’s earlier analysis of ESSA for an appreciation of how the legislation and plans continue the piecemeal approach to addressing barriers to learning and teaching and re-engaging disconnected students and families. See “ESSA, Equity of Opportunity, and Addressing Barriers to Learning” – http://smhp.psych.ucla.edu/pdfdocs/essaanal.pdf
As we continue to analyze state plans, we find:
· They clearly recognize (especially in the goals and the nonacademic accountability indicators) that barriers to learning need to be addressed so that many more students will be able to meet challenging state academic standards.
At the same time,
· They continue to address such barriers in a piecemeal and mostly indirect manner.
As a result,
· They present a fragmented plan that lacks coherence with respect to essential student and learning supports.
Student and learning supports need to be unified and developed into comprehensive system if they are to significantly enhance equity of opportunity as an essential component in enabling every student to succeed.
If states and LEAs are to move away from existing fragmented and marginalized approaches for dealing with factors interfering with student success, they will need to use the transition to local control as a time to plan beyond the limitations of federal formulations.
As our analysis underscores, attention to transforming HOW schools can improve efforts to address barriers to learning and teaching and re-engage disconnected students. With this in mind, the Center report also highlights frameworks and prototypes that can be used as planning aids and guides in developing a unified, comprehensive, equitable, and systemic approach for transforming student/learning supports.