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Tag Archives: Technical Assistance
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
- Appalachia: Kentucky, Tennessee, Virginia, West Virginia
- California: California
- Central: Colorado, Kansas, Missouri
- Florida and Islands: Florida, Puerto Rico, Virgin Islands
- Great Lakes: Indiana, Michigan, Ohio
- Mid-Atlantic: Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania
- Midwest: Illinois, Iowa, Minnesota, Wisconsin
- North Central: Nebraska, North Dakota, South Dakota, Wyoming
- Northeast: Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont
- Northwest: Alaska, Idaho, Montana, Oregon, Washington
- Pacific: American Samoa, Commonwealth of the Northern Mariana Islands, Guam, Hawaii, Republic of Palau
- South Central: Arkansas, Louisiana, New Mexico, Oklahoma
- Southeast: Alabama, Georgia, Mississippi, North Carolina, South Carolina
- Texas: Texas
- West: Arizona, Nevada, Utah
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
- Office Of Special Education Programs Resources
- State Longitudinal Data Systems State Support Team
- National Center on Safe Supportive Learning Environments
- Readiness and Emergency Management for Schools Technical Assistance Center
- National Clearinghouse for English Language Acquisition
- The Neglected or Delinquent Education Technical Assistance Center
- The Educational Facilities Clearinghouse
- Youth for Youth: Online Professional Learning and Technical Assistance for 21st Century Community Learning Centers
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.
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.
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.
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)
- Schools’ Civil Rights Obligations to English Learners
- Dear Colleague Letter: English Learner Students and Limited Proficient Parents (January 2015)
- Strategies and Considerations to Increase Student Diversity
Office of English Language Acquisition (OELA)
- Newcomer Toolkit
- Literature Review of English Learner Accountability
- English Learner Toolkit
- Dual Language Education Programs: Current State Policies and Practices
- English Learner Data Story
- Our Nation’s English Learners: EL Characteristics
- Educational Experiences of English Learners
- Academic Performance and Outcomes for ELs
- National Clearinghouse for English Language Acquisition: State Data Profiles
Institute of Education Sciences (IES)
- NCES Descriptive Statistics on ELs
- What Works Clearinghouse Practice Guide for ELs: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
- Regional Educational Laboratory Professional Learning Communities Facilitator’s Guide for the What Works Clearinghouse Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
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:
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
Planning and Processes for Eliminating Equity Gaps
Equity Plan Implementation Readiness Assessment
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:
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.
Programs and Grants – SST
You are here: OESE Home > Programs/Initiatives > SSRP
- Enhancing Education through Technology (Ed-Tech) State Grant Program (CFDA No. 84.318X)
NOTE: Most questions concerning the availability of funding or requirements are best-answered by Ed-Tech state contacts and websites.)
- Comprehensive Centers Program (CFDA No. 84.283B)
- Training and Advisory Services (CFDA No. 84.004D)
- Technical Assistance for Student Assignment Plans (CFDA No. 84.004F)
School Facilities Renovation and Financing
- Qualified Zone Academy Bonds (no CFDA number)
- Territories & Freely Associated States Education Grant Program (CFDA No. 84.256A)
- Innovative Programs (CFDA No. 84.298A)
Flexibility and Waivers
- State Flexibility Demonstration Program (State-flex)
- Local Flexibility Demonstration Program (Local-flex)
- Transferability for State and Local Educational Agencies
- Other Forms of Flexibility
- Rural Education Achievement Programs
Archived Technical Assistance and Technology Programs – Programs that are no longer authorized. Funds support only the continuation of multi-year projects.
Reports & Resources – OESE
Every Student Succeeds Act (ESSA)
The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015, and represents good news for our nation’s schools. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national education law and longstanding commitment to equal opportunity for all students.
The Office of Elementary and Secondary Education (OESE) offers technical assistance to address grantee needs across multiple ESEA programs. OESE offices and technical assistance partners provide one-on-one individualized support for States to problem solve specific State needs; 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 build awareness of information and resources in response to needs identified in the field through ongoing guidance and technical support to all States. This technical assistance page provides information for State grantees and links to useful guidance, webinars, tools and resources, and technical assistance partners to support implementation of ESEA programs.
- for more information concerning our new Technical Assistance Resource Page.
ESEA Program Activities/Updates/Plans
- Equitable Services Implementation Plan Webpage: ESIP is the U. S. Department of Education’s plan to assist State and local educational agencies (SEAs and LEAs) to improve the implementation of the equitable services requirements under the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA) for eligible students enrolled in nonprofit private elementary and secondary schools and, as applicable, their teachers and parents.
Annual Reports to Congress
- The Elementary and Secondary Education Act of 1965 as Amended
- Waivers Granted Under No Child Left Behind
Publications and Links
National Indian Education Study 2015: Setting the Context
The “National Indian Education Study 2015: Setting the Context” document was written by the National Indian Education Study Technical Review Panel (NIES TRP). This document does not necessarily reflect the views of the National Center for Education Statistics, Institute of Education Sciences, or the U.S. Department of Education. The NIES TRP provided substantial input on the NIES report. The National Center for Education Statistics, located within the Institute of Education Sciences, is responsible solely for the actual report, available via https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2019048.pdf.
Dear Colleague Letter on College Scorecard
A guide to Using the College Scorecard
BRIEF: Forging a New Framework for Professional Development
Office of Planning, Evaluation and Policy Development Publications
Comprehensive School Reform Publications web page
Office of Safe and Healthy Students (OSHS) Resources and Factsheets web page
Teaching Our Youngest: A Guide for Preschool Teachers & Child Care & Family Providers
EDPubs On-line Ordering System
National Center for Education Statistics (NCES): Find statistical publications, fast facts, survey and program areas, the Encyclopedia of ED Stats, and education related resources.
Labs, Centers, and Clearinghouses
The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent or At Risk (NDTAC)
Comprehensive Assistance Centers established to help low-performing schools and districts close achievement gaps
Equity Assistance Centers provide assistance in the areas of race, gender, and national origin equity to public school districts
National Clearinghouse for Comprehensive School Reform
National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs
Regional Educational Laboratories: are educational research and development organizations supported by contracts with the U.S. Department of Education.
OSHS Technical Assistance Centers
Resources – OME
The What Works Clearinghouse (WWC) is administered by the Department, through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.
The Education Resources Information Center, (ERIC) sponsored by the Institute of Education Sciences of the U.S. Department of Education, produces the world’s premier database of journal and non-journal education literature. The ERIC bibliographic database of more than 1.1 million citations goes back to 1966. More than 107,000 full-text journal documents (issued from 1993-2004), previously available through fee-based services only, are now available for free. ERIC is moving forward with its modernization program, and has begun acquiring materials to add to the database.
Technical Assistance Resources
ED’s National Public School and School District Locator The locator is an online search engine that allows viewers to search for particular schools and pull up profiles on those schools and school districts (e.g., name, address, phone number, and type of locale) and selected demographic characteristics of students, staff, and the community.
Education Resource Organizations Directory (EROD) This directory includes of organizations that provide services on a state, regional, or national level.
Comprehensive Regional Technical Assistance Centers – The U.S. Department of Education Comprehensive Centers program awards discretionary grants to establish comprehensive technical assistance centers to help low-performing schools and districts close achievement gaps and meet the goals of the No Child Left Behind Act of 2001. Section 203 of Title II of the Educational Technical Assistance Act of 2002 (TA Act) authorizes the Department to establish centers to provide technical assistance to States to benefit school districts and schools, especially those in need of improvement.
Regional Education Laboratories – The Regional Educational Laboratory Program (the “Lab” program”) is the U.S. Department of Education’s largest research and development investment designed to help educators, policy-makers, and communities improve schools and help all students attain their full potential. The network of 10 Regional Laboratories works to ensure that those involved in educational improvement at the local, State and regional levels have access to the best available research and knowledge from practice.
Regional Technology in Education Consortia (R*TEC) – The Regional Technology in Education Consortia (R*TEC) program was established to help States, local educational agencies, teachers, school library and media personnel, administrators, and other education entities successfully integrate technologies into kindergarten through 12th grade (K-12) classrooms, library media centers, and other educational settings, including adult literacy centers.
Title I, Part A (Basic Program) – Title I Part A provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging State academic content and performance standards. It is the largest elementary and secondary education program in the Federal government. Title I is designed to support State and local school reform efforts tied to challenging State academic standards in order to reinforce and amplify efforts to improve teaching and learning for students farthest from meeting State standards.
Learn more about Title I and the other programs administered by the Office of Student Achievement and School Accountability (SASA).
Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA-formerly the Office of Bilingual Education and Language Minority Affairs (OBEMLA)) – OELA provides national leadership in promoting high-quality education for the nation’s population of English language learners (ELLs).
Vocational Rehabilitation Service Projects Program for Migrant and Seasonal Farmworkers with Disabilities – The Migrant and Seasonal Farmworkers Program makes comprehensive vocational rehabilitation (VR) services available to migrant or seasonal farmworkers with disabilities for the purpose of increasing employment opportunities. Emphasis is given to outreach, specialized bilingual rehabilitation counseling and coordination of VR services with services from other sources. Projects provide VR services to migrant and seasonal farmworkers and to members of their families when such services will contribute to the rehabilitation of the worker with a disability.
The Migrant Health Program (MHP) provides grants to community nonprofit organizations a list of linguistically competent medical and support services to migrant and seasonal farmworkers and their families.
Migrant Head Start (MHS) is a national program that provides comprehensive developmental services for America’s migrant pre-school children ages three to five and social services for their families. Community-based non-profit organizations and school systems develop unique and innovative programs to meet the specific needs of migrant farmworker families. In addition to providing the same services that the larger general Head Start Program delivers, the Migrant Head Start program has a unique emphasis on serving infants and toddlers as well as pre-school age children, so that they will not have to be cared for in the fields or left in the care of very young siblings while parents are working.
White House Initiatives-
The White House Initiative on Educational Excellence for Hispanic Americans was established on October 12, 2001 by President George W. Bush. The Initiative advises the U.S. Secretary of Education and provides support to the President’s Advisory Commission on Educational Excellence for Hispanic Americans. The Commission’s key objectives are to strengthen the nation’s capacity to provide high-quality education, and increase opportunities for Hispanic Americans to participate in and benefit from Federal education programs.
The White House Initiative on Asian Americans and Pacific Islanders was established on October 14, 2009 by President Barack Obama. The President’s Advisory Commission on Asian American and Pacific Islanders address issues concerning the Asian American and Pacific Islander (AAPI) community. The Interagency Working Group, representing 24 federal agencies and offices, is charged with increasing the AAPI community’s access to federal resources.
The White House Initiative on Educational Excellence for African Americans was established on July 26, 2012 by President Barack Obama. The cross-agency effort is aimed at identifying evidence-based practices that improve student achievement, and develop a national network that shares best practices in order to “improve educational outcomes for African Americans of all ages, and to help ensure that all African Americans receive an education that properly prepares them for college, productive careers, and satisfying lives.”
The White House Initiative on American Indian and Alaska Native Education was establish on December 2, 2011 by President Barack Obama. The Initiative seeks to support activities that will strengthen the Nation by expanding education opportunities and improving education outcomes for all American Indian and Alaska Native (AI/AM) students. It is committed to furthering tribal self-determination and ensuring AI/AN students, at all levels of education, have an opportunity to learn their Native languages and histories, receive complete and competitive educations, preparing them for college, careers and productive and satisfying lives.
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
- 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)
- Webinar presentation: Revised State Plan Template (March 15, 2017)
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.
- Dear Colleague Letter on Stakeholder Engagement (June 22, 2016)
- Reform Integration Framework and Resource Guide
- Sustainability Rubric and Accompanying Resources
- Great State Leaders: A Competency Framework for Growing Talent in a State Education Agency
- School Turnaround Performance Management Toolkit
- Strategic Communications Resources
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.
- 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)
- 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
- Center on Standards and Assessments Implementation
- Center on College and Career Readiness and Success
- National Clearinghouse for English Language Acquisition
These resources can help improve the effectiveness of differentiated recognition, accountability, and support systems designed to close achievement gaps for all students
- 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
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)
- 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)
- 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)
- 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)
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)
- Center on Great Teachers and Leaders
- Equitable Access Support Network
- Regional Comprehensive Centers
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.
- 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
- The National Center for Homeless Education
- The Neglected or Delinquent Education Technical Assistance Center
- Center on Enhancing Early Learning Outcomes
- National Center on Safe Supportive Learning Environments
- Equity Assistance Centers
Fiscal and Program Management
These resources provide guidance applicable to cross-cutting requirements around fiscal and program management of ESSA Title programs
- Financial Transparency and Reporting Readiness Assessment Tool, and District Example (DISCLAIMER)
- School-level Resource Allocation: Communicating for Transparency and Equity (National Title I Conference presentation, February 2018)
- Title I Allocation Formulas: A Discussion of the Factors that Affect Allocation Amounts, Including Why School District Allocations Changes Across Years (National Title I Conference presentation, February 2018)
- Ombudsmen and ESEA Equitable Services: Building Partnerships Between SEAs, LEAs, and Private School Officials (National Title I Conference presentation, February 2018)
- Fiscal Changes & Equitable Services Guidance
- Schoolwide Guidance
- State Educational Agency Procedures for Adjusting Basic, Concentration, Targeted, and Education Finance Incentive Grant Allocations Determined by the U.S. Department of Education
- Applying the Title I and School Improvement Hold-Harmless Requirements when Allocating
- Funds to Newly Opening and Significantly Expanding Charter School LEAs
- Local Educational Agency Identification and Selection of School Attendance Areas and Schools and Allocation of Title I Funds to Those Areas and Schools
- The Community Eligibility Provision and Selected Requirements Under Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended
- Title I Fiscal Issues: Maintenance of Effort; Comparability; Supplement, not Supplant; Carryover; Consolidating Funds in Schoolwide Programs; and Grantback Requirements
- Title IX, Part E Uniform Provisions, Subpart 1—Private Schools
- Serving Preschool Children Through Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended (April 16, 2012)
Data and Reporting
These resources provide guidance for cross-cutting data and reporting requirements for ESSA Title programs.
- Instructional Improvement & Data Systems Community of Practice (from the Reform Support Network)
Equitable Access to Excellent Educators
These resources provide guidance for cross-cutting equitable access to excellent educators requirements for ESSA Title programs.
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.
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
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.
- National Title I State Directors’ Meeting (2/7/18)
- Serving All Students: With a Focus on English Learners and Children with Disabilities (2/8/18)
- Ombudsmen and ESEA Equitable Services: Building Partnerships Between SEAs, LEAs, and Private School Officials (2/8/18)
- Parent Priorities for School and District Report Cards (2/8/18)
- Supporting Decision Making for Evidence-based Literacy Interventions (2/9/18)
- School-level Resource Allocation: Communicating for Transparency and Equity (2/9/18)
- Title I Allocation Formulas: A Discussion of the Factors that Affect Allocation Amounts, Including Why School District Allocations Change Across Years (2/9/18)
- Updates from the U.S. Department of Education (2/10/18
- The (Juris) Doctors Are In: A Lawyer’s Prescription for Navigating the ESSA (2/10/18)
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.
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
Student Support and Academic Enrichment Program
To improve student’s academic achievement by increasing the capacity of States, local educational agencies, schools and local communities to: (1) provide all students with access to a well-rounded education; (2) improve school conditions for student learning; and (3) improve the use of technology in order to improve the academic achievement and digital literacy for all students.
Technical Assistance for Student Assignment Plans
The TASAP program provides one-time competitive grants to local educational agencies (LEAs) to procure technical assistance in preparing, adopting, or modifying, and implementing student assignment plans. The purpose is to avoid racial isolation and resegregation in the Nation’s schools, and to facilitate student diversity, within the parameters of current law.
LEAs use these grant funds to seek assistance and expertise from student assignment specialists, demographers, community relations specialists, facility and other planners, or curriculum specialists and others in comparable LEAs with relevant and successful experience, as well as specialists and consultants from academia, non-profit organizations, civil rights organizations, and the private sector.
Statute, Regulations & Guidance
State Strategies for Engaging Stakeholders in Equity Planning and Beyond