• ESSA Promising Features Survey

    A Collaborative Effort by the National Council of Teachers of Mathematics, the Association of State Supervisors of Mathematics, and the Math Teachers' Circle Network.
  • Introduction

  • Thank you for taking the time to support this important work of identifying promising features of state plans for the Every Student Succeeds Act. 

    With the help of reviewers like you, we will scour state plans across the country to find promising features. We will provide a summary of findings intended to help the mathematics education community provide detailed and constructive feedback that promotes the advancement of mathematics education explicitly in state plans. 

  • Personal Information


  • State Information

  • Locating State ESSA Plans

    The Understanding ESSA website is a good place to check for your state's plan. First check the list of submitted and draft state plans. If you don't see your state on the list, you can find the status of ESSA activity in your state by following links from the State Activity page.

  • Review Process

    We have identified those components of state plans that have a strong likelihood of being influential to a large population of students and teachers. While there are many other components of ESSA that should be given attention, we are focusing on the following five key components of the Every Student Succeeds Act (ESSA); 

    • Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies
    • Title I, Part C: Education of Migratory Children
    • Title I, Part D: Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk
    • Title II, Part A: Supporting Effective Instruction
    • Title IV, Part A: Student Support and Academic Enrichment Grants
    • Title IV, Part B: 21st Century Community Learning Centers
    • Title V, Part B, Subpart 2: Rural and Low-Income School Program 
    • Title VII, Subtitle B: Education for Homeless Children and Youth program, McKinney-Vento Homeless Assistance Act

    In the following portion of this survey, there is an opportunity to review any or all of these components. 

    If you choose to review a component, we will provide further details to help focus your attention to subcomponents of the state plan. 

    Our request on each is the same. 

    1. Please provide either a copy/paste OR a screen capture of that portion of the state plan. 
    2. Indicate any promising features of the state plan.
  • Section A: Title I, Part A

    Improving Basic Programs Operated by Local Education Agencies
  • Section A: Title I, Part A

    Improving Basic Programs Operated by Local Education Agencies
  • We have identified the following sections as being potentially relevant to how state plans might incorporate mathematics into Title I, Part A. Section numbers and text come from the Revised Consolidated State Plan Template provided by the U.S. Department of Education.

    To find a section in the state plan you are reviewing, we recommend searching on the section heading as listed below.

    To review a section, please click on the arrow to the right of the section heading below and follow the prompts.

    The sections that we consider to be highest leverage are marked with an asterisk (*). Please focus on these sections first if you are not able to review all the listed sections from Title I, Part A.

  • A.4. Statewide Accountability System and School Support and Improvement Activities

    • A.4.iii - Establishment of Long-Term Goals 
    • Please review the following elements of Section A.4.iii:

      a. Academic Achievement

      1. Describe the long-term goals for improved academic achievement, as measured by proficiency on the annual statewide reading/language arts and mathematics assessments, for all students and for each subgroup of students, including: (i) baseline data; (ii) the timeline for meeting the long-term goals, for which the term must be the same multi-year length of time for all students and for each subgroup of students in the State; and (iii) how the long-term goals are ambitious.
      2. Provide the measurements of interim progress toward meeting the long-term goals for academic achievement in Appendix A.
      3. Describe how the long-term goals and measurements of interim progress toward the long-term goals for academic achievement take into account the improvement necessary to make significant progress in closing statewide proficiency gaps.
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    • A.4.iv - Indicators 
    • Please review the following elements of Section A.4.iv:

      a. Academic Achievement Indicator. Describe the Academic Achievement indicator, including a description of how the indicator (i) is based on the long-term goals; (ii) is measured by proficiency on the annual Statewide reading/language arts and mathematics assessments; (iii) annually measures academic achievement for all students and separately for each subgroup of students; and (iv) at the State’s discretion, for each public high school in the State, includes a measure of student growth, as measured by the annual Statewide reading/language arts and mathematics assessments. 

      b. Indicator for Public Elementary and Secondary Schools that are Not High Schools (Other Academic Indicator). Describe the Other Academic indicator, including how it annually measures the performance for all students and separately for each subgroup of students. If the Other Academic indicator is not a measure of student growth, the description must include a demonstration that the indicator is a valid and reliable statewide academic indicator that allows for meaningful differentiation in school performance. 

      e. School Quality or Student Success Indicator(s). Describe each School Quality or Student Success Indicator, including, for each such indicator: (i) how it allows for meaningful differentiation in school performance; (ii) that it is valid, reliable, comparable, and statewide (for the grade span(s) to which it applies); and (iii) of how each such indicator annually measures performance for all students and separately for each subgroup of students. For any School Quality or Student Success indicator that does not apply to all grade spans, the description must include the grade spans to which it does apply. 

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    • A.4.v - Annual Meaningful Differentiation  
    • Please review the following elements of Section A.4.v:

      a. Describe the State’s system of annual meaningful differentiation of all public schools in the State, consistent with the requirements of section 1111(c)(4)(C) of the ESEA, including a description of (i) how the system is based on all indicators in the State’s accountability system, (ii) for all students and for each subgroup of students. Note that each state must comply with the requirements in 1111(c)(5) of the ESEA with respect to accountability for charter schools.


      b. Describe the weighting of each indicator in the State’s system of annual meaningful differentiation, including how the Academic Achievement, Other Academic, Graduation Rate, and Progress in ELP indicators each receive substantial weight individually and, in the aggregate, much greater weight than the School Quality or Student Success indicator(s), in the aggregate.


      c. If the States uses a different methodology or methodologies for annual meaningful differentiation than the one described in 4.v.a. above for schools for which an accountability determination cannot be made (e.g., P-2 schools), describe the different methodology or methodologies, indicating the type(s) of schools to which it applies. 

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    • A.4.vi - Identification of Schools  
    • Please review the following element of Section A.4.vi:

      g. Additional Statewide Categories of Schools. If the State chooses, at its discretion, to include additional statewide categories of schools, describe those categories.

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    • *A.4.viii - Continued Support for School and LEA Improvement 
    • Please review the following elements of Section A.4.viii:

      c. More Rigorous Interventions. Describe the more rigorous interventions required for schools identified for comprehensive support and improvement that fail to meet the State’s exit criteria within a State-determined number of years consistent with section 1111(d)(3)(A)(i)(I) of the ESEA. 

      d. Resource Allocation Review. Describe how the State will periodically review resource allocation to support school improvement in each LEA in the State serving a significant number or percentage of schools identified for comprehensive or targeted support and improvement. 

      e. Technical Assistance. Describe the technical assistance the State will provide to each LEA in the State serving a significant number or percentage of schools identified for comprehensive or targeted support and improvement.

      f. Additional Optional Action. If applicable, describe the action the State will take to initiate additional improvement in any LEA with a significant number or percentage of schools that are consistently identified by the State for comprehensive support and improvement and are not meeting exit criteria established by the State or in any LEA with a significant number or percentage of schools implementing targeted support and improvement plans.

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    • *A.5. Disproportionate Rates of Access to Educators

    • *A.5 - Disproportionate Rates of Access to Educators 
    • Please review the following elements of Section A.5:

      Disproportionate Rates of Access to Educators (ESEA section 1111(g)(1)(B)): Describe how low-income and minority children enrolled in schools assisted under Title I, Part A are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers, and the measures the SEA will use to evaluate and publicly report the progress of the SEA with respect to such description.

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    • *A.7. School Transitions

    • *A.7 - School Transitions 
    • Please review the following elements of Section A.7:

      School Transitions (ESEA section 1111(g)(1)(D)): Describe how the State will support LEAs receiving assistance under Title I, Part A in meeting the needs of students at all levels of schooling (particularly students in the middle grades and high school), including how the State will work with such LEAs to provide effective transitions of students to middle grades and high school to decrease the risk of students dropping out.

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  • Section B: Title I, Part C

    Education of Migratory Children
  • Section B: Title I, Part C

    Education of Migratory Children
  • We have identified the following section as being potentially relevant to how state plans might incorporate mathematics into Title I, Part C. Section numbers and text come from the Revised Consolidated State Plan Template provided by the U.S. Department of Education.

    To find a section in the state plan you are reviewing, we recommend searching on the section heading as listed below.

  • B.3. Use of Funds

  • Please review the following element of Section B.3:

    Use of Funds (ESEA section 1304(b)(4)): Describe the State’s priorities for the use of Title I, Part C funds, and how such priorities relate to the State’s assessment of needs for services in the State.

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  • Section C: Title I, Part D

    Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk
  • Section C: Title I, Part D

    Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk
  • We have identified the following section as being potentially relevant to how state plans might incorporate mathematics into Title I, Part D. Section numbers and text come from the Revised Consolidated State Plan Template provided by the U.S. Department of Education.

    To find a section in the state plan you are reviewing, we recommend searching on the section heading as listed below.

  • C.2. Program Objectives and Outcomes

  • Please review the following element of Section C.2:

    Program Objectives and Outcomes (ESEA section 1414(a)(2)(A)): Describe the program objectives and outcomes established by the State that will be used to assess the effectiveness of the Title I, Part D program in improving the academic, career, and technical skills of children in the program.

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  • Section D: Title II, Part A

    Supporting Effective Instruction
  • Section D: Title II, Part A

    Supporting Effective Instruction
  • We have identified the following sections as being potentially relevant to how state plans might incorporate mathematics into Title II, Part A. Section numbers and text come from the Revised Consolidated State Plan Template provided by the U.S. Department of Education.

    To find a section in the state plan you are reviewing, we recommend searching on the section heading as listed below.

    To review a section, please click on the arrow to the right of the section heading below and follow the prompts.

    The sections that we consider to be highest leverage are marked with an asterisk (*). Please focus on these sections first if you are not able to review all the listed sections from Title II, Part A.

    • *D.1. Use of Funds 
    • Please review the following element of Section D.1:

      Use of Funds (ESEA section 2101(d)(2)(A) and (D)): Describe how the State educational agency will use Title II, Part A funds received under Title II, Part A for State-level activities described in section 2101(c), including how the activities are expected to improve student achievement.

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    • D.2. Use of Funds to Improve Equitable Access to Teachers in Title I, Part A Schools 
    • Please review the following element of Section D.2:

      Use of Funds to Improve Equitable Access to Teachers in Title I, Part A Schools (ESEA section 2101(d)(2)(E)): If an SEA plans to use Title II, Part A funds to improve equitable access to effective teachers, consistent with ESEA section 1111(g)(1)(B), describe how such funds will be used for this purpose.

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    • D.4. Improving Skills of Educators 
    • Please review the following element of Section D.4:

      Improving Skills of Educators (ESEA section 2101(d)(2)(J)): Describe how the SEA will improve the skills of teachers, principals, or other school leaders in order to enable them to identify students with specific learning needs, particularly children with disabilities, English learners, students who are gifted and talented, and students with low literacy levels, and provide instruction based on the needs of such students.

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    • D.6. Teacher Preparation 
    • Please review the following element of Section D.6:

      Teacher Preparation (ESEA section 2101(d)(2)(M)): Describe the actions the State may take to improve preparation programs and strengthen support for teachers, principals, or other school leaders based on the needs of the State, as identified by the SEA.

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  • Section F: Title IV, Part A

    Student Support and Academic Enrichment Grants
  • Section F: Title IV, Part A

    Student Support and Academic Enrichment Grants
  • We have identified the following sections as being potentially relevant to how state plans might incorporate mathematics into Title IV, Part A. Section numbers and text come from the Revised Consolidated State Plan Template provided by the U.S. Department of Education.

    To find a section in the state plan you are reviewing, we recommend searching on the section heading as listed below.

    To review a section, please click on the arrow to the right of the section heading below and follow the prompts.

    The sections that we consider to be highest leverage are marked with an asterisk (*). Please focus on these sections first if you are not able to review all the listed sections from Title IV, Part A.

    • *F.1. Use of Funds 
    • Please review the following element of Section F.1:

      Use of Funds (ESEA section 4103(c)(2)(A)): Describe how the SEA will use funds received under Title IV, Part A, Subpart 1 for State-level activities.

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    • *F.2. Awarding Subgrants 
    • Please review the following element of Section F.2:

      Awarding Subgrants (ESEA section 4103(c)(2)(B)): Describe how the SEA will ensure that awards made to LEAs under Title IV, Part A, Subpart 1 are in amounts that are consistent with ESEA section 4105(a)(2).

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  • Section G: Title IV, Part B

    21st Century Community Learning Centers
  • Section G: Title IV, Part B

    21st Century Community Learning Centers
  • We have identified the following sections as being potentially relevant to how state plans might incorporate mathematics into Title IV, Part B. Section numbers and text come from the Revised Consolidated State Plan Template provided by the U.S. Department of Education.

    To find a section in the state plan you are reviewing, we recommend searching on the section heading as listed below.

    To review a section, please click on the arrow to the right of the section heading below and follow the prompts.

    The sections that we consider to be highest leverage are marked with an asterisk (*). Please focus on these sections first if you are not able to review all the listed sections from Title IV, Part B.

    • *G.1. Use of Funds 
    • Please review the following element of Section G.1:

      Use of Funds (ESEA section 4203(a)(2)): Describe how the SEA will use funds received under the 21st Century Community Learning Centers program, including funds reserved for State-level activities.

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    • *G.2. Awarding Subgrants 
    • Please review the following element of Section G.2:

      Awarding Subgrants (ESEA section 4203(a)(4)): Describe the procedures and criteria the SEA will use for reviewing applications and awarding 21st Century Community Learning Centers funds to eligible entities on a competitive basis, which shall include procedures and criteria that take into consideration the likelihood that a proposed community learning center will help participating students meet the challenging State academic standards and any local academic standards.

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  • Section H: Title V, Part B, Subpart 2

    Rural and Low-Income School Program
  • Section H: Title V, Part B, Subpart 2

    Rural and Low-Income School Program
  • We have identified the following sections as being potentially relevant to how state plans might incorporate mathematics into Title V, Part B, Subpart 2. Section numbers and text come from the Revised Consolidated State Plan Template provided by the U.S. Department of Education.

    To find a section in the state plan you are reviewing, we recommend searching on the section heading as listed below.

    To review a section, please click on the arrow to the right of the section heading below and follow the prompts.

    • H.1. Outcomes and Objectives 
    • Please review the following element of Section H.1:

      Outcomes and Objectives (ESEA section 5223(b)(1)): Provide information on program objectives and outcomes for activities under Title V, Part B, Subpart 2, including how the SEA will use funds to help all students meet the challenging State academic standards.

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    • H.2. Technical Assistance 
    • Please review the following element of Section H.2:

      Technical Assistance (ESEA section 5223(b)(3)): Describe how the SEA will provide technical assistance to eligible LEAs to help such agencies implement the activities described in ESEA section 5222.

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  • Section I:

    Education for Homeless Children and Youth program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B
  • Section I:

    Education for Homeless Children and Youth program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B
  • We have identified the following section as being potentially relevant to how state plans might incorporate mathematics into the Education for Homeless Children and Youth program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B. Section numbers and text come from the Revised Consolidated State Plan Template provided by the U.S. Department of Education.

    To find a section in the state plan you are reviewing, we recommend searching on the section heading as listed below.

  • I.4. Access to Services

  • Please review the following element of Section I.4:

    iii. [Describe procedures that ensure that:] Homeless children and youth who meet the relevant eligibility criteria do not face barriers to accessing academic and extracurricular activities, including magnet school, summer school, career and technical education, advanced placement, online learning, and charter school programs, if such programs are available at the State and local levels.

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  • Thank you for completing your review of the state plan. Please submit your review using the button below. You will then receive a confirmation email that includes the responses you entered. 

    Thank you again for taking the time to support this important work of identifying promising features of state plans for the Every Student Succeeds Act. You should expect to hear back from us in early July with a summary of findings and suggested next steps.

     

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