Oklahoma State Department of Education



848360-48768000ESSA Consolidated State Plan In order to receive federal funds, state educational agencies (SEAs, in this case the Oklahoma State Department of Education) must submit a plan to the U.S. Secretary of Education. The Elementary and Secondary Education Act (ESEA) of 1965 states that the purposes of a consolidated plan are toimprove teaching and learning by encouraging greater cross-program coordination, planning, and service delivery; provide greater flexibility to State and local authorities through consolidated plans, applications, and reporting; andenhance the integration of State and local programs. Consolidated State plans encourage states to think more comprehensively about the implementation of program areas across ESEA as reauthorized by ESSA and further leverage funding to better support students. States must make their plans available for a public comment period of not less than 30 days before submission. Consolidated State plans will address five areas:Consultation and Coordination (ESSA section 1111(a))State educational agencies (SEAs) must submit to the U.S. Secretary of Education a plan that is developed with timely and meaningful consultation with the Governor, State Legislature, State Board of Education, local educational agencies (LEAs, in this case the local school districts), tribal representatives, teachers, principals, school leaders, charter school leaders, specialized instructional support personnel, paraprofessionals, administrators, other staff and parents.The State Plan must coordinate with other federal programs including:The Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.)The Rehabilitation Act of 1973 (20 U.S.C. 701 et seq.)The Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.),The Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.)The Head Start Act (42 U.S.C. 9831 et seq.)The Child Care and Development Block Grant Act of 1990 (42 U.S.C. 9858 et seq.)The Education Sciences Reform Act of 2002 (20 U.S.C. 9501 et seq.)The Education Technical Assistance Act of 2002 (20 U.S.C. 9601 et. seq.)The National Assessment of Educational Progress Authorization Act (20 U.S.C. 9621 et seq.)The McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.)The Adult Education and Family Literacy Act (29 U.S.C. 3271 et seq.)Challenging Academic Standards and Academic Assessments (ESSA section 1111(b))Each state must provide an assurance it has adopted challenging academic achievement standards which include not less than three levels of achievement, in the areas of mathematics, reading or language arts and science. States must demonstrate that the standards are aligned with entrance requirements for credit-bearing coursework in college and with the State’s career and technical education standards. States may adopt alternate academic achievement standards for students with the most significant cognitive disabilities. States must also adopt English language proficiency standards that address the different proficiency levels of English learners. States are not required to submit their academic standards to the U.S. Secretary of Education for review or approval.Each state, in consultation with LEAs, must implement a set of high-quality academic assessments in mathematics, reading or language arts and science that measures the achievement of all students and are aligned with the State academic standards. States may provide for alternate assessments for students with the most significant cognitive disabilities; however, the State must ensure that for each subject, the total number of students assessed using the alternate assessments does not exceed 1 percent of the total number of students assessed in each subject. States must provide an annual assessment of English proficiency for all English learners. States may choose to exclude English learners who have been enrolled for less than 12 months from administration of the reading or language arts assessment.Accountability, Support, and Improvement for Schools (ESSA sections 1111(c) and 1111(d))Each state must describe its statewide accountability system – which must be based on the academic achievement standards for reading or language arts and mathematics – that will improve student academic achievement and school success. The State must establish long-term goals and interim progress goals for all students and separately for economically disadvantaged students, students from major racial and ethnic groups, children with disabilities and English learners.The accountability system must include indicators for:(1) academic achievement, as measured by the annual state assessments, (2) a valid and reliable statewide academic indicator for elementary and middle/junior high schools, (3) graduation rate, (4) progress in achieving English language proficiency, and (5) not less than one indicator of school quality and success with greater weight placed on the first four indicators. All indicators must allow for meaningful differentiation in school performance. Indicators of school quality and student success may include, but are not limited to, measures of student and educator engagement, access to and completion of advanced coursework, postsecondary readiness and school climate and safety. States must establish a system to identify and support schools that consistently underperform on all indicators. Schools will be identified for comprehensive support and improvement if they are in the bottom 5 percent of lowest-performing schools in the state, if they fail to graduate one third or more of their students, or have underperforming populations. Schools will be identified for targeted support and intervention if they have consistently underperforming populations.States are required to annually measure the achievement of not less than 95 percent of all students and 95 percent of all students in each special population.States must prepare an annual report card for the State as a whole that describes the State’s accountability system, number of students included, long-term goals, indicators, system of differentiation, schools that have been identified for support and criteria for schools to exit the list of support. The report card must also include, among other things, achievement information for homeless students, students in foster care, and students whose parents are in the Armed Forces in addition to economically disadvantaged students, students from major racial and ethnic groups, children with disabilities and English learners. States must also ensure that LEAs prepare and disseminate a similar annual report card for the LEA as a whole and for each school served by the LEA.Supporting Excellent Educators (ESSA section 111(g))States must describe how low-income and minority children are not served at disproportionate rates by ineffective, out-of-field or inexperienced teachers, and how the state will evaluate and report progress in these areas.While ESSA itself does not go into further detail for State plans regarding this fourth element, the U.S. Department of Education, under its authority to establish procedures and criteria for State plans, directs states through its proposed regulations to describe the State’s educator development, retention and advancement systems, including teacher certification, teacher preparation and professional development.Supporting All Students (ESSA section 1111(g))States must describe how they willprovide assistance to LEAs and elementary schools who are using federal funds to support early childhood programs;support LEAs receiving assistance to improve school conditions for student learning through reducing incidents of bullying and harassment, the overuse of discipline practices that remove students from the classroom, and the use of aversive behavioral interventions that compromise student health and safety;support LEAs receiving assistance in meeting the needs of students who are transitioning between school levels to decrease the risk of students dropping out;take steps to ensure educational stability for children in foster care through collaboration with other agencies;support LEAs in the identification, enrollment, attendance and school stability of homeless children and youths; andprovide students an opportunity to achieve the knowledge and skills described in the challenging State academic standards. ................
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