In 2015, President Obama signed the Every Student Succeeds Act (ESSA), which updates the Elementary and Secondary Education Act (ESEA) of 1965.
- FY21 Title III Consortium Notice of Intent Form
- FY21 School Prayer Certification Form
- ConApp Planning and Budgeting Presentation (Brustein and Manasevit for OSSE)
- ESEA Allowable Uses
- FY21 ESEA Consolidated Application Title I-A
- FY21 ESEA Consolidated Application Title II-A
- FY21 ESEA Consolidated Application Title III-A
- FY21 ESEA Consolidated Application Title IV-A
Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Every Student Succeeds Act of 2015
Title I Program Plans
Title I recipients are required to choose to run a schoolwide or a targeted assistance program with their funds. See below for more information on each type of plan:
- FY21 Consolidated Application: Schoolwide Program Plan Requirements
- FY20 Consolidated Application: Schoolwide Program Plan Requirements
- US Department of Education Guidance on Schoolwide Plans
- US Department of Education Guidance on Schoolwide Programs
- Schoolwide Program Plan Template: Short form | Long form
- Schoolwide Program Plan Compliance Checklist
- Targeted Assistance Plans
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.
- FY21 Consolidated Application: Parent and Family Engagement
- FY20 Consolidated Application: Parent and Family Engagement
- Parent and Family Engagement Policies Compliance Checklist
The Every Student Succeeds Act (ESSA), enacted in 2015, requires the District of Columbia and all states to publish per-pupil expenditures for each local education agency (LEA) and school on the annual state report card. This document will provide guidance to LEAs on the reporting, collection, and dissemination of the per-pupil expenditure data.
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.
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)).
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.
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.
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.
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.