蜜桃影视

This update on the Every Student Succeeds Act and the education plans now being implemented by states and school districts is produced in partnership with ESSA Essentials, an ongoing series from the Collaborative for Student Success. It鈥檚 an offshoot of their  newsletter, which you can ! (See our recent ESSA updates from previous weeks right here.)

The Department of Education continues to issue guidance concerning the spread of COVID-19 and its impact on schools, students and federal regulations.

Collaborative for Student Success Executive Director Jim Cowen in Forbes that the wave of school closures has rightly sparked a discussion about the 鈥渋ssues of providing meals and other educational services to America鈥檚 school children.鈥� In addition, these closures increase the likelihood that 鈥渕any students will be out of school at the time they would typically take their designated state test.鈥�

These assessments are part of the Every Student Succeeds Act鈥檚 federal requirements, and without the data they provide, it will be harder for education policymakers to 鈥渕easure a school year鈥檚 worth of growth among students and break it down by student subgroups and schools.鈥�

Beyond the coronavirus鈥檚 impact on federal testing, here are the week鈥檚 other top headlines for how states are implementing and innovating under ESSA:

Leveraging school-level spending data to enhance equity

Cowen also in Forbes about the significant impact school-level, per-pupil spending will have on education finance 鈥� and equity.

While states have reported how much money a district spends per student for many years, ESSA requires states to report this information at the individual school level. The additional data enable education officials 鈥渢o contrast the percentage of resources available to two different schools, better exploring the potential impact of efforts and interventions to improve student achievement.鈥�

The enhanced school spending data will also help 鈥渂uild more equitable systems of funding鈥� by providing greater context and insight into what works (and what doesn鈥檛).

Coronavirus creating roadblocks for district efforts to curb absenteeism

Education Week, COVID-19 could significantly impact 鈥渃hronic absenteeism rates that will be publicly reported and, for many schools, used in their states鈥� accountability systems that determine how well they performed.鈥�

Under ESSA, states have been pushed to look 鈥渂eyond traditional indicators like test scores and graduation rates in evaluating schools.鈥� For 36 states and D.C., this has included incorporating chronic absenteeism into their state ESSA accountability plans. Even in districts without closures, attendance is likely to drop as 鈥渇amilies face conflicting messages from employers, government officials, and a variety of media sources about the severity of the virus and how to control its spread.鈥�

Embracing UDL to help ELLs

As Katie Novak for Language Magazine, Universal Design for Learning (UDL) principles can help English Language Learners (ELL) have a richer, more transformative experience in the classroom. ESSA 鈥渦rges states to adopt UDL in a number of areas,鈥� including using UDL principles to design assessments and 鈥渢o support the learning needs of all students, including English learners.鈥�

https://twitter.com/SSofronas/status/973546199188934657

The three principles of UDL 鈥� providing 鈥渕ultiple means鈥� of representation; action and expression; and engagement 鈥� enable ELLs to 鈥渂uild background knowledge, interact with information visually and auditorily, access rich scaffolds and supports to help highlight the patterns of language, and have numerous opportunities to express what they know.鈥�

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