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ESSA Guidance for LEAs


In 2015, President Obama signed the Every Student Succeeds Act (ESSA), which updates the Elementary and Secondary Education Act (ESEA) of 1965. As DC’s LEAs implement ESSA in the 2017-18 school year and beyond, this page provides guidance on key updates to the law.

Federal Formula Grants Toolkit: ESEA and IDEA

OSSE developed this guidance to help the District’s local education agencies (LEAs) understand how they may utilize formula funds distributed pursuant to the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA) Part B. The guide includes updates made by ESSA.

[New] ESSA Fiscal Requirements: Supplement, Not Supplant (SNS) and Maintenance of Effort (MOE)

SNS requires that LEAs use federal funding to supplement and not supplant state and local education funding, and ESSA updated LEAs’ options for complying with SNS. MOE requires that LEAs maintain a consistent level of state and local education expenditures from year to year. ESSA now requires that DC charter schools meet MOE, beginning with reporting to OSSE after FY18 and FY19 expenditures.

OSSE Releases State Level Allocation Policies for ESEA

OSSE is pleased to release a revised allocation policy related to its methodology for annually distributing formula funds to local education agencies pursuant to the federal Elementary and Secondary Education Act (ESEA).

Parent and Family Engagement Under ESSA: Requirements and Resources

ESSA emphasizes parent and family engagement as a key lever for school improvement, and obligates schools and LEAs to meet minimum requirements. View our webinar and resources for key information, including parent and family engagement LEA policies, school-parent compacts for Title I schools; school-based parent advisory council; parents’ right to know; funding sources for parent and family engagement under ESEA Titles I-IV; working with parents of English learners; and where to find research and best practices on parent and family engagement.

English Learners: Guidebook for Administrators, Instructional Leaders, and Teachers

All staff, including principals, instructional leaders, teachers, and other school personnel, are responsible for ensuring that students learning English are supported in school. State and Local education agencies (LEAs) have an obligation to ensure English learners (ELs) both develop English language proficiency and meet the same challenging state academic standards as their native English-speaking peers. In their daily work with ELs, teachers are at the forefront of direct services and instruction for students who are learning English as well as students who have recently exited the EL program. Additionally, by developing effective program models and ensuring adherence to required federal activities, school leaders play a critical role in guaranteeing that ELs have equal access to a high-quality education and the opportunity to achieve their full academic potential. This guidebook serves to aid LEAs and schools in building programs that yield the best educational experience for English learners across the city.

Equitable Access to Effective, Experienced, and In-Field Teachers

To ensure that all children receive a high-quality education, ESSA requires State Education Agencies (SEAs) and LEAs to report on “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” (Sec. 1112(b)2)).

Early Learning/K-12 Coordination

The Every Student Succeeds Act (ESSA) requires Local Education Agencies (LEAs) receiving Title I funding to sign a written agreement coordinating with Head Start and other early learning programs on students’ transition to the LEA in pre-K or kindergarten. To support LEAs in meeting the ESSA requirements, OSSE has hosted a working group in collaboration with the DC Head Start Association and participating LEAs. Participants have shared best practices and ideas on how to improve coordination with Head Start and other early learning programs to support smooth and effective transitions for our youngest students. A goal of the ESSA Early Learning Working Group is to draft a model citywide Memorandum of Agreement (MOA) that outlines how LEAs will work with Head Start and other early childhood programs.

Equitable Services for Eligible Private Schools

The ESEA requires OSSE and LEAs to provide equitable services to eligible private school students, teachers, and other educational personnel. Specifically, services for eligible private school students, teachers, and other school personnel must be 1) appropriately funded in accordance with allocation requirements, and 2) developed in consultation with officials of the private schools. In addition, families of eligible private school students must be allowed to participate, on an equitable basis, in the parent and family engagement activities of ESEA Title I, Part A.

The purpose of this letter is to provide you with several key updates regarding the implementation of equitable services in DC.

FFY 2017 ESEA Phase II Application Release and Technical Assistance

The Phase II consolidated application is expected to be released in the Enterprise Grants Management System (EGMS) the week of Aug. 21, 2017. All applications are due to OSSE by Oct. 20, 2017.

To support a smooth application process, and the effective transition to ESSA, OSSE is providing the following optional training and technical assistance opportunities. Each webinar will be offered multiple times throughout August and early September. Click each webinar title for dates and times and to register:

  1. FY 2017 ESEA Consolidated Application (Conapp) Webinar (2 hours) - This session will provide participants with key updates to the Phase II ESEA application informed by ESSA, provide an overview of the application process, and clarify key timelines. [view webinar] [view presentation]
  2. Conducting a Title I Schoolwide Program Needs Assessment Webinar (1 hour) - This session will provide participants an overview of the Title I, Part A schoolwide program and outline the process for conducting a needs assessment for schoolwide programs. [view presentation]
  3. Understanding Evidence-Based Practices Webinar (1 hour) - This session will provide participants with an overview of evidence-based practices informed by ESSA, offer resources for identifying appropriate practices, and provide an outline of the process for identifying evidence-based practices.
  4. Effective School Improvement Planning Webinar (1 hour) - This session will provide participants with an overview of school improvement activities outlined in ESSA the process for organizing and developing school improvement plans. [view presentation]

OSSE is also offering in-person and virtual consultations to LEAs by appointment the week of Sept. 11, 2017. To request a consultation, please email your grant manager. We look forward to continuing to support your important work over the upcoming year.

ESEA Consolidated Application Questions and Answers

Thank you to the LEA staff who attended OSSE's webinars or in-person consultation sessions. OSSE has compiled these questions and answers that may be helpful for completing the ESEA consolidated application.

ESSA Detailed Fiscal Summaries

The following detailed fiscal summaries explain how the new Every Student Succeeds Act (ESSA) updates fiscal requirements for ESEA Titles I-A, II-A, and III-A from previous requirements under No Child Left Behind. Please note that Title IV- A is a new funding stream and thus a fiscal summary for this title is not included.   
 
If you have any questions regarding our allocation policies or these fiscal summaries, you may contact your LEA’s Grant manager directly, or email Ijeoma Oji, Director of Operational Management, at [email protected].


Related Content: Every Student Succeeds Act