President Obama's plan for the reauthorization of ESEA

1. A Blueprint for ReformThe Reauthorization of the Elementary and Secondary Education Act About the Education Plan of President Obama- 2010

3. A world class education is also a moral imperative- the key to securing a more equal, fair, and just society.

4. We know that from the moment students enter a school, the most important factor in their success is not the color of their skin or the income of their parents- it is the teacher standing at the front of the classroom….We must do better to recruit, develop, support, retain, and reward outstanding teachers in America’s classrooms.

7. $77 billion for reforms to strengthen elementary and secondary education, including $48.6 billion to stabilize state education budgets

8. $5 billion in competitive funds to spur innovation and ambitious reform to close “the achievement gap”

11. Many employers comment on the inadequate preparation of high school graduates.

12. While states have developed assessments aligned with their standards, in many cases these assessments do not adequately measure student growth or the knowledge and skills that students need, nor do they provide timely, useful information to teachers.

13. This blueprint challenges governors to develop college- and career-ready standards (Language Arts and Math).

14. The plan calls for better assessments, aligned with the standards.

15. The plan calls for English language proficiency standards for English learners.

17. Focus most rigorous support and interventions on the lowest performing schools and districts.

18. Not just looking at absolute performance/proficiency, but at individual student growth and progress over time.

19. Reward “communities of practice” for sharing best practices and strategies to assist lower-performing schools.

20. Establishes “Challenge” schools (lowest 5%) and “Warning” schools (next lowest 5%) for targeted intervention and oversight.

21. Blueprint promises to “build state and district capacity” to support schools, school leaders, teachers, and students.

23. Transformation model (replace principal, strengthen staffing, implement research-based instructional program, provide extended learning time, implement new governance and flexibility)

24. Turnaround model (replace principal and at least half of staff, implement research-based instructional program, provide extended learning time, implement new governance and flexibility)

25. Restart model (convert or close and reopen school under an effective charter operator, CMO, or EMO)

27. Calls for statewide definitions of “effective teacher” and “highly effective teacher.

28. State data systems will include information about teacher and principal preparation programs to job placement, student growth, and retention outcomes of graduates.

29. Funds can be used for recruitment and development of effective teachers.

30. Supports ongoing, job-embedded, professional development targeted to student and school needs.

32. “Grantees may use funds to reform compensation systems to provide differentiated compensation and career advancement opportunities to educators who are effective in increasing student academic achievement.”

33. Calls for an elimination of incentives that have not been shown to be linked to student performance.

34. Competitive grants are available to organizations, colleges, and universities that are offering/reforming high-quality preparation programs that are equipping educators for high-need schools and subject areas.

36. Obama’s proposal will continue and strengthen the federal commitment to serving all students, providing assistance to certain high-need regions in areas, including rural districts, and districts affected by federal property and activities.

37. Better assessments and high-quality instructional supports that incorporate the principles of “universal design for learning”.

38. Formula grant assistance for English language learners which includes new criteria for identification of students, eligibility, placement, and duration of programs based on reliable proficiency assessment. Funding may also be used to evaluate and support programs for effectiveness and help drive decisions by districts in selecting effective programs.

41. Competitive subgrants (from state) to supports schools with the greatest need. Programs must include effective professional development for teachers and school leaders.

43. Substantial support for high-need schools to implement high-quality instruction in at least math and science (and may include technology and engineering).

44. States will be required to develop comprehensive, evidence-based plans to align federal, state, and local funds to provide high- quality STEM instruction.

45. Priority may also be given to states that use technology to address student learning challenges, which may include the principles of “universal design for learning”, cooperative with outside expertise, or propose to prepare students from underrepresented groups for advanced study and careers in STEM.

47. Supporting programs that redesign and expand the school schedule, provide high-quality afterschool programs, and provide comprehensive supports to students.

48. Using data to improve students’ health, safety, and well-being.

49. Grantees will conduct a needs assessment of all children in the community in order to establish baseline data against with the grantee will aim to improve outcomes, and will promote and coordinate community involvement, support, and buy-in, including securing and leveraging resources from the public and private sectors.

51. Expands educational options to increase choice within the public school system through high-performing new schools and meaningful public school choice.

52. Charter schools funded under this program must be subject to the same accountability systems as traditional public schools, as well as increased accountability for improving academic achievement.

53. Race to the Top (RttT)

54. Competitive grants to states and districts willing to take on ambitious and comprehensive reforms.

55. Flexibility for using funds in alignment with their plans. Continued funding only if they implement proposed plans effectively and meet their performance targets.

57. Competitive grants to expand the implementation of, and investment in, innovative and evidence-based practices, programs, and strategies that significantly improve student outcomes.

58. Three-tiered framework that directs the highest levels of funding to programs with the strongest evidence, and also includes a willingness to undergo rigorous evaluation of programs.

60. A focus on key priorities across programs (Literacy, STEM, evidence, efficiency, high-need area, and supporting all learners)Where grantees are successfully improving outcomes for students, we should not only reward them, but replicate their successful practices.