Tag Archives: Educational Improvement

ESSA Legislation Table of Contents

Table of contents of Elementary and Secondary Education Act of 1965.

TITLE I: IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED

TITLE I: IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED

TITLE II: PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, OR OTHER SCHOOL LEADERS

TITLE II: PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, OR OTHER SCHOOL LEADERS

The Elementary and Secondary Education Act of 1965, as amended through P.L. 115-224 [1.09 MB]

Disclaimer: This website is based on text downloaded from the House Office of Legislative Counsel. While this publication does not represent the official version of the ESSA, substantial efforts have been made to ensure the accuracy of its contents. The official version of the ESSA is found in the United States Statutes at Large and in the United States Code. The legal effect to be given to the Statutes at Large and the United States Code is established by statute (1 U.S.C. 112, 204).

Elementary and Secondary Education Act of 1965

[As Amended Through P.L. 115–224, Enacted July 31, 2018]

SECTION 1. [20 U.S.C. 6301 note] SHORT TITLE.

This Act may be cited as the ”Elementary and Secondary Education Act of 1965”.

SEC. 2. TABLE OF CONTENTS.

The table of contents for this Act is as follows:

TITLE I—IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED

PART A—IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

PART B—STATE ASSESSMENT GRANTS

PART C—EDUCATION OF MIGRATORY CHILDREN

PART D—PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK

- Sec. 1401. Purpose and program authorization.
- Sec. 1402. Payments for programs under this part.

- Subpart 1—State Agency Programs

- Subpart 2—Local Agency Programs

Subpart 3—General Provisions
- Sec. 1431. Program evaluations.
- Sec. 1432. Definitions.

PART E—FLEXIBILITY FOR EQUITABLE PER-PUPIL FUNDING

Sec. 1501. Flexibility for equitable per-pupil funding.

PART F—GENERAL PROVISIONS

TITLE II—PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, AND OTHER SCHOOL LEADERS

- Sec. 2001. Purpose.

Sec. 2002. Definitions.
Sec. 2003. Authorization of appropriations.

PART A—SUPPORTING EFFECTIVE INSTRUCTION

PART B—NATIONAL ACTIVITIES

- Sec. 2201. Reservations.

- Subpart 1—Teacher and School Leader Incentive Program

- Subpart 2—Literacy Education for All, Results for the Nation

- Subpart 3—American History and Civics Education

Subpart 4—Programs of National Significance

PART C—GENERAL PROVISIONS

TITLE III—LANGUAGE INSTRUCTION FOR ENGLISH LEARNERS AND IMMIGRANT STUDENTS

Sec. 3001. Authorization of appropriations.

PART A—ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT ACT

- Sec. 3101. Short title.
- Sec. 3102. Purposes.

- Subpart 1—Grants and Subgrants for English Language Acquisition and Language Enhancement

- Subpart 2—Accountability and Administration

Subpart 3—National Activities
- Sec. 3131. National professional development project.

PART B—GENERAL PROVISIONS

TITLE IV—21^st CENTURY SCHOOLS

Sec. 4001. General provisions.

PART A—STUDENT SUPPORT AND ACADEMIC ENRICHMENT GRANTS

- Subpart 1—Student Support and Academic Enrichment Grants

Resources: Race to the Top — Early Learning Challenge

Early Learning Career Pathways Initiative: Credentialing in the Early Care and Education Field PDF (15MB)

About US – Office of Early Learning

The Office of Early Learning (OEL) is the principal office charged with supporting the Department’s Early Learning Initiative with the goal of improving the health, social-emotional, and cognitive outcomes for children from birth through third grade, so that all children, particularly those with high needs, are on track for graduating from high school college- and career-ready.

OEL is headed by a Deputy Assistant Secretary who reports directly to the Assistant Secretary for Elementary and Secondary Education and advises the Assistant Secretary, Deputy Assistant Secretaries, and other top officials of the Department on policy and administrative issues related to early learning.

In administering the programs assigned to it, OEL establishes cooperative relationships with other Departmental Principal Offices and with other Federal agencies and governmental and nongovernmental organizations as appropriate. For example, OEL jointly administers the Race to the Top – Early Learning Challenge grants with the Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services.

Currently, OEL oversees the following grant programs:

Race to the Top – Early Learning Challenge

The purpose of the Race to the Top-Early Learning Challenge (RTT-ELC) program is to improve the quality of early learning and close the achievement gap for children with high needs. The RTT-ELC grant program focuses on improving early learning for young children by supporting States’ efforts to increase the number and percentage of children from low-income families and disadvantaged children in each age group of infants, toddlers, and preschoolers enrolled in high-quality early learning programs and designing and implementing an integrated system of high-quality early learning programs and services.

Preschool Development Grant

The Preschool Development Grants competition supports States to (1) build or enhance a preschool program infrastructure that would enable the delivery of high-quality preschool services to children, and (2) expand high-quality preschool programs in targeted communities that would serve as models for expanding preschool to all 4-year-olds from low- and moderate-income families. These grants would lay the groundwork to ensure that more States are ready to participate in the Preschool for All formula grant initiative proposed by the Administration.

Even Start Family Literacy Program

This program offers grants to support local family literacy projects that integrate early childhood education, adult literacy (adult basic and secondary-level education and instruction for English language learners), parenting education, and interactive parent and child literacy activities for low-income families with parents who are eligible for services under the Adult Education and Family Literacy Act and their children from birth through age 7. Teen parents and their children from birth through age 7 also are eligible. All participating families must be those most in need of program services.

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Early Reading First (Title I, Part B, Subpart 2)

The program supports the development of early childhood centers of excellence that focus on all areas of development, especially on the early language, cognitive, and pre-reading skills that prepare children for continued school success and that serve primarily children from low-income families.

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Early Childhood Educator Professional Development Program

The purpose is to promote school readiness and improved learning outcomes of young children by providing high quality professional development programs to improve the knowledge and skills of early childhood educators and caregivers who work in early childhood programs located in high-poverty communities and who serve primarily children from low-income families.

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Meet the Staff

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Technical Assistance – Disclaimer

The Department places a high priority on posting documents on its website that meet the accessibility standards established by Section 508 of the Rehabilitation Act and is working diligently to ensure that those standards are met by all documents posted on this page. If you experience problems with the accessibility of any of these materials, and need them in an alternative format, please contact the Department at (202)260-0826. Please be specific in your request about the information you need, which may include identifying a specific document and its location on the website.

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Technical Assistance – Partners

OESE supports numerous technical assistance providers, including technical assistance networks, the Comprehensive Centers and other partners to provide content expertise and resources to effectively address State grantee needs and assist with implementation of federal programs across key program areas. Please visit partner websites to learn more about the resources and supports available.

OSS Technical Assistance Partners

Regional Comprehensive Centers

Comprehensive Content Centers

Equity Assistance Centers

Region I: Connecticut, Delaware, Kentucky, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Puerto Rico, Rhode Island, Vermont, Virgin Islands, West Virginia
Region II: Alabama, Arkansas, District of Columbia, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia
Region III: Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Wisconsin
Region IV: Alaska, American Samoa, Arizona, California, Colorado, Commonwealth of the Northern Mariana Islands, Guam, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming

Regional Educational Laboratories

The ten Regional Educational Laboratories, administered by the Institute of Education Sciences’ (IES) National Center for Education Evaluation and Regional Assistance (NCEE), work in partnership with school districts, state departments of education, and other educational stakeholders to use data and research to improve academic outcomes for students.

REL Appalachia: Kentucky, Tennessee, Virginia, & West Virginia
REL Central: Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, & Wyoming
REL Mid-Atlantic: Delaware, Maryland, New Jersey, Pennsylvania, & Washington, DC
REL Midwest: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, & Wisconsin
REL Northeast and Islands: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, & the Virgin Islands
REL Northwest: Alaska, Idaho, Montana, Oregon, & Washington
REL Pacific: American Samoa, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Guam, Hawai’i, Republic of the Marshall Islands, & Republic of Palau
REL Southeast: Alabama, Florida, Georgia, Mississippi, North Carolina, & South Carolina
REL Southwest: Arkansas, Louisiana, New Mexico, Oklahoma, & Texas
REL West: Arizona, California, Nevada, & Utah

Other National Technical Assistance Centers

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Technical Assistance – English Learners

For the last several decades, English learners (ELs) have been among the fastest-growing populations in our Nation’s schools. ELs comprise nearly 10 percent of the student population nationwide, and in many schools, local educational agencies (LEAs) and States, account for an even higher percentage of the student population. The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), (herein referred to as the ESEA), strives to ensure that ELs and immigrant youth attain English language proficiency and meet the same academic standards as their peers. This webpage contains information about requirements related to ELs in the ESEA, and provides links to resources to support States in developing and implementing programs and services for ELs.

The Office of Elementary and Secondary Education: English Learner Resources

To view ESEA guidance and regulatory information, navigate to other resources to support English learners in your State or district, and view your State’s consolidated ESSA State plan, please use the drop-down menus below. Please note that some of the resources listed are based on requirements related to English learners in the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). The ESEA was reauthorized by the ESSA on December 10, 2015. Changes to the requirements related to English learners under the reauthorized ESEA are not reflected in all of the resources posted. A notification will be published on this page when any updated resources are available.

If you require assistance accessing these resources (or do not see a resource responsive to your needs), please contact your State contact in the Office of State Support (OSS).

Guidance and Regulatory Information

While much of Title III, Part A of the ESEA remains the same as prior reauthorizations, several provisions related to ELs (e.g., accountability for performance on the English language proficiency assessment) are now part of Title I, Part A in the amended ESEA. The ESEA also contains several other changes under Title III, Part A, including new Title III reporting requirements. More information about requirements related to ELs in Title I and Title III is found below.

Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016)
Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019)
Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016)
Webinar Audio Recording(October 5, 2016)

The ESEA continues to require each State to administer, to all students who are identified as ELs, an annual English language proficiency (ELP) assessment that is aligned to ELP standards (ESEA Section 1111(b)(2)(G)). More information about the ELP assessment can be found in the final regulations at the link below. These regulations also contain provisions regarding the inclusion of ELs in academic content assessments. Additionally, the ESEA requires that ELP assessments for all ELs and alternate ELP assessments (AELPA) for ELs who are students with the most significant cognitive disabilities in grades K-12 be submitted for peer review (ESEA section 1111(a)(4)). More information about ELP assessment peer review is found below.

Title I Regulations: 34 CFR Part 200
Presentation: Assessment Regulations – Title I, Parts A and B (January 11, 2017)
A State’s Guide to the Department of Education’s Assessment Peer Review Process (September 24, 2018)
ELP Assessment Peer Review Cover Sheet and Index Submission Template (October 3, 2018)

The ESEA continues to require an LEA to provide for the equitable participation of private school students, teachers and other educational personnel in private schools located in areas served by the LEA. More information about equitable services requirements is found below.

Non-Regulatory Guidance: Fiscal Changes and Equitable Services Requirements Under the ESEA (November 21, 2016)

The ESEA substantially expands provisions related to assessment and accountability for recently arrived English learners. More information about accountability models for recently arrived English learners is found below.

Recently Arrived English Learners: A Guide for States

Other Tools and Resources

The Office of State Support (OSS) has developed a number of tools and resources that can be used by a State to support ELs. To view these resources and your State’s consolidated ESSA State plan, please use the links provided below.

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ELSTAR User Guide

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ELSTAR

ELSTAR is a digital application dashboard to support state educational agency (SEA) leaders in making data-based decisions about English learner accountability. SEA staff can also use ELSTAR to support monitoring efforts, reflect on the validity and reliability of the English Language Proficiency (ELP) indicator, as well as prepare for technical assistance around the ELP indicator.

ELSTAR User Guide

OSS Partners

OSS works with multiple partner offices that administer programs, provide technical assistance and enforce education laws pertaining to ELs. Please find a list of our partner offices and some of the relevant resources they provide below.

Office of Special Education Programs (OSEP)

Office for Civil Rights (OCR)

Office of English Language Acquisition (OELA)

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English Learner Data Story

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Institute of Education Sciences (IES)

Office of Non-Public Education (ONPE)

Non-Regulatory Guidance: Title III, Part A English Language Acquisition, Language Enhancement, and Academic Achievement Equitable Services to Private School Students, Teachers, and Other Educational Personnel

In addition to the resources provided above, other general grant guidance pertaining to administration of federal programs can be found here:

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Technical Assistance – Educator Equity

The Elementary and Secondary Education Act of 1965 (ESEA) requires State educational agencies (SEAs) and local education agencies (LEAs) to consider the rates at which low-income and minority students have access to excellent educators. This webpage contains information about these ESEA requirements, work that States and districts have done to date to address disproportionate access, and resources to support States in ensuring access to excellent educators for all students.

If you have questions about any information on this page, please contact OSS.TechnicalAssistance@ed.gov or your State contact in the Office of State Support.

Educator Equity: An Overview

Educator Equity under the Every Student Succeeds Act

ESEA, as amended by the Every Student Succeeds Act (ESSA) of 2015, requires SEAs and LEAs to address whether low-income and minority students served by Title I, Part A are taught at disproportionate rates by ineffective, out-of-field, or inexperienced educators to compared to their peers. More specifically, the law requires each SEA receiving a Title I, Part A grant to describe in its ESSA State plan:

“how low-income and minority children enrolled in schools assisted under this part are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers,” and
“the measures the [SEA] will use to evaluate and publicly report the progress of the [SEA]” in addressing any disproportionality. (ESEA Section 1111(g)(1)(B))

Further, the ESEA requires each LEA receiving Title I, Part A subgrant to submit plans that include a description of “how the [LEA] will identify and address . . . any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.” (ESEA Section 1112(b)(2))

Finally, the ESEA explicitly indicates that SEAs (ESEA Section 2101(c)(4)(B)(iii)) and LEAs (ESEA Section 2103(b)(3)(B)) may use Title II, Part A funds to address identified disparities in access to excellent teachers.

ESSA incorporates many the of equitable access requirements from earlier authorizations of the ESEA. The next section of this page provides additional information about educator equity plans and requirements under the ESEA, as amended by the No Child Left Behind Act of 2001 (NCLB).

Educator Equity under the No Child Left Behind Act

Under the ESEA, as amended by the NCLB, every SEA that received a Title I, Part A grant was required to submit to the U.S. Department of Education (the Department) an educator equity plan describing the steps the SEA would take to ensure that poor and minority students were not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers and the measures that each SEA would use to evaluate and publicly report its progress in closing the equity gaps identified in its educator equity plans.

The Department required States to submit educator equity plans twice under NCLB: once in 2006 and, most recently, in 2015 and as part of the Excellent Educators for All initiative.

In July 2014, the Department launched the Excellent Educators for All initiative, which was “designed to move America toward the day when every student in every public school is taught by excellent educators.” This initiative had three major components:

Educator equity data. To support States in the development of their respective 2015 educator equity plans, the Department, in November 2014, provided to each State (i) an educator equity profile, which provided an analysis of State-specific data, and (ii) data files, which contained State-specific data from the Civil Rights Data Collection (CRDC) and other Department-managed data sets.
Equity Plans. The Department released Frequently Asked Questions to inform States’ submission of educator equity plans. All States, the District of Columbia, and Puerto Rico submitted and had approved educator equity plans in 2015.
Equitable Access Support Network. In late 2014, the Department launched the Equitable Access Support Network (EASN), a technical assistance network designed to support States in the drafting and implementation of their educator equity plans.

Each of these resources, including States’ approved 2015 educator equity plans, is available on the Department’s Improving Basic Programs Operated by Local Educational Agencies (Title I, Part A) webpage. Learn more about technical assistance resources available to States below.

The resources below are designed to help SEAs and LEAs in the development, implementation, and continuous improvement of their respective educator equity plans. If you require any assistance accessing any of these resources (or do not see a resource responsive to your needs), please contact your State contact in the Office of State Support

Educator Equity Resources

Statute, Regulations & Guidance

Stakeholder Engagement

State Strategies for Engaging Stakeholders in Equity Planning and Beyond

Planning and Processes for Eliminating Equity Gaps
Equity Plan Implementation Readiness Assessment
- Data Analysis
  Equity Data Analysis: Getting Started on the Right Foot
  - Measuring, Monitoring & Reporting Progress
    
    Implementation Tips Sheet #1: Setting Equity Goals
    
    Taking Action: Using Strategies that Work
    
    How SEAs Can Support District-Level Strategies
    
    Educator Equity Technical Assistance
    
    The Department and its partners provide technical assistance opportunities for States and LEAs related to the development and implementation of educator equity plans. The information below highlights some of these past and current technical assistance initiatives. For additional information about technical assistance initiatives or organizations, please contact your State contact in the Office of State Support.
    
    The Equitable Access Support Network | December 2014 – April 2017
    
    The Equitable Access Support Network (EASN) was established in 2014 to support States in the development and implementation of their 2015 educator equity plans. Further, after the reauthorization of the ESEA by the ESSA, the EASN supported States in understanding the educator equity requirements of the ESSA.
    
    The EASN developed tools and resources to support State development of educator equity plans. In addition, the EASN provided individualized support and collective technical assistance to all 50 States, Puerto Rico, the District of Columbia, and the Bureau of Indian Education through the following peer-to-peer opportunities:
    
    EASN Communities of Practice offered SEAs ongoing opportunities to collaborate with peers and experts through online discussion boards and webinars focused on key topics related to ensuring equitable access to excellent educators, including: Data Use & Analysis, Policy & Programs, Rural Access Issues & Support, and Stakeholder Engagement.
    
    EASN Work Groups offered select States short-term opportunities to engage with peers to achieve a shared set of objectives to address common challenges related to the implementation of educator equity plans. EASN work groups included: LEA Equity Planning, Managing for Results, and ESSA Equity Data & Analysis.
    
    EASN Webinars provided States access to relevant research and tools developed and shared by EASN Consortium partners to support implementation of educator equity plans.
    
    The EASN concluded its work in June 2017. For additional information about the work of the EASN, please contact OSS.TechnicalAssistance@ed.gov.
    
    Technical Assistance Partners
    
    States seeking support in implementing educator equity provisions may request assistance from a number of technical assistance partners who are members of the Equitable Access Consortium, including:
    
    State Support Network
    
    Center on Great Teachers and Leaders
    
    Regional Comprehensive Centers
    
    The Equitable Access Consortium
    
    In partnership with the U.S. Department of Education’s (ED) Office of State Support (OSS) and Office of School Support and Rural Programs (SSRP), the Equitable Access Consortium includes the EASN, the Center on Great Teachers and Leaders (GTL Center), Council of Chief State School Officers (CCSSO), and other ED-funded technical assistance centers: Regional Educational Laboratories, Regional Comprehensive Centers, and Equity Assistance Centers. Together, these partners support State education agencies SEAs and technical assistance providers with high-quality, responsive, and customized technical assistance as SEAs implement their equitable access plans.
    For additional information about the work of the Equitable Access Consortium, access the Equitable Access Consortium one-pager.
    
    Back to TA Resources
  This entry was posted in Discretionary Grants and Support and tagged Data Collection, Educational Improvement, Elementary Education, Elementary Secondary Education, ESEA, ESSA, Federal Programs, Grants, Indexes, Local Education Agencies, Offices, Policymakers, Reauthorization of the Elementary and Secondary Education Act, State Education Agencies, Technical Assistance on September 4, 2019 by joehobson.

Technical Assistance

As outlined in the August 2016 Dear Colleague Letter on ESSA Transition Technical Assistance and Resource, the Office of State Support (OSS), in collaboration with other OESE programs, offers technical assistance across grant programs to address State needs through one-on-one individualized support for States to problem solve specific State needs; through peer-to-peer interactions that provide opportunities for collaboration with peer States, communities of practice, and interstate working groups around relevant issues and challenges; and through building awareness of information and resources in response to needs identified in the field through ongoing guidance and technical support to all States.

Technical Assistance Resources

The sections below provide links to technical assistance resources and supports across multiple priority areas. Priorities align with consolidated State plans and support State capacity building, standards and assessments, teachers and leaders, accountability and support, and unique student populations. Highlighted resources include websites, webinars, guidance documents, resources, and tools created by the Department and other technical assistance partners. Click on each topic to explore available resources and supports.

“New English Learner Resource Page is now available”

Consolidated State Plans

These resources provide assistance to States for preparing and submitting consolidated State plans. Additional information about ESSA consolidated State plans may be found on the Department’s ESSA Consolidated State Plans webpage

Tools

Revised Consolidated State Plan Template
Crosswalk of Consolidated State Plan Requirements
Press Release
Fact Sheet
Secretary DeVos’ letter regarding updated consolidated State plans (March 13, 2017)
Secretary DeVos’ letter to States regarding consolidated State plans (February 10, 2017)

Presentations

Webinar presentation: Revised State Plan Template (March 15, 2017)

TA Partners

Consultation, Performance Management, Capacity Building

These resources provide assistance to States and school districts to enhance systems and build capacity, including tools to build strong performance management systems, plan for sustainability, communicate and engage with stakeholders, and leverage federal funds to implement education programs.

Tools

Presentations

TA Partners

Academic Assessments

These resources can help education leaders address common challenges related to challenging academic standards, including support for English Learners, teacher professional development around standards/lesson planning, and the development of high-quality assessments.

Tools

Title I, Part A Assessment Regulation
Title I, Part B Assessment Regulation
Fact Sheet for Final Regulations: Title I, Part A and Part B
Presentation: Assessment Regulations, Title I, Parts A and B (January 11, 2017)
- Slides
Use of Federal Funds for Assessments Guidance
Assessment Peer Review
President’s Testing Action Plan
Assessment Design Toolkit (from the Reform Support Network)
A Quality Control Toolkit for Student Learning Objectives (from the Reform Support Network)
English Learner Tool Kit

TA Partners

Accountability Systems

These resources can help improve the effectiveness of differentiated recognition, accountability, and support systems designed to close achievement gaps for all students

Tools

Long-Term Goal-Setting: Examples and Development Considerations For Use by State Educational Agencies in Addressing ESEA Requirements
Timeline for identification of schools for support and improvement
English Learner Tool Kit

TA Partners

State Support Network

Archived Information

Accountability FAQs

Evidence-based Interventions and Supports for School Improvement

These resources address the identification and implementation of evidence-based school improvement strategies and interventions designed to support schools designated for improvement.

Regulations and Guidance

Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments (September 16, 2016)
Education Department General Administrative Regulations: Technical Revisions Fact Sheet (October 16, 2017)
ESSA Assessment Use of Funds Guidance (December 7, 2016)

Communities of Practice

School Turnaround Performance Management Toolkit (from the Reform Support Network)

Resources

Needs Assessment Guidebook: Supporting the Development of District and School Needs Assessments
Evidence-Based Practices in School Improvement– These profiles of promising practice focus on understanding how each profiled site followed steps of an evidence-based decision-making cycle (as defined in the Department’s non-regulatory guidance for strengthening education investments).
Synthesis of Resources– This synthesis of resources presents a literature base that can be used when starting to research evidence-based practices for school improvement.
Profiles of School Turnaround Strategies in Selected Sites (School Improvement Grants)
Championing Effective Instruction: A Discussion Paper on State Innovations for Prioritizing and Improving Instruction in Turnaround Schools (School Improvement Grants)

Tools

Supporting Decision Making for Evidence-based Literacy Interventions (National Title I Conference presentation, February 2018)
What Works Clearinghouse: Find What Works
School Turnaround Performance Management Toolkit (from the Reform Support Network)

Webinars

ESEA Sec. 1003 Funding for School Improvement & ESEA Sec. 1003A Direct Student Services Webinar (July 18, 2018)
SEA Webinar Using Evidence in State Education Agencies to Strengthen Education Investments and Achieve Student Outcomes (November 16, 2016 )
LEA Series Webinars:
- LEA Series Webinar 3: Measuring Success: Using Evidence to Examine and Reflect on What Works (December 08, 2016)
- LEA Series Webinar 2: Ensuring Success: Using Evidence to Plan for and Implement Interventions to Achieve Student Outcomes (December 01, 2016)
- LEA Series Webinar 1: Planning for Success: Using Evidence to Identify Local Needs & Select Relevant Evidence-Based Interventions (November 17, 2016)

TA Partners

Supporting Excellent Educators

These resources can help education leaders address supports for teachers and leaders, including strategies to ensure that all students have access to excellent educators and recruiting, preparing, training, and supporting high quality teachers, principals and other school leaders.

ESSA Title II, Part A Guidance – Supporting Educators
- ESSA Webinar Audio Recording (October 13, 2016)
Equitable Access to Excellent Educators
Promoting More Equitable Access to Effective Teachers: Problems and Root Causes (from the Reform Support Network)
Equitable Access Implementation Playbook (from Center on Great Teachers and Leaders)
Crafting a New Generation of Leaders: A Discussion Paper on State Initiatives for Developing Effective Turnaround Principals (from the Reform Support Network)
Teachers & Leaders Community of Practice Resources (from the Reform Support Network)

TA Partners

Support for All Students

These resources are geared toward helping States support all student populations, (including English Learners, Students with Disabilities, Children in Foster Care, Homeless Youth, Migrant Students, and Recently-Arrived Youth), and social-emotional and engagement supports for all students.

Tools

Serving All Students: With a Focus on English Learners and Children with Disabilities (National Title I Conference presentation, February 2018)
Resource Guide: Accountability for English Learners Under the ESSA
Title III English Learner Guidance
- ESSA Webinar Audio Recording (October 5, 2016)
Dear Colleague Letter: English Learner Students and Limited English Proficient Parents
Students in Foster Care Program Page (includes Guidance and Toolkit)
Homeless Students Program Page (includes Guidance)
Early Learning Guidance
Title IV, Part A Guidance – Student Support and Academic Enrichment Program
Improving Outcomes for All Students: Strategies and Considerations to Increase Student Diversity
Recently Arrived English Learners: A Guide for States
ELSTAR User Guide

TA Partners

Fiscal and Program Management

These resources provide guidance applicable to cross-cutting requirements around fiscal and program management of ESSA Title programs

Tools

TA Partners

Data and Reporting

These resources provide guidance for cross-cutting data and reporting requirements for ESSA Title programs.

Tools

Instructional Improvement & Data Systems Community of Practice (from the Reform Support Network)

TA Partners

Equitable Access to Excellent Educators

These resources provide guidance for cross-cutting equitable access to excellent educators requirements for ESSA Title programs.

New Educator Equity Page

Support for English Learners

These resources contain information about requirements related to English Learners(ELs) in the ESEA, and provides links to resources to support States in developing and implementing programs and services for ELs.

New English Learner Page

If you have questions about any information on this page, please contact OSS.TechnicalAssistance@ed.gov or your State contact.

OSS Meeting and Conference Presentations

The section below links to presentations that OSS staff have presented at meetings and conferences hosted by either the U.S. Department of Education or OSS’ partner organizations. (As appropriate, each of the resources below has also been included in the relevant priority area listed under this page’s “Technical Assistance Resources” header.) If you have any questions about these resources, please reach out to your OSS State contacts.

2018 National Title I Conference | February 8-11, 2018

Staff from the Department, including OSS, the Office of Special Education Programs, the Office of Non-public Education, and the Office of the General Counsel, presented nine sessions at the 2018 National Title I Conference, hosted by the National Association of ESEA State Program Administrators.

Accountability and Support for English Learners| July 31, 2018

The U.S. Department of Education’s Office of State Support (OSS) hosted the Accountability and Support for English Learners Peer Convening for state accountability and English learner leaders. Interactive sessions focused on applications and analyses states can conduct using a new user-friendly statistical tool, The English Learner State Accountability Resource (ELSTAR), designed to support SEA leaders in making data-based decisions related to ESSA provisions and checking the validity of their ELP indicator, as well as states sharing strategies for monitoring, reporting, and assisting districts in meeting ELP goals.

State Assessment Peer Review Seminar | August 1-2, 2018

An assessment peer review seminar was held in Washington, DC on August 1 and 2, 2018. The seminar was focused on the updated guide for State Assessment Peer review, including the peer review of English Language Proficiency (ELP) assessments. Panel discussions that involved assessment experts (including many assessment peer reviewers) on a variety of salient topics were held. A complete summary of the seminar materials, including handouts, summary notes, participant list and video of all sessions are available on the meeting website.

State Assessment Peer Review Seminar Meeting Materials (8/1/18)

2018 Combined Federal Programs Meeting | December 6-7, 2018

The Office of State Support and the Office of Special Education Programs hosted the 2018 Combined Federal Programs Meeting in December 2018. The theme for the 2018 conference was “Improving Student Achievement through Analysis, Evaluation, and Accountability”, and the conference featured presenters from the U.S. Department of Education, State educational agencies, and partner organizations.

Plenary Session: Welcome and Updates from Department Leaders
Breakout Session: ESSA Report Card Design Challenge Lessons Learned
Breakout Session: Identifying and Addressing Student Needs: Meeting Local Needs with Evidence
Breakout Session: Evaluating State Accountability Systems: Refining Approaches through Reflection
Breakout Session: Improving Achievement of Struggling Readers
Breakout Session: English Learner Updates
Breakout Session: Sharing Data to Support Students in Foster Care
Breakout Session Monitoring and Enforcing Equitable Services
Breakout Session: Leveraging ESEA Funds to Support Educator Equity Planning
Plenary Session: Policy Updates
Plenary Session: Monitoring, Technical Assistance, and Report Card Updates
Breakout Session: Implementation Strategies for Supporting CSI and TSI Schools
Breakout Session: Closing Gaps for Students with Disabilities through Intentional Systems Alignment
Breakout Session: Using Financial Transparency Data to Inform Resource Allocation
Breakout Session: Student Support and Academic Enrichment Program: Overview & Updates
Plenary Session: Meeting Reflections & Next Steps

2019 National ESEA Conference | January 30–February 2, 2019

Staff from the Department—including staff from the Office of Elementary and Secondary Education, the Office of Special Education Programs, the Office of Non-public Education, and the Office of the General Counsel—presented ten sessions at the 2019 National ESEA Conference, hosted by the National Association of ESEA State Program Administrators:

Leveraging Federal Funds to Meet Student Needs (1/30/19)
Title IV, Part A: Opportunities for Student Support and Academic Enrichment (1/30/19)
REAPing Rewards: Showcasing Promising Practices from Rural Schools and Districts (1/30/19)
Migratory Children: Who They Are & How States Work Together to Meet the Unique Needs of This Population (1/30/19)
Closing Equity Gaps Through Intentional Alignment: ESSA and SSIP Linkages (1/30/19)
Report Cards Under the Elementary and Secondary Education Act of 1965, as Amended by the Every Student Succeeds Act (1/31/19)
Supporting English Learners Under the ESEA (1/31/19)
Equitable Services Updates (1/31/19)
Updates from the U.S. Department of Education (2/1/19)
Title I, Part A Supplement Not Supplant (2/1/19)

OSS Technical Assistance Networks

State Support Network – The State Support Network is a four-year technical assistance initiative to support States’ efforts to achieve significant improvements in student outcomes, scale up effective systemic approaches and practices within and across States and districts, and identify and share evidence-based activities to facilitate learning across States and districts.
Equitable Access Support Network – The Equitable Access Support Network (EASN) offers collective and individualized technical assistance (TA) and resources to all 50 States, Puerto Rico, the District of Columbia, and the Bureau of Indian Education. The EASN, as a partner in the Equitable Access Consortium, provides assistance to States as they put in place strategies to ensure equitable access to excellent educators for all students.
Reform Support Network – The Reform Support Network (RSN) is a partnership with the U.S. Department of Education to provide collective and individualized technical assistance (TA) and resources to State grantees of the Race to the Top program.

Technical Assistance Partners

OESE supports numerous technical assistance providers, including technical assistance networks, with the Comprehensive Centers and other partners Comprehensive Centers and other partners to leverage provide content expertise and resources to effectively address State grantee needs and assist with implementation challenges of federal programs across in key reform program areas. Please visit partner websites to learn more about the resources and supports available.

Click Here for a list of OESE technical assistance partners websites.

Request Technical Assistance

We are committed to working with States to explore available technical assistance support. For State educational agency staff that have technical assistance needs, please reach out to your State contacts or your Regional Comprehensive Center

Legislation, Regulations, and Guidance – Coordinator for the Outlying Areas

Authorized by: Section 220 of the Department of Education Organization Act

Eligibilty – Coordinator for the Outlying Areas

Who May Apply: (specifically) These consolidated grants are limited to the insular areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, the U.S. Virgin Islands).

Elementary and Secondary Education Act of 1965

SECTION 1. [20 U.S.C. 6301 note] SHORT TITLE.

SEC. 2. TABLE OF CONTENTS.

OSS Technical Assistance Partners

Regional Comprehensive Centers

Comprehensive Content Centers

Equity Assistance Centers

Regional Educational Laboratories

Other National Technical Assistance Centers

The Office of Elementary and Secondary Education: English Learner Resources

Guidance and Regulatory Information

Other Tools and Resources

ELSTAR

OSS Partners

Educator Equity: An Overview

Educator Equity Resources

Statute, Regulations & Guidance

Stakeholder Engagement

Planning and Processes for Eliminating Equity Gaps

Data Analysis

Measuring, Monitoring & Reporting Progress

Taking Action: Using Strategies that Work

Educator Equity Technical Assistance

The Equitable Access Consortium

Technical Assistance Resources

Consolidated State Plans

Consultation, Performance Management, Capacity Building

Academic Assessments

Accountability Systems

Evidence-based Interventions and Supports for School Improvement

Supporting Excellent Educators

Support for All Students

Fiscal and Program Management

Data and Reporting

Equitable Access to Excellent Educators

Support for English Learners

OSS Meeting and Conference Presentations

2018 National Title I Conference | February 8-11, 2018

Accountability and Support for English Learners| July 31, 2018

State Assessment Peer Review Seminar | August 1-2, 2018

2018 Combined Federal Programs Meeting | December 6-7, 2018

2019 National ESEA Conference | January 30–February 2, 2019

OSS Technical Assistance Networks

Technical Assistance Partners

Request Technical Assistance