In a roundtable event at Aviation High School in New York City last June, US Secretary of Education Arne Duncan highlighted key aspects of a new High School Redesign initiative that President Obama first mentioned in his State of the Union address and then included in his FY2014 budget proposal released last April.

According to Duncan, the purpose of the proposed $300 million discretionary grant program would be to “promote a rethinking of the high school learning experience, and challenge schools to incorporate personalized learning and career and college exploration and ensure that all students graduate with college-level coursework or college credit, as well as with career-related experiences or competencies.” In addition to urging secondary school leaders and teachers to strategically use learning time in more meaningful ways, the new initiative calls for evidence-based professional development to deepen educators’ skills, support collaboration and expand a comprehensive system of student support. Lastly, Duncan noted changes to the current high school structure and experience will require collaboration and contributions from a number of partners from both the public and private sectors, including institutions of higher education, non-profits, business and industry.

Specifically, the High School Redesign initiative would support competitive grants to local educational agencies (LEAs) in partnership with institutions of higher education and other entities, such as non-profits, community-based organizations, government agencies, and business or industry-related organizations to help schools apply academic concepts to real world challenges. The proposed program would also give priority to partnerships in areas with limited access to quality career and college opportunities, such as high-poverty or rural LEAs.

While there seems to be widespread agreement that the traditional high school design is outdated, efforts to reinvent high schools date back decades and have been explored by numerous LEAs, organizations and associations.  NASSP’s contribution to the discussion goes back to the 1996 release of the Breaking Ranks framework for school improvement and an updated version of the initiative in 2003. The three core areas identified as critical in Breaking Ranks—collaborative leadership; personalization of the school environment; and curriculum, instruction and assessment—have become commonly agreed upon principles of redesign.

Taking a step further to help put the proposed High School Redesign program into practice, Reps. Rubén Hinojosa (D-TX), Jared Polis (D-CO) and Mike Honda (D-CA) have introduced the Creating Academic Pathways and Graduation Our Whole Nation Act (CAP and GOWN).  This legislation, supported by NASSP, would help schools, districts, and states implement effective high school improvement systems by identifying low-performing schools and supporting the development and implementation of comprehensive, evidenced-based reform. Specifically, the legislation would create a competitive high school redesign program to increase the number and percentage of students who graduate from high school ready for college and a career by identifying low-performing schools for whole school reform or targeted intervention and establishing an early warning indicator and intervention system in targeted schools as well as feeder middle schools. Additionally, the bill would develop and implement comprehensive high school redesign models that personalize education for students and connect their learning to real-world experiences while providing additional supports to low-income and low-performing high schools. The competitive-grant program would be authorized at $300 million.

While funding for the High School Redesign program remains unknown as Congress continues to struggle to finalize the FY2014 budget, secondary school advocates should be pleased with the continued federal focus on high schools, feeder middle schools and the push to connect student learning directly to the real world.

Elementary and Secondary Education Act

While there seemed to be little optimism at the beginning of the year that the 113th Congress would reauthorize the Elementary and Secondary Education Act (ESEA), the month of June saw a LOT of activity of the issue.

Bipartisan negotiations on ESEA failed in the spring, so the chairmen and ranking members of the Senate and House education committees went their separate ways. At one point, four separate proposals were floating around Capitol Hill, but ultimately a Democratic proposal passed on the Senate side and a Republican proposal passed on the House side.

NASSP staff has heard that the full House may consider its legislation the week of July 15, but timing for Senate action is uncertain (No Child Left Behind was debated on the Senate floor for over 2 ½ weeks in 2001!). Even if both chambers are able to pass their respective proposals, it seems unlikely that a conference committee will be able to work on the differences in the two bills before the end of the 113th Congress. What seems to be a more likely scenario is that the US Department of Education will issue a proposal for states to renew their ESEA flexibility waivers in 2014.

As the ESEA proposals were being drafted, NASSP participated in a number of joint meetings with the National Association of Elementary School Principals (NAESP) and key congressional staff. Offices being visited this quarter include: Senate HELP Committee Chairman Tom Harkin (D-IA), Sen. Lamar Alexander (R-TN), and House Education and the Workforce Committee Ranking Member George Miller (D-CA).

NASSP and NAESP also drafted joint letters to the leaders of the Senate and House education committees outlining our position on key issues for elementary, middle level and high school principals:

 

Summary of Senate ESEA Bill

Senate HELP Committee Chairman Tom Harkin (D-IA) introduced legislation (S. 1094) on June 4 to reauthorize ESEA. Dropping the No Child Left Behind moniker, the bill is called the Strengthening American Schools Act and “provides a framework to get all children to graduate from high school with the knowledge and skills needed for success in college and/or a career” according to a bill summary.

The bill appropriately addresses the education reforms 37 states have adopted in order to receive an ESEA flexibility waiver from the US Department of Education. Those states would be able to maintain their newly adopted college and career-ready standards, accountability systems, and teacher and principal evaluation systems.

Title I

In order to receive Title I funding under the bill, states must adopt college and career ready student academic achievement standards and assessments in reading or language arts and mathematics by the beginning of the 2015-2016 school year. The new assessments should measure the individual academic achievement of each student and student academic growth, including a measurement of the number of years of academic growth each student attains each year. The assessments would also produce individual student interpretive, descriptive, and diagnostic reports that allow parents, teachers, and principals to understand and address the specific academic needs of students.

States must also adopt new science standards by December 31, 2014, but they would not be required to use the new standards in their accountability systems. They would also be required to adopt new high-quality English language proficiency standards by December 31, 2015.

All references to adequate yearly progress (AYP) are removed from the bill. Instead, states must demonstrate that they have developed a single, statewide accountability system that annually measures and reports on the achievement and growth of all students, establishes ambitious and achievable annual performance targets, and annually identifies schools that need supports and interventions to prepare college and career ready students. States would create a baseline for performance targets based on assessments given during the 2014-2015, and then they would be required to set targets in four areas: student proficiency, student academic growth, English language proficiency for English learners, and high school graduation rates.

The bill attempts to drive more Title I funding to high schools by requiring districts to use a feeder pattern to estimate the number of low-income students in high schools. The estimate would be calculated by applying the average percentage of students in low-income families of the elementary school attendance areas that feed into the high school to the number of students enrolled in such school.

Similar to the ESEA flexibility waivers, districts would be required to identify schools that are in need of locally designed interventions, that are focus schools, or that are priority schools. For each priority school, the district would conduct a needs analysis to determine the most appropriate school improvement strategies to improve student performance. Districts must also provide ongoing professional development consistent with the needs analysis and conduct regular evaluations of teachers and principals that provide specific feedback on areas of strength and in need of improvement.

For priority schools, districts must select a school improvement strategy similar to the school turnaround models under the current School Improvement Grants program. Under the Transformation and Turnaround strategies, the principal must be replaced if he or she has been in the school for more than two years. The bill includes a new Whole School Reform strategy that must be undertaken in partnership with an external provider and that is based on at least a moderate level of evidence that the program will have a statistically significant effect on student outcomes. States could also establish an alternative evidence-based school improvement strategy for priority schools with the approval of the US Department of Education.

NASSP was pleased to see that states receiving school improvement funds must develop an early warning data system that monitors school-level data and alerts schools when a student indicates slowed progress toward high school graduation. The language mirrors provisions in the Success in the Middle Act (S. 708) and the Graduation Promise Act (S. 940), which we strongly support.

School Leadership

Under Title II of the bill (Supporting Teacher and Principal Excellence), states must use 2-5% of funds to support school districts in improving the performance and equitable distribution of principals and other school leaders and providing technical assistance to support the design and implementation of teacher and principal evaluation systems. Part of the technical assistance would include training for principals and other evaluators on how to evaluate teachers in order to differentiate teacher performance accurately, provide useful feedback, and use evaluation results to inform decisionmaking about professional development, improvement strategies, and personnel decisions.

NASSP was very pleased to see the bill incorporate the text of the School Principal Recruitment and Training Act (S. 840), which would authorize a competitive grant program to recruit, support, and prepare principals and assistant principals to improve student academic achievement in high-need schools. The provision would create one-year residencies to train aspiring principals and would provide ongoing mentoring, support, and professional development for at least two years after the aspiring principals complete the residency and commence work as school leaders.

In order to receive the funding under Title II, states would have to assure the creation of a professional growth and improvement system no later than the 2015-2016 school year. For principals, the evaluation system would be based “in significant part” on evidence of improved student academic achievement and growth and evidence of providing strong instructional leadership and support to teachers and other staff. The evaluation system for principals could also include other measures of principal performance such as parent and family engagement.

While NASSP is pleased to see that the evaluation systems would be based on more than just student test scores, we would have preferred to see language similar to the report we released with the National Association of Elementary School Principals in September 2012. We recommend that evaluations should focus on six key domains of leadership responsibility within a principal’s sphere of influence: student growth and achievement, school planning and progress, school culture, stakeholder support and engagement, professional qualities and practices, and professional growth and learning.

Unfortunately, the bill includes provisions from the GREAT Teachers and Principals Act (S. 1052) as an allowable use of funds at the state level. The provision would authorize the establishment and operation of new principal preparation academies that we feel strongly would water down current state-developed principal licensure and certification requirements, recruit principal candidates with little-to-no background in education, and provide minimal clinical experience and mentoring.

Literacy

NASSP is pleased to see the inclusion of Senator Patty Murray’s (D-WA) Literacy Education for All, Results for the Nation (LEARN) Act (S. 758) in Senator Harkin’s bill. The “Improving Literacy Instruction and Student Achievement” portion of Title IV will provide federal support for states and LEAs to develop or improve, and implement comprehensive literacy programs from birth to grade 12. We have been working extensively on this bill and its inclusion in an ESEA reauthorization. However, we are disappointed to see that the allocation of funding for implementation of comprehensive literacy programming at the various grade levels is less than our endorsed allocations. We have recommended that not less than 40 percent of funding for implementation be directed to grades 6 through 12. The bill allocated not less than 30 percent. We believe the 40 percent allocation is essential to support the complexity of literacy demands for middle and high school students and is necessary due to a lack of resources and funding for secondary school literacy as compared to early childhood and elementary.

Additionally, in light of the adoption and implementation of new college and career ready standards, including the Common Core State Standards across the country, a renewed focus on comprehensive literacy education is crucial and necessary for all students to be college and career ready. These more rigorous standards will require the reorientation of literacy education as a systematic progression of skills across all grades. Specifically, the CCSS will require increased text complexity and inclusion of informational text, which will require more literacy instruction and support from birth throughout all levels of education. See NASSP’s Action Brief on “Implementing the Common Core State Standards: The Role of the Secondary School Leader” for more information on this topic.

Secondary Schools

As part of Title I, SASA establishes a competitive grant to support low-performing middle and high schools to implement innovative and effective reform strategies to increasing student achievement and graduation rates. The goal of the program is to engage students in high need and rural LEAs in rigorous course work while providing them with real-world and applicable learning opportunities. NASSP is very pleased to see that many of the provisions of this section include elements of the Success in the Middle Act (S. 708) and the Graduation Promise Act (S. 940). We are especially pleased that the bill requires LEAs receiving a grant under this program to implement an early warning indicator system to help high schools and their feeder middle schools to identify struggling students and provide them with supports to help them get on track to graduate from high school college and career-ready.

Furthermore, the bill requires a significant portion of grant monies to be used on both feeder middle and high schools for personalized learning, professional development for school leaders and teachers, competency based learning, flexibility for school leaders in budgetary and staffing, and the “redesign” of academic content and instructional practices. Additionally, other strategies identified for uses under this program are improved academic and career counseling and exploration, and in-school academy models. Amplified opportunities for post-secondary credit through the Advanced Placement and International Baccalaureate programs, dual enrollment, and early college high school programs are also featured strategies for secondary school improvement. Many elements of this portion of the bill closely mirror the President’s High School Redesign Program.

Lastly, to foster the “pathway to college,” SASA provides for increased access to AP and IB course work in high need schools. The bill also creates an AP & IB fee program which provides grants to states to pay all or part of the costs associated with examination fees for students. It also proposes a competitive grant program to increase the number of AP and IB teachers and course offerings in high need schools.

School Climate, Mental Health, and Non-Discrimination

In addition to the inclusion of NASSP supported legislation on school leadership and literacy, Senator Al Franken’s (D-MN), Student Non-Discrimination Act (S. 1088) was also incorporated in the Strengthening America’s Schools Act (SASA). We are pleased to see additional protections to our nation’s students regardless of their sexual orientation. The bill would enhance current federal protections against discriminatory practices and ensure “effective remedies for discrimination in public schools based on actual or perceived sexual orientation or gender identity.”

Also included in Senator Harkin’s ESEA reauthorization bill are reporting requirements on elements of school climate which are a part of new accountability report cards. States and school districts would be required to report on data related to:

  • Student discipline
  • Pregnant and parenting students
  • Rates of school violence, bullying, drug and alcohol abuse, in and out of school suspensions, expulsions, referrals to  law enforcement, school-based arrests, disciplinary transfers and student  detentions
  • Implementation of positive behavioral interventions and supports (PBIS)
  • LEA implementation of school-based mental health programs

Furthermore, the bill also addresses school climate in assisting schools to “foster positive conditions for learning in public schools to increase achievement for all students.” SASA provides federal assistance to states to address the physical and mental health and well-being of students, prevent violence, harassment and other destructive behaviors, and promote safe and supportive schools.

NASSP has been active in supporting all educators to address school climate and create safe and supportive school environments for all children. In April, NASSP along with other organizations released A Framework for Safe and Successful Schools, which offers recommendations for improved school safety and access to mental health services for students.

NASSP and its partner organizations agree that efforts to improve school climate, safety, and student learning are not separate endeavors and must be designed, funded, and implemented as a comprehensive school-wide approach. We also caution against an emphasis on overly restrictive security measures, such as armed guards and metal detectors, which can undermine school climate and student learning.

Summary of Senate Republicans’ ESEA Proposal

Since bipartisan negotiations on legislation to reauthorize the Elementary and Secondary Education Act (ESEA) failed last month, Senate HELP Committee Ranking Member Lamar Alexander (R-TN) and other committee Republicans introduced their own proposal to improve current law. In a stark contrast to the Democratic proposal released on June 4 at a whopping 1,100+ pages, the Every Child Ready for College and Career Act streamlines most federal education programs to a mere 211 pages.

In general, the purpose of the bill is to reduce the federal footprint in education policy and “to restore freedom to parents, teachers, principals, Governors, and local communities so that they can improve their local public schools.” To do so, the legislation would prohibit the US Department of Education from issuing regulations to prescribe standards or measures that states and districts would use to establish state standards, assessments, accountability systems, systems that measure student growth, measures of other academic indicators, or teacher or principal evaluation systems.

In order to receive Title I funding, states must provide an assurance that they have adopted “challenging” academic content standards and student academic achievement standards in math, reading or language arts, and science, and implemented “high-quality” yearly student academic assessments that will be used as the primary means of determining the performance of schools. The assessments should involve multiple up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills and understanding. In a move away from the Democratic proposal, the bill would continue to allow states to assess students with disabilities based on modified academic achievement standards.

States must also assure that they have developed and are implementing a single, statewide accountability system “to ensure that all students graduate from high school prepared for postsecondary education or the workforce without the need for remediation.” The system should annually identify and differentiate all public schools in the state, taking into consideration achievement gaps between student subgroups, overall performance of all students, and high school graduation rates.

The system should also identify schools that are in need of strategies for improving student academic achievement and provide assistance to districts to develop and implement appropriate strategies for improving identified schools. Districts would be required to develop assistance strategies, which may include:

  • Replacing the principal who led the school before implementation of the strategy;
  • Screening and replacing teachers who are not effective in improving student achievement;
  • Giving the school sufficient operational flexibility in programming, staffing, budgeting, and scheduling;
  • Providing ongoing, high-quality professional development to instructional staff;
  • Creating incentives for recruiting and retaining staff with the skills that are necessary to meet the needs of the students in the school;
  • Implementing a research-based instructional program aligned with the state’s challenging academic standards;
  • Converting the school to a charter school;
  • Closing the school and enrolling the students in other schools that are higher performing;
  • Adopting a new governance structure for the school; or
  • Developing other strategies that the district deems appropriate to address the needs of students in identified schools.

Just over $3 billion would be authorized for Title II, and the allowable state activities look very similar to current law with regard to school leaders: reforming principal certification and licensure so that principals have the instructional leadership skills to help students meet challenging state standards, developing and improving evaluation systems that “shall be based in significant part on evidence of student growth,” establishing alternative routes to the principalship, developing new principal induction and mentoring programs, implementing high-quality professional development programs for principals, and supporting efforts to train principals to effectively integrate technology into curricula and instruction. In order to receive a subgrant from states, districts must conduct a comprehensive needs assessment to determine the schools with the most acute staffing needs.

Similar to the bill passed by the House Education and the Workforce Committee in 2012, the Every Child Ready for College and Career Act aims to provide states and districts with maximum flexibility in using federal funds. Essentially, all programs not included in Titles I or II would be consolidated into two block grants, and funding would be allocated to districts based on the results of a comprehensive needs assessment. Unfortunately, this would include a number of programs NASSP members deem essential in their schools, including School Leadership, the Striving Readers Comprehensive Literacy Program, education technology, school counseling, and mental health and bullying prevention programs.

The legislation would also eliminate Maintenance of Effort (MoE), which helps ensure the continuity of state and local funding efforts. Current MoE provisions provide the greatest protection to low-wealth districts that generally educate more low-income students. We’re concerned that if states are allowed to cut funding for education, the most vulnerable districts, serving the neediest students, could be hurt disproportionately.

Senate HELP Committee Markup

The Senate Health, Education, Labor and Pensions (HELP) Committee spent two days debating a bill to reauthorize the Elementary and Secondary Education Act (ESEA). The Strengthen America Schools Act (S. 1094), which would overhaul what is currently known as the No Child Left Behind Act (NCLB), ultimately passed on June 12 by a party-line vote of 12-10. All Democrats on the committee approved the bill and all Republicans opposed it.

“What I think we all recognize is that it is time to update the law to ensure that every child in this nation receives a great education,” said Chairman Tom Harkin (D-IA) during his opening remarks. “This is a matter of basic fairness, and is critical to America’s economic strength in the competitive global marketplace.”

Ranking Member Lamar Alexander (R-TN) offered the text of the Every Child Ready for College and Career Act (S. 1101) as a substitute amendment, but it failed on a party-line vote after nearly 90 minutes of debate about the appropriate federal role in education. To demonstrate their opinion that the Democratic proposal would diminish the responsibility of states and districts, Republican members often referred to the bill as “NCLB on steroids,” and stated their opposition to the creation of a “national school board.” Sen. Alexander argued that his proposal “places responsibility for helping our children learn squarely where it ought to be–on states and communities, and it does that by giving teachers and parents more freedom, flexibility, and choice.”

When the substitute amendment was defeated, Republican members offered certain provisions of S. 1101 as amendments. They included proposals to remove all new programs in the bill, reduce the requirements on statewide accountability systems, remove the “highly qualified teacher” requirement under NCLB and mandatory teacher and principal evaluation requirements, roll back the Common Core State Standards, lift the cap on alternate and modified assessments for students with disabilities, remove the comparability requirement for Title I funding, allow parents to use public funds to send their children to private schools, and eliminate the Race to the Top program among others. None of the Republican amendments were approved during the markup except for one offered by Sen. Lisa Murkowski (R-AK) to support the Alaska Native Educational Equity program.

A number of Democratic amendments were approved during the markup, including these supported by NASSP

  • an amendment by Sen. Patty Murray (D-WA) to create a new report-only subgroup for students from military families
  • an amendment by Sen. Kay Hagan (D-NC) to require extended learning time as part of the Turnaround and Transformation school improvement strategies;
  • an amendment by Sen. Al Franken (D-MN) to encourage dual enrollment and early college high school programs in ESEA; and

NASSP was disappointed that the committee rejected an amendment offered by Sen. Michael Bennet (D-CO) that would have created an Office of Rural Education at the US Department of Education. We have long supported a bill (S. 1096) by Sen. Max Baucus (D-MT) with the same purpose.

Chairman Harkin says that he has received approval from Senate Majority Leader Harry Reid (D-NV) to bring the bill to the Senate floor when there is time on the calendar, but it remains unclear where the bill will go from there.

Summary of House ESEA Bill

Not even a full week after the Senate HELP Committee held a 2-day session to consider the reauthorization of the Elementary and Secondary Education Act (ESEA), the House Education and the Workforce Committee is scheduled to debate its own version of the bill on June 19. It’s deja vu on Capitol Hill because bipartisan negotiations have failed and the Student Success Act (H.R. 5) that was introduced by Chairman John Kline (R-MN) is expected to garner only Republican support…which is exactly what happened when the committee considered a very similar bill in 2012.

“Adequate yearly progress” would be ended under the Student Success Act, and instead states would be required to develop and implement a single, statewide accountability system to ensure that all public school students graduate from high school prepared for postsecondary education or the workforce without the need for remediation. One major change from the 2012 proposal is that the bill will reinstate the requirement that states adopt new statewide standards and assessments in science.

The system should annually evaluate and identify the academic performance of each public school in the state based on student academic achievement taking into consideration achievement gaps between subgroups and overall performance of students. It must also include a system for school improvement for low-performing schools that implements interventions designed to address schools’ weaknesses and is implemented by the district. The bill also prohibits the US Department of Education from establishing any criteria that specifies, defines or prescribes any aspect of a state’s accountability system.

H.R. 5 would also eliminate the School Improvement Grants (SIG) program and instead allow states to implement their own turnaround strategies. While we’re pleased that this would remove the four school turnaround models that require the principal’s replacement as a condition for receiving federal funding, NASSP is concerned that this would eliminate the only dedicated funding stream for low-performing middle and high schools.

NASSP was disappointed to see that the bill would authorize funding for Title I at $16.6 billion for FY 2014-2019, which is the same amount appropriated by Congress for FY 2012. As the committee’s own fact sheet notes, this amount is “lower than just the Title I authorization for the last year it was authorized” under No Child Left Behind in 2001. This is obviously unacceptable for the many schools serving low-income students that are eligible for Title I funds, including the middle and high schools that never receive such funding because of the high need in their feeder elementary schools.

NASSP is concerned that the bill broadens the definition of “school leader” to include superintendents and other district officials. We firmly believe that the term should be defined to mean only a principal, assistant principal or other individual who is an employee or officer of a school.

States receiving Title II funds under the bill would be required to implement a teacher evaluation system that uses student achievement data derived from a variety of sources as a significant factor in determining a teacher’s evaluation. The evaluation system should use multiple measures of evaluation, have more than two categories for rating the performance of teachers, and be used to make personnel decisions. NASSP supports the requirement that states provide training to school leaders in the evaluation systems. School districts could also use Title II funding to develop and implement a school leader evaluation system and to provide professional development for teachers and school leaders that is evidence-based, job-embedded, and continuous.

The Student Success Act also includes a provision from the 2012 “kill bill” that would eliminate 42 education programs—many of which are strongly supported by NASSP and our members. They include School Leadership, the Striving Readers Comprehensive Literacy program, the Enhancing Education through Technology program, Dropout Prevention, and others.

House Education and the Workforce Committee Markup

If they keep records for the fastest hearing, I think Wednesday’s House Committee on Education and the Workforce markup on the Student Success Act (H.R. 5), a bill to reauthorize the Elementary and Secondary Education Act, wins first prize! The Committee held a morning session from 9:00am until 10:45am where they discussed the competing proposals from Chairman Kline (R-MN) and Ranking Member Miller (D-CA). The Committee reconvened after the unveiling of the Fredrick Douglass statue in the Capitol at 12:15pm and finished at 1:15pm with three votes.

The Student Success Act was reported favorably out of the Committee on a party line vote, with all Republicans supporting the bill and Democrats opposed. The hearing did not produce any spirited debate as everyone in the room knew what the outcome would be. The only amendments offered where Ranking Member Miller’s substitute, Rep. Joe Heck’s (R-NV) amendment that would allow local school districts to expand dual enrollment and early college programs using Title I, II and III dollars to do so, and Rep. Glenn Thompson’s (R-PA) amendment to alter the Title I formula which shortchanges some districts.

Both Chairman Kline and Ranking Member Miller both expressed their desire to work with Rep. Thompson on this issue, and he respectfully withdrew his amendment. Rep. Heck’s amendment was approved on a voice vote and Rep. Miller’s substitute was voted down on a party line vote.

NASSP, along with NAESP, responded to both Chairman Kline’s Student Success Act and Rep. Miller’s substitute amendment in letters to each member.

ESEA Flexibility Waivers

Currently, thirty-nine states plus D.C. have been approved for waivers, and six states’ requests are still outstanding: Illinois, Iowa, Maine, Pennsylvania, Texas and Wyoming. And while California was denied its request for a waiver, 10 California school districts have applied for a customized waiver. Four states have yet to apply: Montana, Nebraska, North Dakota and Vermont.

 

FY 2014 Budget & Appropriations

FY 2014 Budget

On April 10, President Obama released his FY14 budget proposal, which seeks an increase of $3.1 billion over last year’s pre-sequester enacted level. In K-12 education, the president proposed increased funding for school leadership and competitive grant programs.

Signaling a renewed focus on the principalship, the president requested $98 million for the School Leadership program—a dramatic increase over previous levels. As Secretary Duncan stated in his testimony to the House Labor-HHS-Education Appropriations Subcommittee, “This proposal would promote evidence-based professional development for current school leaders aimed at strengthening essential leadership skills—such as evaluating and providing feedback to teachers, analyzing student data, developing school leadership teams, and creating a positive school climate.”

Outside of that increase, nearly all of the president’s newly proposed K–12 education funding is for competitive grant programs, including the proposed High School Redesign program. The president requested $300 million to promote the whole school redesign of the high school experience to provide students with challenging and relevant academic and career-related learning to prepare them for postsecondary education and careers. Under the proposed program, special consideration would be given to partnerships located in areas with limited access to quality career and college opportunities such as high-poverty or rural LEAs. As NASSP Executive Director JoAnn Bartoletti said in a statement on the budget proposal, “We welcome the president to the conversation about high school redesign, and we commit to helping the administration make the most of its proposed investment.”

At the same time, NASSP remains concerned that funds are being directed toward competitive grant programs at the expense of foundational formula-funded programs. The president requested that funding for Title I and IDEA—two core formula funded programs—be frozen at FY12 levels. The NASSP Board of Directors recently noted in a position statement that, “Federal funding should help achieve equity, not exacerbate inequity. For this reason, competitive grants that by nature award only some, not all, eligible entities, should be authorized and implemented only when Congress identifies an opportunity to help achieve equity through the form of a competitive grant.”

The president’s budget also included a reduction in Impact Aid from FY12 levels and the consolidation of several important programs. Striving Readers and the High School Graduation Initiative are proposed to be consolidated into broader programming entities. Unfortunately, consolidating programs, including some with different goals, will pit them against each other in competition for funding.

Typically, the president’s budget provides the framework for the congressional budget process, but since both houses have already produced their budget resolutions, it will be interesting to see how the president’s proposal influences the appropriations process.

NASSP staff and representatives from the Alliance for Excellent Education met with congressional staff in April to discuss the Obama administration’s proposal for high school redesign. Offices being visited this quarter include: Sen. Tom Harkin (D-IA) and Sen. Jack Reed (D-RI). In May, NASSP staff met with staff for the House Budget Committee to discuss “backpack funding.”

FY 2014 Appropriations

The Senate Appropriations Committee will mark up the Labor, Health and Human Services, and Education appropriations bill for FY 2014 on July 11. No date has yet been scheduled for the House Appropriations Committee, but rumors are already flying on Capitol Hill that Congress will not be able to complete all 12 appropriations bills before the new fiscal year starts on October 1, 2013. Insiders are speculating that Congress will instead pass a year-long continuing resolution funding most education programs at their current FY 2013 levels.

NASSP staff and members of the Committee for Education Funding met with staff for Rep. Kevin Yoder (R-KS), Sen. Mark Begich (D-AK) and Rep. Jim Moran (D-VA) in June to discuss funding and federal investments in education.

 

Common Core State Standards

In May, NASSP joined with NAESP, AASA: the School Superintendents’ Association, and the National School Boards Association to urge “adequate time” for CCSS implementation before scores from the assessments are used for accountability purposes. Specifically, our organizations call for a delay in invoking penalties and sanctions related to test scores on schools, principals, and teachers until we have had at least two years of experience with the assessments.

http://www.nassp.org/tabid/3788/default.aspx?topic=School_Leadership_Groups_Urge_quot_Adequate_Time_quot_to_Implement_Common_Core_Standards

Less than a month after issuing our statement, the US Department of Education announced that states could request additional flexibility under ESEA to delay any personnel consequences for teachers and principals tied to the new Common Core assessments for up to one year, until 2016-17.

http://www.ed.gov/blog/2013/06/new-flexibility-for-states-implementing-fast-moving-reforms-laying-out-our-thinking/

 

School Safety

In the wake of the tragedy at Sandy Hook Elementary School in Newtown, CT, NASSP has been actively meeting with White House officials and members of Congress to share our recommendations on gun violence prevention and other school safety issues.

National Conference on Mental Health

On June 3, NASSP staff participated in the National Conference on Mental Health that was hosted by the White House. The White House hosted a National Conference on Mental Health today to raise awareness about mental health issues. Attendees included representatives from education and mental health organizations, members of Congress and Cabinet members, and celebrities such as actress Glenn Close and actor Bradley Cooper.

A press statement issued by the White House said that the conference was designed to increase understanding and awareness of mental health. As part of this effort, the Administration also launched www.mentalhealth.gova new website with tools to help with the basics of mental health, the signs of mental illness, how to talk about mental health, and how to get help. The website also includes a series of videos featuring celebrities and ordinary Americans whose lives have been touched by mental illness.

In his opening remarks, President Barack Obama talked about the stigma related to mental illness, but he urged that people need to talk about mental health and get treatment in the same manner as if they were suffering from heart disease or other health conditions. The President shared the commitments of various organizations partnering on this issue and announced that secondary school principals would be holding assemblies to raise mental health awareness later this year. NASSP had urged its members to host such an event before the end of 2013, and middle and high school leaders can still express their commitment at www.nassp.org/mentalhealth.

US Secretary of Education Arne Duncan hosted a panel session that highlighted organizations using social media and other tools to promote awareness of mental health. He said that young people must have access to mental health services in order to achieve their academic potential.

In response to a question about how schools can be more involved in promoting mental wellbeing, Duncan cited examples of schools that are serving as hubs of the community. They should be a location where students, educators, and members of the community can go if they need help and to access services. Duncan also said that the administration’s budget proposal would provide additional funding for schools to be able to hire school counselors, psychologists and social workers. He reminded attendees that Congress will need to approve the funding through the FY 2014 appropriations process in a tough budget environment, stating “we have to invest in education in a very different way.”

Vice President Joe Biden closed the conference by reminding attendees that the most vulnerable age for mental illness is between 16 and 25 and these individuals are also often the least likely to seek help. He said that all educators need training on how to recognize mental health problems in students and be able to refer them to appropriate services. His ultimate hope for the conference would be to make it clear to all Americans that there is no distinction between a mental health problem and a fiscal problem.

A Framework on Safe and Successful Schools

NASSP joined with NAESP, American School Counselor Association, National Association of School Psychologists, School Social Work Association of America, National Association of School Resource Officers in April to issue A Framework on Safe and Successful Schools which outlines policy recommendations and best practices to improve school safety and improve access to mental health supports.

 

Education Technology

ConnectEd

Principals are applauding the launch of the Obama administration’s new ConnectEd initiative to increase broadband Internet access to schools across the country over the next five years. Results of a new NASSP survey of nearly 750 middle and high school principals demonstrate that the new initiative aligns with students’ needs for improved connectivity.

Earlier today, the president called on the FCC to “modernize and leverage” its E-rate program to meet the administration’s new goal of connecting 99% of the nation’s students to the Internet through high-speed broadband and wireless. President Obama also called on the private sector to help support this vision.

Although more than half (63%) of the respondents in the survey said that their schools have “adequate” broadband Internet access, three-quarters (75%) strongly agreed that improved broadband access in their schools would allow students to engage in more powerful learning activities. Six in 10 principals said that their teachers are prepared to maximize the use of expanded broadband in instruction.

Among the principals surveyed, there was a strong divide between those who had adequate access in their schools and those who struggled with overloaded networks and slow connections—or even no Internet at all. Some principals said that slow Internet speeds became especially burdensome during testing, which could quickly prove problematic as the majority of the nation’s schools transition to online testing under the Common Core State Standards.

“Broadband access affects students’ abilities to engage in technology-rich learning activities and acquire essential skills,” said NASSP Executive Director JoAnn Bartoletti. “The president’s ConnectEd initiative will help level the playing field so that all students have access to the same Internet speeds. This effort marks a step in the right direction, but we urge President Obama to also increase the annual funding cap for the E-rate program which is currently set at approximately $2.5 billion. E-rate funding would need to be doubled just to meet the current demand.”

NASSP staff participated in a meeting at the Alliance for Excellent Education with senior White House, FCC, and US Department of Education officials in June to discuss the ConnectEd initiative.

 

FCC Proposal to Modernize E-Rate Program Gathers Momentum

(Education Week, July 1, 2013)

The acting chair of the Federal Communications Commission on Friday took initial steps in what is expected to be a broad effort to remake the federal E-rate program and provide schools with faster online connectivity, putting forward a proposal that mirrors goals outlined by President Obama earlier this month.

Mignon L. Clyburn, who was appointed to the FCC by the president, was expected today to provide the two other current members of the panel with a proposal that calls for not only improving technology infracture, but also making changes to the program’s purchasing and the administrative oversight, according to a senior commission official.

While any changes to the E-rate would have go through a federal rulemaking and public comment process, Clyburn’s initial proposal represents a road map for refashioning the program, the official said.

An overriding goal of Clyburn’s proposal—which was not provided to Education Week in written form—is to increase schools’ and libraries’ access to high-speed Internet access, in keeping with the presidents’ goal of giving 99 percent of the country’s schools access to high-speed broadband and wireless Web access within five years.

Clyburn is also calling for increasing the efficiency of the E-rate and making sure that funds are spent wisely, and improving management of program, which was first established by Congress in 1996 and is funded through telecommunications fees.

Included within Clyburn’s proposal are changes meant to simplify the rules on the development of fiber optic cable lines and the establishment of high-speed wireless connections within districts, including within classrooms, the FCC official said. Her proposal also calls for new options to create incentives for consortia of schools to make purchases within the E-rate program. In addition, it seeks to spark greater competition among bidders to provide E-rate services to schools and libraries.

In an op-ed published Friday in USA Today, Clyburn also called for eliminating government support for outdated services and using E-rate dollars to invest in improving bandwidth. She also suggested that federal officials must partner with nonprofit and private sector providers to improve schools’ tech capacity.

“[W]e need to use this opportunity to bring to the table state and local officials, foundations, network operators, and innovators building the next generation of learning tools and content,” she wrote. “We must leverage the ongoing massive private investments in networks and ensure that investments in connectivity are the foundation for real, positive change in classrooms.”

The chairwoman’s intention is to allow the two other commissioners, Democrat Jessica Rosenworcel and Republican Ajit Pai, to review her proposal and make changes to it over the next three weeks. The commission would then vote on the proposal at its meeting on July 19.

After that, the FCC would propose rules and begin a process for collecting public comments, a period that can last a few months. After that, the FCC would publish final rules on changes to the E-rate, the commission official said.

Pai declined to comment on the request, through his office. Rosenworcel has not yet responded to a request for comment. But the Democrat has repeatedly called for making major changes to the E-rate, including boosting schools’ technological capabilities, most recently doing so this week in a speech at the International Society for Technology in Education’s national conference in San Antonio.

NASSP on Capitol Hill

 

NASSP/Virco National Assistant Principal of the Year Program

The state and national assistant principals of the year conducted over 125 meetings with their members of Congress on Thursday, April 11. They shared their perspectives on school leadership and their experiences as educators and instructional leaders. In addition, the national winner and finalists participated in a roundtable discussion with the education policy advisors from Rep. Kline and Rep. Miller’s offices on the role of assistant principals, college and career ready/Common Core standards, teacher and principal evaluation and technology.

 

MetLife Foundation-NASSP Breakthrough Schools

On May 2, the MetLife Foundation-NASSP Breakthrough School principals conducted over 50 Hill meetings with education aides in the House and Senate to discuss pertinent education issues. The same day, NASSP and the Alliance for Excellent Education (AEE) hosted a Hill briefing on Transitioning to College & Career Ready Standards:  The Role of School Leaders.  Three of the 2013 winners, Mitchell Curry (Scott Morgan Johnson Middle School, TX), Robbie Hooker (Clarke Central High School, GA) and Daniel Wiebers (Trenton R-IX High School, MO) participated in the panel discussion with Governor Bob Wise, President of AEE, and House and Senate Education Committee staff.

 

NASSP State Coordinators and Presidents-Elect

The NASSP State Coordinators and presidents-elect of our state affiliates stormed Capitol Hill on Wednesday, urging Congress to provide much-needed relief to educators hamstrung by the constraints of No Child Left Behind. The lesson learned by these outstanding school leaders? Principals can no longer afford to be silent on education reform issues—they need to make their voices heard because in the absence of leadership, legislators will listen to whomever is talking!

Prior to the Capitol Hill Day, the State Coordinators met with Denise Forte, Acting Assistant Secretary in the Office of Planning, Evaluation and Policy Development at the US Department of Education. She outlined the Obama administration’s education agenda for the second term, including a focus on early childhood, college affordability, and high school redesign. The State Coordinators asked questions about the RESPECT project to transform the education profession and how the Department could promote teaching as a valued profession. They also had a passionate conversation about graduation rates and rewarding students and schools who may take longer than 4 years to finish high school.

Although it was a hot and humid day in Washington, DC, the school leaders seemed energetic as they boarded the bus to Capitol Hill. They educated their members of Congress about the role of the principal as instructional leader and how they’re impacted by new teacher evaluation systems in their states. They also urged their legislators to move forward with a comprehensive reauthorization of the Elementary and Secondary Education Act (ESEA) because they want some continuity in the education reforms that are required for their states to receive an ESEA flexibility waiver. In particular, they recommended additional support to help educators implement college and career-ready standards, growth models and multiple measures of student achievement in accountability systems, principal evaluation systems based on the six domains of leadership responsibility within a principal’s sphere of influence, and elimination of the school turnaround models.

The principals and assistant principals also advocated in support of NASSP’s key bills:

  • School Principal Recruitment and Training Act
  • Literacy Education for All, Results for the Nation (LEARN) Act
  • Transforming Education Through Technology Act
  • Success in the Middle Act
  • Graduation Promise Act

The State Coordinators and presidents-elect felt empowered by their conversations on Capitol Hill and really felt that their members of Congress wanted to how federal policy impacts the people working in the trenches. Many of them were told that they were the first principals to ever visit the office, which shows that more school leaders need to get involved in grassroots advocacy!

To see photos from the Hill Day and hear more about their conversations, follow the #NASSPSC hashtag on Twitter.

 

School Principal Recruitment and Training Act

 

NASSP and NAESP have worked closely with staff for Sen. Al Franken (D-MN) and Rep. Susan Davis (D-CA) to update and improve the School Principal Recruitment and Training Act (S. 840/H.R. 1736). Although the bill was not reintroduced during the 112th Congress, we were thrilled that the legislation was reintroduced in April. The bill would authorize a grant program to recruit, select, train, and support aspiring or current principals with track records of transforming student learning and outcomes and prepare these principals to lead high-need schools. Selected aspiring principals would be provided with a pre-service residency that lasts for at least one year as well as ongoing support and professional development for at least two years after they commence work as school leaders. Grant funds would also be used to provide mentoring and professional development to strengthen current principals’ capacity in the areas of instruction, supervision, evaluation, and development of teachers and highly effective school organizations.

NASSP and NAESP have organized a sign-on letter for national and state organizations in support of the bill, and the 80+ members of the Coalition for Teaching Quality to include the bill as one of their top legislative priorities this year.

The School Principal Recruitment and Training Act currently has 5 House cosponsors and 1 Senate cosponsor.

 

LEARN Act

Sen. Patty Murray (D-WA) reintroduced the Literacy Education for All, Results for the Nation (LEARN) Act (S. 758) in April, and we expect Rep. John Yarmuth (D-KY) to reintroduce the bill sometime this summer.

The LEARN Act would authorize $2.35 billion for comprehensive state and local literacy initiatives, building on the best components of the federal Early Reading First, Reading First, and Striving Readers programs. Districts would support school-wide literacy initiatives that include professional development for principals and teachers to incorporate literacy across the curriculum and targeted interventions for struggling students. NASSP has been working with its coalition partner, Advocates for Literacy, to ensure the bill’s reintroduction in the 113th Congress.

The LEARN Act has 4 Senate cosponsors.

In May, Advocates for Literacy (including NASSP) hosted a congressional briefing to discuss the link between science and literacy, the preconditions necessary for successful STEM education and the LEARN Act. Panelists included Dr. Brenda Becker, Superintendent of Schools, Hempfield School District, Landisville, PA, Mr. Chris Bird, M.Ed., Physics Teacher, Fairfax High School, Fairfax, VA and Dr. Loren Blanchard, Senior Vice President for Academic Affairs at Xavier University of Louisiana. Ms. Sarah Bolton, M.Ed, Senior Budget and Policy Advisor for Sen. Patty Murray (WA) also spoke on the implications for federal policy and the LEARN Act.

NASSP staff and other members of Advocates for Literacy met with staff for House Education and the Workforce Committee Ranking Member George Miller (D-CA) in June to ensure that his substitute amendment to the ESEA reauthorization bill included the text of the LEARN Act.

 

Transforming Education Through Technology Act

House Education and the Workforce Committee Ranking Member George Miller (D-CA) introduced the Transforming Education through Technology Act (H.R. 521) earlier this year, and Sen. Kay Hagan (D-NC) introduced a companion bill (S. 1087) in June. This is brand new legislation that NASSP has added to its advocacy agenda during the 113th Congress.

The Transforming Education through Technology Act would authorize $500 million for State Grants for Technology Readiness and Access. Subgrants would be provided to school districts to carry out “digital age” professional development opportunities for all school staff. Specifically, school leaders would receive ongoing professional development to promote: 1) the use of educational technology to ensure a digital age learning environment; and 2) the use of data in order to increase student access to technology and engagement in learning. School districts could also use the funding to hire technology coaches to work directly with teachers on integrating technology into their instruction.

NASSP staff and representatives from other national organizations that support education technology conducted meetings with congressional staff to secure more cosponsors for the Transforming Education Through Technology Act. Offices being visited this quarter included: Rep. Jared Polis (D-CO), Rep. Marcia Fudge (D-OH), and Sen. Kay Hagan (D-NC).

The Transforming Education Through Technology Act has 10 House cosponsors and 2 Senate cosponsors.

 

Success in the Middle Act

Rep. Raúl Grijalva (D-AZ) and Sen. Sheldon Whitehouse (D-RI) have reintroduced the Success in the Middle Act (H.R. 2316/S. 708). Under the bill, states are required to implement a middle school improvement plan that describes what students are required to know and do to successfully complete the middle grades and make the transition to succeed in an academically rigorous high school. School districts would receive grants to help them invest in proven intervention strategies, including professional development and coaching for school leaders, teachers, and other school personnel; and student supports such as personal academic plans, intensive reading and math interventions, and extended learning time.

The Success in the Middle Act has 9 House cosponsors and 3 Senate cosponsors.

In June, NASSP and members of the Middle Grades Coalition hosted a briefing on Capitol Hill to discuss absenteeism in the middle grades. One of the 2013 MetLife Foundation-NASSP Breakthrough Schools was highlighted during the discussion.

 

Graduation Promise Act

Sen. Tom Udall (D-NM) reintroduced the Graduation Promise Act (S. 940) in May, and Rep. Rubén Hinojosa (D-TX) will reintroduce a companion measure in the House later this summer. The bill would support the development of statewide systems of differentiated high school improvement that focuses research and evidence-based intervention on the lowest performing high schools, and improves the capacity of the high schools to decrease dropout rates and increase student achievement. The bill would also provide competitive grants to states to identify statewide obstacles hindering students from graduating, and provide incentives for states to increase graduation rates.

The Graduation Promise Act has no Senate cosponsors.

 

NASSP and the White House

MetLife/NASSP National Principal of the Year Program

In April, the 2013 MetLife/NASSP National High School and Middle Level Principals of the Year were invited to participate in a Rose Garden ceremony with President Obama and the 2013 National and State Teachers of the Year. These outstanding principals were also able to meet briefly with the President in the Oval Office before the event. View photos from the event on NASSP’s Facebook page at www.facebook.com/principals.

High School Redesign

In May, NASSP staff participated in a meeting with senior White House and US Department of Education officials to discuss the administration’s proposal on high school redesign and career and technical education.

 

NASSP and the US Department of Education

Principal Ambassador Fellowship Program

The U.S. Department of Education released the application for its inaugural Principal Ambassador Fellowship program in June. For a one-year term (2013-14), Campus Principal Ambassador Fellows will work part-time in collaboration with the department’s regional and DC offices while continuing to serve as principals in their home schools. This position will provide outstanding principals with the opportunity to highlight the voice of the principal within the education community and the country at-large. The idea for the principal fellowship came out of a discussion following an event hosted by NASSP and NAESP, in which Department of Education officials shadowed DC-area principals during National Principals Month.

To be eligible, candidates must:

  • Serve as a preK-12 principal during the 2013-14 school year in a US school, including traditional public, charter, virtual, military, tribal and/or private schools
  • Have a minimum of  three (3) years of successful experience as a principal (if the 2012-13 school-year is a principal’s third year as principal, s/he is eligible)
  • Be a U.S. citizen
  • Have the ability to  gain employer support to sign an Intergovernmental Personnel Act (IPA) agreement for participation in the program.

Note: Some schools may use different terminology than “principal.” A candidate is considered eligible despite titling differences provided that s/he is the highest administrative official in the school building.

The deadline to submit an application is July 16, 2013.

http://blogs.edweek.org/edweek/District_Dossier/2013/06/applications_for_principal_amb.html?qs=principal+ambassador

Meeting with Assistant Secretary Deb Delisle

NASSP Executive Director JoAnn Bartoletti and NASSP government relations staff joined other association representatives from the Council of Chief State School Officers, the American Association of School Administrators, and the National Association of Elementary School Principals to meet with Assistant Secretary for Elementary and Secondary Education Deb Delisle in April as part of a series of regular bi-monthly meetings. The meeting focused on the administration’s early childhood education proposals.

JoAnn Bartoletti, Mel Riddile and Amanda Karhuse also met with Deb Delisle and her chief of staff in June to discuss Common Core implementation. The conversation centered on the fact that implementation will not end when the assessments roll out in 2014-2015.  There was agreement that there needs to be continued professional development and training for school leaders and teachers for successful implementation.  There will be follow-up meetings with NASSP and Department of Education staff surrounding these issues.

 

Other Issues

NASSP staff participated in a panel discussion at the National Alliance of Concurrent Enrollment Partnership (NACEP) Policy Seminar in May to discuss dual enrollment and high school and college partnerships.

NASSP Board Position Statements

At the May meeting, the NASSP Board of Directors adopted two new position statements.

Federal Funding for Formula and Competitive Grants

Parent Trigger Laws

 

NASSP Federal Grassroots Network

As a reminder, Federal Grassroots Network members no longer participate in quarterly calls (they are now reserved only for the State Coordinators), but they continue to receive the weekly update summarizing the latest news and events in federal policy and funding. If you or your colleagues are not yet members of the Federal Grassroots Network and would like to join please email Jacki Ball at ballj@nassp.org. For an overview of what membership in the Network involves, please go here: http://www.nassp.org/Legislative-Advocacy/NASSP-Federal-Grassroots-Network.

 

NASSP State Coordinators

NASSP welcomes several new coordinators to their roles: John Osgood (NE), Sheila Kahrs (GA), and Dan Richards (MA). We also welcome back Danny Brackett who has returned to the State Coordinator role in Arkansas.

The NASSP State Coordinators held their quarterly conference calls on May 14 and May 15. The conversations focused on their advocacy during the past quarter and what methods they felt were most effected in communicating with their members of Congress and their staff. NASSP staff will follow up with a calendar of activities for the rest of the fiscal year later this month.

 

NASSP Advocacy in the States

In April, NASSP Director of Government Relations Amanda Karhuse conducted two breakout sessions on federal education policy and the power of grassroots advocacy at the Montana Association of Secondary School Principals’ conference in Bozeman, Montana.

Alliance for Excellent Education

Association for Middle Level Education

National Association of Elementary School Principals

National Association of Secondary School Principals

National Forum to Accelerate Middle-Grades Reform

with

 

Honorary Co-host

Rep. Raúl Grijalva (AZ-7)  

 

INVITE YOU TO

A SPECIAL BRIEFING


Absenteeism in the Middle Grades:

The Prevalence, the Impact, and Turning it Around

 

Wednesday, June 26, 2013

2:30 PM – 4:00 PM

122 Cannon House Office Building

 

Presenters Include

Moderator, Jeff La Roux, Board President

Association for Middle Level Education

 

Sue Fothergill, Senior Policy Associate

 Attendance Works

 

Nikita Horn, Mason School

 Chicago Public Schools

Early Indicator Data Manager and In-School Communicator

Investing in Innovation i3 Grant

 

Vincent Mascia, Principal

Southmoreland Middle School

Scottdale, PA

2013 MetLife Foundation-NASSP Breakthrough School

 

 RSVP to Stephanie Gregg at sgregg@wpllc.net

 

 

 

Senate HELP Committee Chairman Tom Harkin (D-IA) introduced legislation (S. 1094) yesterday to reauthorize the Elementary and Secondary Education Act (ESEA). Dropping the No Child Left Behind moniker, the bill is called the Strengthening American Schools Act and “provides a framework to get all children to graduate from high school with the knowledge and skills needed for success in college and/or a career” according to a bill summary.

The bill appropriately addresses the education reforms 37 states have adopted in order to receive an ESEA flexibility waiver from the US Department of Education. Those states would be able to maintain their newly adopted college and career-ready standards, accountability systems, and teacher and principal evaluation systems.

In order to receive Title I funding under the bill, states must adopt college and career ready student academic achievement standards and assessments in reading or language arts and mathematics by the beginning of the 2015-2016 school year. The new assessments should measure the individual academic achievement of each student and student academic growth, including a measurement of the number of years of academic growth each student attains each year. The assessments would also produce individual student interpretive, descriptive, and diagnostic reports that allow parents, teachers, and principals to understand and address the specific academic needs of students.

States must also adopt new science standards by December 31, 2014, but they would not be required to use the new standards in their accountability systems. They would also be required to adopt new high-quality English language proficiency standards by December 31, 2015.

All references to adequate yearly progress (AYP) are removed from the bill. Instead, states must demonstrate that they have developed a single, statewide accountability system that annually measures and reports on the achievement and growth of all students, establishes ambitious and achievable annual performance targets, and annually identifies schools that need supports and interventions to prepare college and career ready students. States would create a baseline for performance targets based on assessments given during the 2014-2015, and then they would be required to set targets in four areas: student proficiency, student academic growth, English language proficiency for English learners, and high school graduation rates.

The bill attempts to drive more Title I funding to high schools by requiring districts to use a feeder pattern to estimate the number of low-income students in high schools. The estimate would be calculated by applying the average percentage of students in low-income families of the elementary school attendance areas that feed into the high school to the number of students enrolled in such school.

Similar to the ESEA flexibility waivers, districts would be required to identify schools that are in need of locally designed interventions, that are focus schools, or that are priority schools. For each priority school, the district would conduct a needs analysis to determine the most appropriate school improvement strategies to improve student performance. Districts must also provide ongoing professional development consistent with the needs analysis and conduct regular evaluations of teachers and principals that provide specific feedback on areas of strength and in need of improvement.

For priority schools, districts must select a school improvement strategy similar to the school turnaround models under the current School Improvement Grants program. Under the Transformation and Turnaround strategies, the principal must be replaced if he or she has been in the school for more than two years. The bill includes a new Whole School Reform strategy that must be undertaken in partnership with an external provider and that is based on at least a moderate level of evidence that the program will have a statistically significant effect on student outcomes. States could also establish an alternative evidence-based school improvement strategy for priority schools with the approval of the US Department of Education.

NASSP was pleased to see that states receiving school improvement funds must develop an early warning data system that monitors school-level data and alerts schools when a student indicates slowed progress toward high school graduation. The language mirrors provisions in the Success in the Middle Act (S. 708) and the Graduation Promise Act (S. 940), which we strongly support.

Rumors on Capitol Hill are that bipartisan negotiations broke down over the requirement of performance targets for states. Ranking Member Lamar Alexander (R-TN) and other committee Republicans are expected to unveil their alternative proposal soon, and flexibility for states and districts will sure to be a recurring theme.

Continue to check the Principal’s Policy Blog for updates on other sections of the ESEA reauthorization bill and for in-depth coverage of the markup scheduled for June 11.

After reading NASSP’s position statement on raising the compulsory school attendance age, Rep. Donna Edwards (D-MD) approached NASSP for assistance in drafting legislation to provide resources and support for schools in states that elect to raise the dropout age to 18. The Broadening Opportunities Through Education Act will be introduced this afternoon, and many of the bill’s provisions mirror NASSP’s recommendations for middle level and high school reform.

“It is unacceptable and saddening that more than 9,000 students drop out of Maryland Public Schools each year,” said Rep. Edwards. “That is why my legislation…provides additional resources to states that increase compulsory school attendance through age 17 to help improve secondary schools and ensure that students at-risk of dropping out receive the support they need to reach their fullest potential. A quality education is critical to ensuring success in a 21st century global economy, and we must do all we can to provide one for our nation’s young people.”

Under the bill, states that have enacted laws to raise the compulsory attendance age could apply for a competitive grant to improve programs in their middle level and high schools. Funding would be used to establish or expand CTE programs, implement an early warning indicator system to help high schools and their feeder middle schools assist struggling students, create grade and school transition programs, personalize the school experience,
provide extended learning opportunities, and increase counseling and other nonacademic supports for students.

One study cited in the board position statement notes that 25% of potential dropouts remain in school because of compulsory schooling laws, but NASSP understands that raising the age of compulsory school attendance alone is not enough to ensure these students graduate. We were very pleased to work with Congresswoman Edwards and her staff to ensure that secondary schools can access vital resources that will allow them to provide supports to struggling students and help them get on track to be college and career ready when they complete high school.”

The position statement offers recommendations for school leaders aligned with the Breaking Ranks Framework. Principals are encouraged to personalize the school environment by creating small units within their schools, developing a personal plan for progress for each student, and assigning a personal adult advocate for each student. They are also called on to increase academic rigor through CTE or curriculum-based service learning; coordinate the delivery of physical, mental health, and social services for students in conjunction with community-based organizations; and provide intensive interventions to students who are at risk of dropping out.

Although Congress is unlikely to act on any education bills before the November elections, the Broadening Opportunities Through Education Act will likely be considered in future discussions of Elementary and Secondary Education Act reauthorization.

Elementary and Secondary Education Act

Status of ESEA Reauthorization

Although both the Senate and House education committees passed bills within the past year to reauthorize ESEA, none of those bills were considered in their respective chambers. House Education and the Workforce Committee Chairman John Kline (R-MN) and his staff said for months that the two bills passed by the committee in February 2012 would be considered on the House floor before the August recess, but a legislative agenda for the remaining weeks released by Speaker of the House John Boehner included no education legislation. On the Senate side, HELP Committee Chairman Tom Harkin (D-IA) had previously announced that the Senate would not bring his bill to the floor until the House passed a “bipartisan” bill. With few legislative days remaining before the looming November elections and a number of appropriations bills still to pass before the fiscal year ends on September 30, there’s slim-to-no-chance ESEA will be completed this year. While waivers and Race to the Top seem like the law of the land for principals and assistant principals in some states, the presidential and congressional elections will have a HUGE impact on whether they remain in place beyond 2014.

NASSP will continue to push for a comprehensive ESEA reauthorization that includes a focus on our key issue areas: school leadership, literacy, middle level and high schools, and education technology. See attached issue sheets.

ESEA Waivers

The U.S. Department of Education announced June 29 that they approved 5 more states for NCLB waivers: Arkansas, Missouri, South Dakota, Utah and Virginia. This makes 24 total states with waivers, and leaves 13 applications still under review, whose decisions may come out over the course of the summer. To date, Iowa is the only state to have been denied a waiver, and Round 3 applications are due on September 6.

Says Secretary Duncan about the approved waivers: “These states have joined in a nationwide movement toward state-led education reform now embraced by 24 states,” said Secretary Arne Duncan. “Their plans are the product of bold, forward-thinking state and local leaders who have moved beyond the tired old battles and partisan bickering to roll up their sleeves and start working together.”

Duncan pointed out that many of the new state-created accountability systems capture more students at risk, including low-income students, students with disabilities, and English learners, adding, “States must show they are protecting children in order to get flexibility. These states met that bar.” Read more about these states’ waivers here: http://blogs.edweek.org/edweek/campaign-k-12/2012/06/five_more_states_get_nclb_waiv.html.

NASSP on Capitol Hill

During this quarter, NASSP staff participated in a number of meetings with congressional staff to discuss our recommendations for reauthorization of the Elementary and Secondary Education Act (ESEA), including key bills to improve school leadership and provide additional resources for middle and high schools. Offices being visited during this time period include: Senate HELP Committee Chairman Tom Harkin (D-IA), Sen. Richard Burr (R-NC), Sen. Al Franken (D-MN), and House Education and the Workforce Ranking Member George Miller (D-CA).

FY 2013 Budget/Appropriations

In June, the Senate Appropriations Committee approved the Senate FY 2013 Labor-HHS-Education bill, which allocates funding levels for various federal education programs for FY 2013. Though we have heard that this bill will not reach the Senate floor and that we are almost certain to start off FY 2013 with a Continuing Resolution (CR) which largely level-funds programs from the current fiscal year, this bill is still important to show us where the Senate is at in terms of spending on education programs.

The full Committee approved the bill on a party line vote of 16-14 (with all Democrats voting yes and all Republicans voting no).  Republicans opposed the bill largely over objections to funding for the Affordable Care Act. Overall, discretionary (non-mandatory) funds for education increased by $408 million (+0.6%). NASSP is happy to see an increase of $100 million each to Title I grants and to IDEA state grants, as well as level-funding for the School Leadership Program ($29 million) and the Striving Readers Comprehensive Literacy Program ($159 million). Most education programs were level-funded, but others received increases, including:

  • Race to the Top
  • Advanced Placement
  • Promise Neighborhoods
  • IDEA Grants for infants and families
  • International education and foreign language studies domestic programs
  • Research in special education
  • Statewide data systems

 

Funding for other programs was decreased, including for:

  • Mathematics and Science Partnerships
  • Transition to teaching
  • Safe and drug-free schools and communities national programs
  • National assessment (NAEP)
  • National Assessment Governing Board

NASSP Government Relations staff heard this week that the long-awaited House appropriations subcommittee on Labor, Health and Human Services, and Education will hold its markup the week of July 9. This subcommittee will determine funding levels for education programs for FY 2013 appropriations. At that point, the House and Senate are supposed to “conference” their bills to agree on one final appropriations bill, but this hardly ever happens due to disagreement and this year it is especially likely not to happen because it’s an election year. So, it is nearly certain that we will begin FY 2013 with a continuing resolution, or CR, that largely extends funding levels from the previous year (FY 2012), and will likely last through December. In January, it is more likely we will see a year-long CR that sets different funding levels for FY 2013. Stay tuned for news on the upcoming subcommittee markup!

 NASSP Government Relations staff has met with several Congressional offices that sit on this subcommittee to advocate that education funding not be cut more than it already has the past few years, and we also reiterated the point that sequestration would be untenable for education funding and urged Congress to find another way to reduce the deficit responsibly. We are hopeful that our message will make an impact for FY 2013 education funding. NASSP Government Relations staff met with the following Congressional offices on the Senate subcommittee: Sen. Shelby (R-AL) and Sen. Inouye (D-HI); and the following Congressional offices on the House subcommittee: Rep. Jackson (D-IL) Rep. Lee (D-CA); and Rep. Rodney Alexander (R-LA). NASSP’s coalition partner, the Committee for Education Funding, has organized meetings with several other subcommittee offices this past quarter as well to deliver our unified message about education funding.

Sequestration

(As a reminder, sequestration is the drastic, across-the-board cuts to education that are scheduled to occur on January 2, 2013. These across-the-board cuts will occur-unless Congress acts to stop it-as stipulated in the August 2011 Budget Control Act. Congress put this measure of sequestration in place in case a 12-member Congressional committee was unable to approve a plan to reduce another $1.2 trillion from the federal deficit; this committee failed, triggering sequestration.

Sequestration would impose the largest education funding cuts ever, chopping funding for programs in the Department of Education by roughly $4 billion, or 8.4%, which would have a devastating impact on state and district budgets.)

In May, the House passed H.R.5652, the Sequester Replacement Reconciliation Act of 2012 in a near party-line 218-99 vote. The bill was supported by nearly all Republicans — only 16 opposed it, and no Democrats supported it.

As The Hill explains in a May 10 article, “The House voted Thursday to override steep cuts to the Pentagon’s budget mandated by last summer’s debt deal and replace them with spending reductions to food stamps and other mandatory social programs.

While doomed in the Senate and opposed by the White House, the legislation, which would reduce the deficit by $243 billion, is a Republican marker for post-election budget talks with the White House.”

NASSP is strongly opposed to this bill and feels that this legislation does not come anywhere near the balanced deficit reduction approach we must take to address our federal deficit.

NASSP encourages you to tell your legislators that sequestration is unacceptable by signing this online petition at www.cef.org/action. Join with thousands of other education stakeholders and sign this petition! NASSP Government Relations staff is also leading the efforts around grassroots activism to urge Congress to not let sequestration occur, and will be implementing key grassroots activities in the next quarter to attempt to stop the sequester. Please look for our emails in the coming months on ways we ask you to advocate against sequestration, and we thank you in advance for your participation.

School Principal Recruitment and Training Act

NASSP continues to advocate for the School Principal Recruitment and Training Act, although the bill was not reintroduced during the 112th Congress. The bill would authorize a grant program to recruit, select, train, and support aspiring or current principals with track records of transforming student learning and outcomes and prepare these principals to lead high-need schools. Selected aspiring principals would be provided with a pre-service residency that lasts for at least one year as well as ongoing support and professional development for at least two years after they commence work as school leaders. Grant funds would also be used to provide mentoring and professional development to strengthen current principals’ capacity in the areas of instruction, supervision, evaluation, and development of teachers and highly effective school organizations.

LEARN Act

Rep. John Yarmuth (D-KY) and Sen. Patty Murray (D-WA) reintroduced the Literacy Education for All, Results for the Nation (LEARN) Act (H.R. 2272/S. 929) in 2011. The bill would authorize $2.35 billion for comprehensive state and local literacy initiatives, building on the best components of the federal Early Reading First, Reading First, and Striving Readers programs. Districts would support schoolwide literacy initiatives that include professional development for principals and teachers to incorporate literacy across the curriculum and targeted interventions for struggling students.

As a member of Advocates for Literacy, NASSP staff participated in meetings with key congressional staff to discuss the LEARN Act and the Striving Readers Comprehensive Literacy Program. Offices visited this quarter include Rep. Jeff Flake (R-AZ) and Rep. Rodney Alexander (R-LA).

The LEARN Act currently has 15 House cosponsors and 6 Senate cosponsors.

Success in the Middle Act

Rep. Raúl Grijalva (D-AZ) and Sen. Sheldon Whitehouse (D-RI) reintroduced the Success in the Middle Act (H.R. 1547/S. 833) in 2011. Under the bill, states are required to implement a middle school improvement plan that describes what students are required to know and do to successfully complete the middle grades and make the transition to succeed in an academically rigorous high school. School districts would receive grants to help them invest in proven intervention strategies, including professional development and coaching for school leaders, teachers, and other school personnel; and student supports such as personal academic plans, intensive reading and math interventions, and extended learning time.

In June, NASSP cosponsored a congressional briefing on middle level education and early warning indicators with the Alliance for Excellent Education, the National Forum to Accelerate Middle-Grades Reform, and the National Middle Schools Association.

The Success in the Middle Act currently has 18 House cosponsors and 7 Senate cosponsors.

Graduation Promise Act

Rep. Rubén Hinojosa (D-TX) and Sen. Jeff Bingaman (D-NM) reintroduced the Graduation Promise Act (H.R. 778/S. 1177). The bill would support the development of statewide systems of differentiated high school improvement that focuses research and evidence-based intervention on the lowest performing high schools, and improves the capacity of the high schools to decrease dropout rates and increase student achievement. The bill would also provide competitive grants to states to identify statewide obstacles hindering students from graduating, and provide incentives for states to increase graduation rates.

The Graduation Promise Act currently has 34 House cosponsors and 1 Senate cosponsor.

National Assistant Principals Week Resolution

On April 19, newest member of the House Education and Workforce Committee Rep. Marcia Fudge (D-OH) introduced a Congressional resolution (H.Res.626) officially recognizing the week of April 16-20, 2012 as National Assistant Principals Week.

Other Bills

College and Career Ready Classrooms Act

As part of major legislation to create jobs and improve the nation’s economic competitiveness, Sen. Tom Harkin (D-IA) has introduced a proposal to assist schools in preparing all students to be college and career ready.

NASSP strongly supports the Common Core State Standards, and the board of directors recently approved a position statement offering recommendations on their successful implementation. We call on Congress to fund ongoing, professional development about these new standards to build the capacity of principals, assistant principals, and teachers. School leaders are also encouraged to provide professional development opportunities to instructional staff members to help them teach to higher standards and provide students with the supports they need to achieve them.

The College and Career Ready Classrooms Act would authorize a competitive grant program to support local school districts in the successful implementation of college- and career-ready standards. In providing professional development opportunities for teachers and other school staff, NASSP is pleased that the bill would require in-service activities for school administrators that support instructional leadership around the implementation of these standards and ensure coordination with pre-service teacher preparation programs. Local implementation strategies would also support the use of technology to personalize instruction and to enhance educators’ own professional learning.

The bill was introduced as one provision in the Rebuild America Act (S. 2252), which would provide investments in job training, manufacturing, and the transportation infrastructure; increase overtime benefits and establish a fair and equitable minimum wage; and make changes to the tax code. While not taking a position on the entire legislation, NASSP also strongly supports a provision that would authorize $20 billion in formula grants for the modernization, renovation, and repair of early learning facilities, K-12 public schools and community colleges.

American Dream Accounts Act

In an effort to expand college access for underserved students, Sen. Chris Coons (D-DE) has introduced the American Dream Accounts Act (S. 2194) to link college savings accounts to an online database that tracks college readiness. A companion bill (H.R. 4207) was also introduced in the House by Rep. Chaka Fattah (D-PA).

“One of the lessons we’ve learned from the recent recession is that unemployment has remained very low among those with a college degree,” said Sen. Coons in a press release. “Now more than ever, amid intensifying global competition and rapidly changing technology, it’s critical that young people not only finish high school, but pursue some kind of education after high school. American Dream Accounts are a way to strengthen the ability of teachers, parents, mentors, and students to work together to make sure that young people, throughout their entire education experience, prepare for, save for, train for, and then fulfill a vision for their own future—a dream for their life after high school.”

The American Dream Accounts Act would authorize $3 billion from existing U.S. Department of Education (ED) funds for competitive grants to school districts, charter schools, or nonprofit organizations to establish an administer American Dream Accounts, which are personal online accounts for low-income students that monitor college readiness and include a college savings account. Grantees would monitor student progress data, including grades and course selections, progress reports, and attendance and disciplinary records. They would also provide opportunities for students to learn about financial readiness and the college enrollment process and to identify their skills and interests.

While NASSP supports efforts to increase college access for underserved students, we are concerned that the American Dream Accounts Act does not authorize new federal funding for these competitive grants. Formula programs such as Title I and the Individuals with Disabilities Education Act have been woefully underfunded for years, and we are concerned that ED would target those resources or other vital education programs to pay for the bill.

Sen. Coons has created a Web page where anyone can post comments about their thoughts on the America Dream Accounts Act. For more information, go to: http://www.coons.senate.gov/issues/dreamaccounts/.

Student Loan Interest Rates

As reported by Education Week on June 29, 2527425274 Congress acted just under the wire Friday to save college students from paying more for student loans. The legislation will freeze interest rates on federally subsidized Stafford loans at 3.4 percent, avoiding a scheduled increase on July 1 to 6.8 percent.

Hours after Congress passed the measure, President Obama signed it into law—temporarily—effective through July 6. He is expected to make it permanent before the stopgap measure expires at the end of next week.

The measure was part of a bill to fund construction and federal flood insurance. On Tuesday, U.S. Senate leaders announced they had agreed on a plan to come up with $6 billion to cover the cost of the lower student loan interest rates. The bill passed on a 74-19 vote in the Senate and a 373-52 vote in the U.S. House of Representatives.

Most of the money is expected to come from raising premiums for federal pension insurance. But students also will help foot the bill. Congress is looking to get $1.2 billion in savings from changing eligibility for student loans. It limits loan eligibility to 150 percent of a program’s time to degree — or six years for a bachelor’s degree and three years for an associate degree.

The move to stop interest rates from doubling is expected to affect 7.4 million students, saving each an average of $1,000 in extra financing fees.

Student groups have been actively lobbying Congress to keep interest rates down. On June 28, students and graduates carried banners to Capitol Hill and delivered a petition with 1 million signatures calling for action to freeze interest rates.

NASSP on Capitol Hill

Literacy

NASSP Associate Director for High School Services Mel Riddile served as moderator at a congressional briefing on April 17 hosted by Advocates for Literacy, a coalition of over 40 national organizations that support a comprehensive and systemic approach to improving literacy for students from birth through grade 12.

State Assistant Principals of the Year

The 2012 State Assistant Principals of the Year spent an entire day on Capitol Hill on April 19 meeting with their Congressional offices to have a significant collective impact on the federal conversation around secondary schools and school leadership. Besides effectively advocating for the issues that they are most passionate about, some assistant principals mentioned that they had already convinced their legislators to visit their schools to see their work in action and gain an even greater perspective on this incredibly difficult but rewarding job. The NASSP/Virco National Assistant Principal of the Year and finalists also spoke at a congressional briefing where they addressed hot topics in school reform.

MetLife Foundation-NASSP Breakthrough Schools

On April 26, the 2012 MetLife Foundation-NASSP Breakthrough Schools winners visited their Congressional offices for their Capitol Hill Day. These exemplary principals visited a total of approximately 40 Congressional offices to deliver their invaluable stories and perspective as school leaders to build upon the great advocacy that our 2012 Virco/NASSP Assistant Principals of the Year conducted last week for their Capitol Hill Day. There’s no doubt that dozens of legislators now have a much better sense of the critical role of school leaders for student success as a result of this collective advocacy. Finally, four of the 2012 MetLife Foundation-NASSP Breakthrough Schools winners participated in a Capitol Hill briefing on Thursday in which they each spoke of their use of the NASSP Breaking Ranks framework to bring about significant school improvement, as well as their use of other strategies and their leadership skills to change the trajectory of their schools. To review quotes by the panelists that NASSP tweeted during the briefing, look under the hashtag #AEENASSP on Twitter.

NASSP Board of Directors

On May 3, the NASSP Board of Directors participated in a roundtable discussion with Congressional staff on the Senate and House education committees and visited their Congressional offices while in town for their spring Board meeting. This marks the 3rd straight week that NASSP had a group of its members on Capitol Hill to deliver their stories and impart their passion for their work. There’s no doubt that dozens of legislators now have a much better sense of the critical role of school leaders for student success as a result of this collective advocacy.

NASSP State Coordinators and Presidents-Elect

On June 27, nearly 100 NASSP members-state coordinators and presidents-elect-convened on Capitol Hill for a day of advocacy. This Hill Day marked the second year the state coordinators participated in a Hill Day in their new role as federal advocacy liaisons. Our members had very effective visits and most got a chance to meet with their legislators who listened to their perspectives and input as school leaders. NASSP Government Relations staff is excited to see these principals build on the success of their Hill Day and develop relationships with their Congressional offices, and we will continue to support them and advocate on their behalf on Capitol Hill. If you are on Twitter, you can read about their Congressional meetings and their impressions of Hill Day by searching for the hashtag #nasspdc. Congratulations to the state coordinators and presidents-elect!

Congressional Anti-Bullying Caucus

Rep. Mike Honda (D-CA), who is a former teacher and principal, recently established the Congres­sional Anti-Bullying Caucus to address federal anti-bullying efforts, and NASSP is proud to endorse and support the work of this new caucus. “As an educator of more than 30 years and a member of Congress who was bullied as a child, I am inspired to help craft solutions that stop bul­lying in communities everywhere, both online and offline,” Honda told Education Daily®. “The bipar­tisan Anti-Bullying Caucus will give a voice to the voiceless by providing a premier forum to develop legislative solutions to stop bullying.” The caucus already has 20 members and Honda said that many other Democratic and Republican Representatives have also expressed interest in joining the caucus.

Rep. Honda says that he will introduce anti-bully­ing legislation this summer. As noted by Education Daily, “Anti-bullying measures already introduced include the Safe Schools Improvement Act, S. 506 and H.R. 1648 [which NASSP supports], the Bullying Prevention and Intervention Act, H.R. 83, and the Anti-Bullying and Harassment Act, H.R. 975.

As part of the launch of the Congressional Anti-Bullying Caucus on June 28, NASSP President-Elect Denise Greene-Wilkinson participated in a panel discussion on bullying at the US Department of Education.

News from the White House and the US Department of Education

Department of Education Releases Perkins Act/Career and Technical Education Blueprint

On April 19, the Department of Education issued its blueprint for reauthorizing the Carl D. Perkins Career and Technical Education Act. The blueprint is based on 4 key principles:

Alignment: Ensuring that the skills taught in CTE programs reflect the actual needs of the labor market so that CTE students acquire the 21st century skills necessary for in-demand occupations within high-growth industry sectors.

Collaboration: Incentivizing secondary schools, institutions of higher education, employers, and industry partners to work together to ensure that all CTE programs offer students high-quality learning opportunities.

Accountability: Requiring CTE programs to show, through common definitions and related performance measures, that they are improving academic outcomes and enabling students to build technical and job skills.

Innovation: Promoting systemic reform of state-level policies to support effective CTE implementation and innovation at the local level

In addition, ED will be holding a Perkins Blueprint webinar. Please see the “Events” section below for this information.

For more information, go to: http://www2.ed.gov/about/offices/list/ovae/pi/cte/transforming-career-technical-education.pdf.

U.S. Department of Education Seeks Input on “RESPECT” Project to Transform the Teaching Profession

From a Department of Education press release: “A vision document for reforming the teaching profession created by active classroom teachers working temporarily for the U.S. Department of Education was posted for public comment on the Department’s website as part of Teacher Appreciation Week. The 14-page document reflects input from more than 2,500 teachers across the country who participated in approximately 200 roundtable meetings over the past six months.

NASSP worked with ED to hold 4 focus group sessions with principals and assistant principals to discuss RESPECT. These sessions were conducted at the NASSP annual conference in Tampa (March), and here in Washington, DC, with the State Assistant Principals of the Year (April), the MetLife Foundation-NASSP Breakthrough Schools (April), and a group of local principals from DC, Maryland, and Virginia (May).

The RESPECT Project, which stands for Recognizing Educational Success, Professional Excellence and Collaborative Teaching, is the Obama Administration’s effort to honor and elevate America’s educators.  The administration’s proposed 2013 budget seeks $5 billion for a new competitive program to support states and districts working to reform the teaching profession.

RESPECT explores transformative ideas for improving classroom instruction, making the most of the school day and year, strengthening the relationship between principal and teachers, and distributing talent to high-need schools and subjects. In addition, it discusses effective methods for recruitment, training, development, and creating career pathways that encourage talented teachers and leaders to maintain professions in education.

For more information, go to: http://www.ed.gov/teaching/national-conversation/vision.

Department of Education Announces District-Level Race to the Top Applications

In May, the US Department of Education released the draft guidelines for a district competition for Race to the Top funds. For more information about the draft guidelines and NASSP’s comments, read this article in Education Week: http://blogs.edweek.org/edweek/campaign-k-12/2012/05/department_announces_game_plan.html

To read the draft guidelines, visit the Department’s Web site at: http://www.ed.gov/race-top/district-competition.

Obama Announces Plan to Halt Deportation of Illegal Immigrant Youths

The Obama administration announced that it will start granting work permits to illegal immigrant youths (instead of deportation) who meet the following criteria: they were brought to the United States before they turned 16 and are younger than 30; they have been in the country for at least five continuous years; have no criminal history; graduated from a U.S. high school or earned a GED; or served in the military.

As Education Week notes, “The election-year initiative addresses a top priority of an influential Latino electorate that has been vocal in its opposition to administration deportation policies.

The policy change, described to The Associated Press by two senior administration officials, will affect as many as 800,000 immigrants who have lived in fear of deportation. It also bypasses Congress and partially achieves the goals of the so-called DREAM Act [strongly supported by NASSP], a long-sought but never enacted plan to establish a path toward citizenship for young people who came to the United States illegally but who have attended college or served in the military.

NASSP Board Position Statements

In May, the NASSP Board of Directors gave final approval to a position statement on Charter Schools: http://www.nassp.org/Content.aspx?topic=47108

NASSP Federal Grassroots Network

The Federal Grassroots Network held its quarterly call on May 8 and a make-up call on May 10. The five “hot topics” the Network reported on in their states and that NASSP Government Relations staff created action items on were: teacher evaluation, principal evaluation, implementation of common core state standards, No Child Left Behind waivers ,and state education funding. If you are not yet a member of the Federal Grassroots Network and would like to become one, please email Mary Kingston at kingstonm@nassp.org. For an overview of what membership in the Network involves, please go here: http://www.nassp.org/Legislative-Advocacy/NASSP-Federal-Grassroots-Network.

The quarterly call dates for 2012-2013 are the following (members will choose one date/time per quarter):

  • August 2012: Tues Aug 21 2012, 10 am EST; Wed Aug 22 2012, 3:30 pm EST
  • November 2012: Tues Nov 13, 10 am EST; Wed Nov 14 2012, 3:30 pm EST
  • February 2013: Tues Feb 12, 10 am EST; Wed Feb 13 2013, 3:30 pm EST
  • May 2013: Tues May 14, 10 am EST; Wed May 15 2013, 3:30 pm EST

NASSP Advocacy in the States

NASSP Director of Government Relations Amanda Karhuse was in Harrisburg, PA, on April 13 to speak to the board of directors for the Pennsylvania Association of Elementary and Secondary School Principals.

NASSP Manager of Government Relations Mary Kingston was in Yukon, Oklahoma on June 23 to present the platforms of the presidential candidates as part of a mock presidential election to student council members for the National Association of Student Councils conference.

Alliance for Excellent Education

Association for Middle Level Education

National Association of Secondary School Principals

National Forum to Accelerate Middle-Grades Reform

with

Honorary Co-hosts

Sen. Sheldon Whitehouse (RI)

Rep. Raúl Grijalva (AZ-7)  

 

INVITE YOU TO

A SPECIAL BRIEFING

 

Early Warning Indicator Systems:

A Tool for High Performing Middle Grades Schools

This briefing will discuss the impact of using early warning indicator systems—which identify students at high risk of dropping out as early as sixth grade—to keep students on track for graduation and accelerate successful student progress. Hear from representatives from a middle school, the research community, and Congressional staff.

Wednesday, June 20, 2012

3:30 PM – 4:30 PM

HC-8 in the Capitol

*Please bring identification for entrance via the House side of Capitol * 

 

Presenters Include

 

Bob Wise, President

Alliance for Excellent Education

 

Bob Balfanz, Co-director, Everyone Graduates Center

Johns Hopkins University

 

    Catherine Miller, Teacher and Data Specialist

                                MS 244, The New School for Leadership and the Arts

Bronx, NY

 

Regan Fitzgerald, Legislative Counsel

Senator Sheldon Whitehouse (D-RI)

 

RSVP to: Ellen Fern – efern@wpllc.net

Renewing an effort to strengthen middle level education as a way to increase high school graduation rates, Rep. Raúl Grijalva (D-AZ) and Sen. Sheldon Whitehouse (D-RI) have reintroduced the Success in the Middle Act (H.R. 1547/S. 833).

“This bill recognizes the role of the middle grades as a tipping point in the education of many of our nation’s students, especially those who are at risk of dropping out,” said Sen. Whitehouse in a statement on the Senate floor upon the bill’s introduction. “Success in the Middle invests much-needed attention and resources in middle grades education, requiring states to create plans to specifically address the unique needs of students in the age group, and focusing on schools that feed into some of our country’s most dropout-prone high schools so they are ready for the curriculum and the unique social pressures they will encounter there.”

NASSP worked with the National Middle School Association, the National Forum to Accelerate Middle Grades Reform, and a number of other education groups to draft the Success in the Middle Act, and the bill incorporates many of the recommendations outlined in Breaking Ranks in the Middle. Specifically, the bill would:

  • Authorize $1 billion annually for grants to local school districts to improve low-performing schools that contain middle grades.
  • Require states receiving grants to implement a plan that describes what students are required to know and do to successfully complete the middle grades and transition to and succeed in an academically rigorous high school that prepares them for postsecondary education and the workplace
  • Require states to develop early warning and intervention systems to identify those students most at-risk of dropping out and intervene appropriately to help them succeed.
  • Encourage states and districts to invest in proven strategies, such as: 1) Providing professional development and coaching to school leaders, teachers and other school personnel in addressing the needs of diverse learners and in using challenging and relevant research-based best practices and curriculum; 2) Developing and implementing comprehensive, school-wide improvement efforts in eligible schools; and 3) Implementing student supports, such as extended learning time and personal academic plans that enable all students to stay on the path to graduation.
  • Authorizes an additional $100 million to facilitate the generation, dissemination, and application of research to identify promising practices in middle grades education, as well as review existing research on middle grades education practices.Take action! As a school leader, you are in a prime position to educate your members of Congress about the needs of middle level schools and their students. Please visit the Principal’s Legislative Action Center and urge your representative and senators to cosponsor the Success in the Middle Act.
  • In an effort to improve high school graduation rates, House Education and Labor Committee Chairman George Miller (D-CA) and other Democratic leaders have introduced legislation aimed at turning around the nation’s “dropout factories” and their feeder middle schools.

    “We are failing our students, failing our communities and failing our nation if we allow this dropout crisis to continue,” said Miller in a press release about the Graduation for All Act (H.R. 4122). “Ending this epidemic is a civil rights imperative, a moral issue and an economic necessity. This bill says that it is no longer acceptable to let an at-risk student fall through the cracks and empowers schools to make changes needed to help at-risk students thrive in school, earn a diploma and go on to college or a good job.”

    Under Title I, the bill would authorize a $2 billion competitive grant program for districts to support high schools with a graduation rate of 65 percent or lower and their feeder middle schools. Specifically, participating districts would implement a “Model of Success” in secondary schools similar to the four school intervention models outlined in the School Improvement Grants program:

    Transformation Model, which includes increasing teacher and school leader effectiveness through mentoring and induction programs and career-ladder opportunities;

    Turnaround Model, which includes 1) replacing the principal if student achievement has declined during his or her tenure; and 2) replacing or reassigning teachers who do not have subject-matter expertise in the subjects they teach or are not highly qualified

    Restart Model, which includes closing a school and reopening it under a school management organization or charter management organization; and

    Close-Down Model, which includes closing a school and re-enrolling students in other, higher-achieving schools in the district.

    The legislation would require districts to implement an early warning system to identify students at risk of dropping out and provide them with academic and social supports to help them succeed—a concept endorsed by NASSP and embodied in the Success in the Middle Act and the Graduation Promise Act (GPA). Finally, districts would provide school leadership teams with more operating flexibility with respect to staffing, budgets, scheduling, and use of school-time decisions; establish credit-recovery programs; and enhance college and career counseling in secondary schools.

    Title II of the bill would authorize $150 million for schools districts to partner with local colleges or universities in establishing an early college high school or other dual enrollment program; and Title III would facilitate research on effective best practices to improve student achievement in the middle grades.

    “While NASSP is pleased that Congress is focusing attention on middle level and high schools as part of its reauthorization of the Elementary and Secondary Education Act, we are concerned that the Graduation for All Act emphasizes four school reform models whose success remains untested and unproven,” said NASSP Executive Director Gerald N. Tirozzi. “We will continue to advocate for legislation that promotes genuine school improvement and encompasses the Breaking Ranks framework, including the Success in the Middle Act and GPA.”

    Renewing an effort to strengthen middle level education as a way to increase high school graduation rates, Congressman Raúl Grijalva (D-AZ) and Sen. Jack Reed (D-RI) have reintroduced the Success in the Middle Act (H.R. 3006/S. 1362). Although there was strong support to pass the legislation as part of the reauthorization of the Elementary and Secondary Education Act, action on all education bills was postponed during the 110th Congress.

    “Middle schools are a forgotten area,” said Congressman Grijalva. “We need to invest in the most crucial years of the education pipeline to ensure our students succeed. Middle school students are faced with many changes in their personal life and the pressures of adjusting into teenagers. Our schools need to invest in this transitional period, to create the support mechanism these students will need to continue through high school and on to other higher education opportunities.”

    “There has been significant focud during K-12 reform discussions regarding high school reform, and while there is no doubt that this is an essential component of improving our education system, addressing dropout prevention must begin earlier,” said Sen. Reed in a statement on the Senate floor. “As one of the leading experts in the area of middle and high school reform, Robert Balfanz has stated, middle schools are the ‘first line of defense’ in identifying at-risk students and then effectively intervening to prevent them from dropping out.”

    NASSP worked with the National Middle School Association, the National Forum to Accelerate Middle Grades Reform, and a number of other education groups to draft the Success in the Middle Act, and the bill incorporates many of the recommendations outlined in Breaking Ranks in the Middle. Specifically, the bill would:

    • Authorize $1 billion annually for grants to local school districts to improve low-performing schools that contain middle grades.
    • Require states receiving grants to implement a plan that describes what students are required to know and do to successfully complete the middle grades and transition to and succeed in an academically rigorous high school that prepares them for postsecondary education and the workplace
    • Require states to develop early warning and intervention systems to identify those students most at-risk of dropping out and intervene appropriately to help them succeed.
    • Encourage states and districts to invest in proven strategies, such as: 1) Providing professional development and coaching to school leaders, teachers and other school personnel in addressing the needs of diverse learners and in using challenging and relevant research-based best practices and curriculum; 2) Developing and implementing comprehensive, school-wide improvement efforts in eligible schools; and 3) Implementing student supports, such as extended learning time and personal academic plans that enable all students to stay on the path to graduation.
    • Authorizes an additional $100 million to facilitate the generation, dissemination, and application of research to identify promising practices in middle grades education, as well as review existing research on middle grades education practices.

    Take action! As a school leader, you are in a prime position to educate your members of Congress about the needs of middle level schools and their students. Please visit the Principal’s Legislative Action Center and urge your representative and senators to cosponsor the Success in the Middle Act.