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7/28/2019 ESEA Waiver Presentation RPTAC
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ESEAFlexibilityWaivers
1
Shi4sinStateAccountability
Policies
May2013
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OverviewofPresenta=on
2
I. WhatisaFlexWaiverandwhoiseligible?II. PrinciplesorRequirements
RequirementsundercurrentESEA/NCLB Shisinstateaccountabilitypoliciesunder
ESEAwaivers
III. ConsideraOonsandissuesIV.
Resources
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Who knows what a flex waiver is?
Does your state currently
have an approved flexwaiver?
Has your state applied and is
waiting to hear about
approval?
3
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ESEAFlexibilityWaiver
ProvidesstatesflexibilitytocertainrequirementsofESEA(NCLB)
IniOatedbybamaadministraOoninSeptember2011.
AsofMay20,2013: Thirty-sevenstatesandtheDistrictofColumbia
haveapprovedwaivers
EightstatesplusBIEandPRwithoutstandingrequestsincludeAL,IL,IA,ME,NH,PA,TXandWY
StatesnotrequesOngorwithdrewincludeCA,MT,NE,ND,VT AconsorOumofLEAsinCAhavepending
applicaOon.
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ESEAFlexibility:CurrentStatusinOSEPRegionV
5
State ESEAWaiverStatus
Arizona
BureauofIndianEducaOon Pending:Applied9/12
Colorado
Kansas
Montana Hasnotapplied
Nebraska Hasnotapplied
NewMexico
NorthDakota Withdrew
SouthDakota
Utah
Wyoming Pending:Applied3/13
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ESEARequirementsUnderNCLB
6
StatesrequestedwaiversfromseveralrequirementsofthecurrentiteraOonofthe
federalElementaryandSecondaryEducaOonAct
(ESEA)passedin2001,knowntomanyastheNo
ChildLeBehindAct(NCLB).
BeforeexploringwherestatesareheadedundertheirapprovedwaiverapplicaOons,letsreview
wherewevebeenbyre-visiOngcurrent
requirementsunderNCLB/ESEA.
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ESEARequirementsUnderNCLB
7
UnderNCLB:
StatesthatreceivedfederalTitleIfundingwererequiredtoestablishyearlytargetsorannualmeasurableobjecOves(AMs)forthepercentage
ofstudentsexpectedtoscoreattheproficientleveloraboveonstatereadingandmathassessmentsandonatleastoneotheracademicindicator.
Inhighschool,thisaddiOonalindicatormustincludegraduaOonrate.
Forelementaryandmiddleschools,manystateschoseaendancerate.
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ESEARequirementsUnderNCLB
8
UnderNCLB:
AMshadtoriseonatrajectorythatledto100%ofstudentsreachingproficiencybytheendofthe2013-14schoolyear.
Tomakeadequateyearlyprogress(AYP),aschoolordistricthadtomeeteveryAMfortheoverallstudentpopulaOonaswellaseachstudentsubgroup.
ExcepOonsforsmallsubgroupsizeandsafeharborprovision.
Statesalsohadtoinclude95%ofstudentsineachsubgroupinstatesassessments.
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ESEARequirementsUnderNCLB
9
UnderNCLB:
SchoolsanddistrictsreceivingTitleIfundsthatfailedtomakeAYPfortwoormoreconsecuOve
yearswereidenOfiedforimprovement.
Consequencesincluded: fferingpublicschoolchoice Supplementaltutoringservices
IfschoolsordistrictsconOnuedtofailtomakeAYP,theywereplacedundercorrecOveacOon
andeventuallyrestructuring.
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ESEARequirementsUnderNCLB
10
NCLBCriOcism
AccordingtotheCenteronEducaOonPolicy(CEP),NCLBhasbeencriOcizedforseveralreasonsincluding:
100%proficiencygoal,whichmanyconsiderunrealisOc.
ver-idenOficaOonofschoolsforimprovementbecauseofmanyperformancehurdlestomakeAYP.In2010-11schoolyear,49%ofallpublicschoolsfailedtomakeAYP.
ver-simplificaOonofdecisionsaboutschoolperformance(e.g.,schoolseithermadeAYPorthey
didnt). ne-size-fits-allapproachtosancOons.
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ESEARequirementsUnderNCLB
11
NCLBPraise
However,manyadvocatesandfederalofficialsacknowledgethebenefitsofNCLBforstudentswithdisabiliOesandotherstudentgroups.
In2011tesOmonytoCongress,U.S.SecretaryofEducaOonArneDuncansaid,NCLBwasrighttoshineabrightlightonachievementgapsandsetaclearexpectaOonthatallstudentsmustlearntothesamestandards.
Hewentontosaythat,ThishasledtogreatprogressinschoolsfocusingmoreontheneedsofEnglishlearnersandstudentswithdisabiliOesandotherat-riskstudents.
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ESEAFlexibility
12
InSeptember2011,theU.S.DepartmentofEducaOonofferedstatestheopportunitytoapply
forwaiversfromsomerequirementsofNCLB.
TheU.S.DepartmentofEducaOonswaiverprogramofferedflexibilityrelatedtothreemajor
aspectsofNCLB:
1. 2013-14deadlinefor100%proficiency2. Schoolanddistrictimprovementand
accountabilityrequirements3. UseoffederaleducaOonfunds
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ESEAFlexibility
13
Inexchangeforthisflexibility,statesapplyingforwaivershadtoagreetoimplementreformsinfourkeyareas:
1. CollegeandcareerreadyexpectaOonsforallstudents
2. DifferenOatedrecogniOon,accountability,andsupportforschoolsanddistricts
3. SupporOngeffecOveinstrucOonandleadership
4. ReducingduplicaOonandburdenonschoolsanddistricts
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ESEAFlexibilityPrinciple1:CollegeandCareerReadyforAllStudents
1
Adoptcollege-andcareer-readystandardsinreadingandmathemaOcs
TransiOontoandimplementstandardsstatewideforallstudentsandschools
Developandadministeraligned,high-qualityassessmentsthatmeasurestudentgrowth
AdoptcorrespondingEnglishlanguageproficiencystandardsandalignedassessments
2011-12 2012-13 2013-14 2014-15
Adopt CCRstandards
Administerassessments
Implement CCR standardsand pilot assessments
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ESEAFlexibilityPrinciple1:CollegeandCareerReadyforAllStudents
15
StateshavetwoopOonsforcollege-andcareer-readystandardsinreadingandmathemaOcs:
1. AdopttheCommonCoreStateStandards2. AdoptstandardsthathavebeenapprovedandcerOfiedbyastatenetworkofIHEs
Acrossthecountry(45statesand3territories)manystateshaveadoptedtheCCSS.Virginiaisanexample
ofastatewhosewaiverapplicaOonwasapprovedbutchosetoadopttheirownstandards.
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16
CommonCoreStateStandardsAdop=onbyState
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ESEAFlexibilityPrinciple1:CollegeandCareerReadyforAllStudents
17
Tobeeligibleforawaiver,statesmustalsodevelopannual,statewidehigh-qualityassessmentsinat
leastreading/languageartsandmathemaOcsfor
gradesthreethrougheightandatleastonceinhigh
schoolthatarealignedwithitscollege-andcareer-readystandardsandthatmeasurestudentgrowth.
InaddiOon,statesmustpilottheseassessmentsnolaterthanthe20132014schoolyearandmust
administersuchassessmentsonanannualbasis
beginningnolaterthanthe20142015schoolyear.
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Test Development Consortia
SmarterBalancedAssessmentConsorOum(SBAC)
PartnershipforAssessmentofReadinessforCollegeand
Careers(PARCC)
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ESEAFlexibilityPrinciple1:CollegeandCareerReadyforAllStudents
19
AlternateAssessments
Tobeeligibleforawaiver,statesmustprovideforalternateassessmentsbasedongrade-levelacademicachievementstandardsoralternateassessmentsbasedonalternateacademicachievementstandardsfor
studentswiththemostsignificantcogniOvedisabiliOes. Stateswithapprovedwaiversarenolongerallowedto
usealternateassessmentsbasedonmodifiedacademicachievementstandards.
StudentswithdisabiliOeswhocurrentlyparOcipateinalternateassessmentsbasedonmodifiedacademic
achievementstandardsmustbeincludedinthehigh-qualityassessmentsbasedongrade-levelacademicachievementstandardsnolaterthanthe20142015schoolyear.
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Alternate Test DevelopmentConsortia
DynamicLearningMapsAlternateAssessmentSystemConsorOum(DLM)
NaOonalCenterandStateCollaboraOve(NCSC)Alternate
Assessment AmericanInsOtutesfor
Research(newlyformed)
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ESEAFlexibilityPrinciple1:CollegeandCareerReadyforAllStudents
21
EnglishLanguageProficiencyAssessments
Tobeeligibleforawaiver,statesmustadoptELPstandardsthatcorrespondtotheStatescollege-and
career-readystandardsnolaterthanthe
20132014schoolyear. Statesmustalsodevelopandadministerhigh-
qualityELPassessmentsalignedwiththeStatesELP
standards.
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ELL Test Development
AssessmentServicesSupporOngELsthroughTechnologySystems(ASSETS)
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
23
DevelopsystemtoensureconOnuousimprovementinallTitleIschools
SetambiOousbutachievableperformancetargets ProviderecogniOonforhigh-progressandhighest-performing
schools
EffectdramaOc,systemicchangeinthelowest-performingschools IdenOfyandimplementintervenOonsinschoolswiththegreatest
achievementgapsandwithsubgroupsthatarefurthestbehind
Buildstate,district,andschoolcapacitytoimprovestudentlearninginallschools
2011-12 2012-13 2013-14 2014-15
Set newtargets
Recognize schools, implement interventions & build capacity
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
2
Itwillbeimportanttoexploreseveraloftheseelementsinmoredetail.
TheCenteronEducaOonPolicyinanctober2012reportidenOfiedseveralaccountabilityissuestowatchunder
ESEAwaiversincluding:
Goals,AMs,andMethodsforDeterminingProgress
CategoriesofSchoolsandDifferenOatedIntervenOons
TreatmentofStudentSubgroups
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
25
Goals,AMs,andMethodsforDeterminingProgress:
StateswithwaiversmayreplaceNCLBs2013-14100%proficiencygoalwithoneofthreeapprovedsubsOtutes:
pOonAReducetheachievementgapbetweensubgroupsofat-riskstudentsandallstudentsbyhalfwithinsixyears(11states)
pOonBAchieve100%proficiencyforallstudentsby2020(1state,Arizona)
pOonCAnotherstate-designedtargetthatisambiOousbutachievableandthatrequireschools
andsubgroupsthatarefurtherbehindtomakegreaterratesofannualprogressthanotherschoolsandsubgroups(23states)
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
26
Goals,AMs,andMethodsforDeterminingProgress:
StateswithwaiversdonothavetomakeAYPdecisionsbutmustsOllestablishannualmeasurableobjecOves
(AMs)andreportpubliclyontheprogressofschools
anddistrictstowardAMsbyallstudentsubgroups. Andaslongasstatescuttheachievementgapinhalf,ata
minimum,theymaysetdifferentAMsfordifferent
groupsofstudents,schools,ordistricts.
AccordingtoanEducaOonWeekanalysisofapprovedwaiverapplicaOons,onlyeightstates(AZ,C,MI,M,NV,NM,SC,andR)setthesametargetsforallstudents.
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
27
Summaryofstate-setgoalsandAMsfromEducaOonWeek:
ThewaiversissuedbytheU.S.DepartmentofEduca
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
28
Goals,AMs,andMethodsforDeterminingProgress:
ManystatesincludeelementsbeyondreadingandmathachievementwhencalculaOngAMs.
InsteadoftheAYPmeasure,statesmaynowdevelopnew,state-specificmeasurestouseformajoraccountabilitydecisions.
ManystateshavechosentocreatemulOfacetedperformanceindexes.
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
29
Goals,AMs,andMethodsforDeterminingProgress:
AccordingtotheCenteronEducaOonPolicy,ThesealternaOvemeasuresvarywidelyintheirscope,complexity,
andtransparency(andare)substanOallymorecomplexthan
theAYPprovisionsineveryrespect.
InaddiOontostudentproficiencyandgraduaOonrates,theymayincludeindividualstudentgrowth,testparOcipaOonrates,
aggregateprogressinraisingachievementorreducinggaps,
andvariousindicatorsofcollegeandcareerreadinesssuchas:
ACTorSATscores Careerandtechnical(CTE)cerOficaOons AdvancedPlacement(AP)testparOcipaOonorscores Postsecondaryaendancerates
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
30
CategoriesofSchoolsandDifferenOatedIntervenOons:
TheseindexeswillbeusedtoidenOfylow-performingschoolsforintervenOonsandrewardhigh-performingschools.
StateswithwaiversmustidenOfyschoolsinatleastthesethreecategories:
1. Reward(SchoolsdemonstraOnghighperformanceorhighlevelsofprogress)
2. Priority(Schoolsthatareamongthethelowestperforminginthestate;musttotalatleast5%ofthestatesTitleIschools)
3. Focus(Schoolswithlargeachievementgapsbetweensubgroupsoroneormorelow-performingsubgroups)
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
31
CategoriesofSchoolsandDifferenOatedIntervenOons:
SomestateswithwaiverswilllimitschoolidenOficaOontothosethreecategories(Reward,Priority,andFocus).
However,otherstatesplantoidenOfyuptoninecategories. nepaernthatemergesacrossstatesistheuseofa
leeredgradingsystem(A,B,C,D,orF)orfive-stargrading
systemswhereleerscorrespondthecategoriesofReward,
Priority,andFocus.
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
32
CategoriesofSchoolsandDifferenOatedIntervenOons:
StateswillhavelaOtudeindeterminingintervenOonsforFocusschools.IntervenOonsshouldaddresstheneedsofthespecific
studentpopulaOonswithintheschool.
ntheotherhand,thewaiverguidelinessOpulatethatintervenOonsinPriorityschoolsfollowaprescripOvesetof
turnaroundprinciples,whichmayincludereplacingineffecOve
principalsorstaff.
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
33
TreatmentofStudentSubgroups:
AlthoughstatesmustsOllcalculateandreportprogresstowardAMsforeachstudentsubgroup,theycanbasemajoraccountability
decisionsonmorebroadlydefinedorcombinedsubgroups.
Examplesofstatescombinedsubgroupsinclude: CombinedgroupofAfricanAmerican,LaOno,andlow-income
students
CombinedgroupofEnglishLanguageLearnersandstudentswithdisabiliOes
Lowestperforming25%ofstudents
Thisisadeparturefrombasingaccountabilitydecisionsontheperformanceofseparatesubgroups(e.g.,studentswithdisabiliOes,
EnglishLanguageLearners,studentsinvariousracial/ethnicgroups).
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ESEAFlexibilityPrinciple2:Differen=atedrecogni=on,accountability,supportforschools/districts
3
TreatmentofStudentSubgroups
ThisshiFtosupersubgroupscouldmakeiteasierforlarge,
diverseschoolstodemonstrateprogressbecausetheywillhave
fewerhurdlestosurmount.Atthesame
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ESEAFlexibilityPrinciple3:Suppor=ngeffec=veinstruc=onandleadership
35
TeacherandprincipalevaluaOonandsupportsystemsthat:
WillbeusedforconOnualimprovementofinstrucOon MeaningfullydifferenOateperformance UsemulOplevalidmeasures,includingstudentgrowth Evaluateteachersandprincipalsonaregularbasis Provideclear,Omely,andusefulfeedback Willbeusedtoinformpersonneldecisions
2011-12 2012-13 2013-14 2014-15
Adopt state
guidelines
Implement
localsystems
Develop
localsystems
Pilot local
systems
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ESEAFlexibilityPrinciple3:Differen=atedrecogni=on,accountability,supportforschools/districts
36
Toreceiveawaiver,statesmustcommittodevelop,adopt,andimplementteacherandprincipalevaluaOonandsupportsystems
that,amongotherrequirements:
MeaningfullydifferenOateperformanceusingatleastthreeperformancelevels;
UsemulOplevalidmeasuresindeterminingperformancelevels,includingasasignificantfactordataonstudentgrowthforall
students(includingEnglishLearnersandstudentswith
disabiliOes),andothermeasuresofprofessionalpracOce(which
maybegatheredthroughmulOpleformatsandsources,suchas
observaOonsbasedonrigorousteacherperformancestandards,teacherporolios,andstudentandparentsurveys);
Willbeusedtoinformpersonneldecisions.
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Considera=onsandIssues
37
Inclosing,itisimportanttonoteissuesthathave
generateddiscussionamongadvocatesandpolicy
analystsincludingsomespecifictospecialeducaOon:
Complexityandtransparencyofnewstateaccountabilitysystems
Treatmentofstudentsubgroups TeacherevaluaOonsforeducatorsofstudents
withdisabiliOes
Alignmentwithearlychildhood
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Considera=onsandIssues
38
Complexityandtransparencyofstateaccountabilitysystems:
Someanalystshaveexpressedconcernsabouttheunderstandabilityandtransparencyofstatesnewaccountabilitysystems.
AstheCenteronEducaOonPolicyexplains,Manyofthesestatestakesomanyfactorsintoaccountthatitmaybedifficultforschoolstafftounderstandhowtheirperformanceisbeingmeasured.
TheCenteralsoworriesabouttheimpactofthisincreasedcomplexityonparentsandthepublicsunderstandingofeducaOonalaccountability.
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Considera=onsandIssues
39
Treatmentofstudentsubgroups:
Manystatesareusingfewerandmorebroadlydefinedsubgroupstomakemajoraccountabilitydecisions.
AccordingtotheCenteronEducaOonPolicy,thisislikelytoresultinmoreschoolsbeingheldaccountablefortheperformanceofdisadvantagedstudentsbecausethebroadergroupswilloenbelargerthanastatesminimumsubgroupsize.
TheCenteralsofeelsthatitisnotyetclearwhethersupersubgroupswillresultinmoreorlessaenOontotheneedsofcertainpopulaOonsincludinglow-income
students,studentswithdisabiliOes,English-LanguageLearners,andracial/ethnicgroups.
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Considera=onsandIssues
0
Treatmentofstudentsubgroups:
Someadvocatesareconcerned. Forexample,theNaOonalCenterforLearning
DisabiliOesandtheAdvocacyInsOtutehaveexpressed
concernthatthenewaccountabilitypoliciesapprovedthroughtheESEAwaiverprocesswilllowerexpectaOonsforstudentswithdisabiliOesandreduceschool,district,andstateaenOonpaidtotheachievementofspecialpopulaOons.
However,theEducaOonTrust,aWashington-basedgroupthatadvocatesonbehalfofdisadvantaged
children,supportsthewaiverprocessandfeelsthegoalsitoutlinesarerealisOcandambiOous.
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Considera=onsandIssues
1
TeacherevaluaOonsforeducatorsofstudentswithdisabiliOes:
EvaluaOngteachers,inpart,basedontheirstudentsacademicachievementand/orgrowthisacomplicatedendeavor.
ApplyingsuchsystemstoeducatorsofstudentswithdisabiliOesisevenmorecomplex.
TheCouncilforExcepOonalChildren(CEC)assertsthatveryfewstatesanddistrictsareaddressingtheuniquechallengesassociatedwithevaluaOng
specialeducaOonteachers,andthisisanareawheremuchworkremains.
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Considera=onsandIssues
2
TeacherevaluaOonsforeducatorsofstudentswithdisabiliOes:
TheCECconvenedanexpertadvisorypanelrecentlyto
explorethisissueandidenOfiedseveralpotenOal
challengesthatrequireaddiOonalresearchand
invesOgaOonincluding:
v AccuratelymeasuringgrowthofstudentswithdisabiliOesv Useofvalue-addedmodelsv UsingaccuratemeasuresofinstrucOonalpracOcev TrainingonobservaOonprotocolsv
IncorporaOngco-teachingv Movementofstudents
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Considera=onsandIssues
3
AlignmentwithEarlyChildhood
Howhavestatesincludedyoungchildrenintheirwaivers?
Howwereearlychildhoodstakeholdersinvolvedinthewaiverprocess?
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Considera=onsandIssues
NAEYChasalsodiscussedbothcauOonsandopportuniOesfortheECEcommunitywithregardstotheadopOonandimplementaOonoftheCommonCoreStateStandards.
Cau=onsincludedpotenOalpressureonECprogramstofocusmoreonEnglishlanguageartsandmath,theabsenceofsocialemoOonaldevelopmentasafocusarea,andthelackofaenOontothewholechild.
Opportuni=esincludedauniqueopportunitytoadvocateforpracOcessuccessfullyusedinECEthat
couldbeadoptedinaK-12space(e.g.,developmentallyappropriatepracOce).
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Resources
5
U.S.DepartmentofEducaOonESEAFlexibilitywebsitehp://www.ed.gov/esea/flexibility
CenteronEducationPolicyreports,GeorgeWashingtonUniversityhp://www.cep-dc.org/
PresentaOonfromU.S.DepartmentofEducaOonat2012SEPLeadershipConference
hp://leadership-2012.events.tadnet.org/pages/128
EducaOonWeekanalysisandreporOnghp://www.edweek.org/
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Resources
6
CouncilforChiefStateSchoolfficers(CCSS)WaiverInteracOveMap
hp://www.ccsso.org/Resources/Programs/ESEA_Flexibility.html
RRCPStudentPerformanceandAchievement(SPA)PriorityTeamSTAARSwebsitehp://spa.sites.tadnet.org/pages/96
ExcerptsfromAnalysesofApprovedESEAFlexibilityWaiversonStudentswithDisabiliOes(CII)
hp://www.centerii.org/leaders/resources/
20120918ExcerptsfromApprovedFlexibilityWaiversSWDs-rev.pdf
CouncilforExcepOonalChildrenwww.cec.sped.org