State standardized tests help to provide a snapshot of student performance, and results should continue to be disaggregated and reported publicly. However, student test scores provide an incomplete appraisal of student achievement and by themselves can offer a misleading depiction of student performance and school quality. Standardized tests alone should never be used for high-stakes purposes, and neither students nor educators nor schools should be ranked or rated based on test scores.
Join ASCD’s Government Relations team in an engaging webinar outlining the changes under ESSA in testing and assessment. This discussion will provide information how the law allows states to limit the amount of time spent testing and decide how much weight to give tests in their accountability systems. You will learn about
Standardized test scores alone should never be used to evaluate students, educators, or schools. ESSA’s approach to accountability reflects a true political compromise: a reduced federal role combined with a requirement that states establish and hold schools accountable for performance goals for each student subgroup. Based on accountability system results, states must identify the lowest performing schools and those with underperforming student subgroups. Districts are then required to develop “evidence-based” interventions, with the input of teachers and school staff. If school performance continues to lag after district interventions, states are required to take more significant improvement action—but, unlike NCLB’s prescriptive federal approach, states and districts will now determine their own interventions.
Join ASCD’s Government Relations team in an engaging webinar outlining the accountability changes under ESSA. This discussion will focus on shifting key decisions about accountability, educator evaluations, and school improvement to state and district authorities. You will also learn about
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ESSA recognizes that the learning and development of educators is essential to building their capacity to help students succeed, and it includes new provisions aimed to help educators grow. The law expands the definition of educator professional development to better support all school staff, including paraprofessionals. The federal definition of and requirements for highly qualified teachers are eliminated, although educators must still comply with state certification and licensure policies. ESSA also eliminates the NCLB waiver requirements for teacher evaluations—but it stipulates that if Title II funds are used for evaluations, multiple measures must be used to assess educators.
Join ASCD's Government Relations team in an engaging webinar outlining the definition and delivery of educator supports under ESSA. This discussion will focus on how the new law promotes personalized, ongoing, job-embedded activities for all school staff. You will also learn about
Rather than continuing to authorize individual programs that support a well-rounded education, ESSA creates a block grant that provides formula funding to states and districts. Districts that receive funds under this block grant must spend at least 20 percent of their allocation on a well-rounded academic activity and 20 percent on an activity that supports safe and healthy students, and they may use some funds to expand the use of technology. This means that, although discrete funding streams will no longer be available to support programs such as physical education, district leaders can allocate funds from the block grant according to their schools’ needs, without the hassle of applying for a myriad of grants to support various activities.
Join ASCD's Government Relations team in an engaging webinar around meeting students’ well-rounded needs under ESSA. This discussion will provide information on how states are required to show how they are improving conditions for learning, including reducing bullying and harassment and addressing behavioral interventions that compromise student health and safety. You will also learn about
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