March 7, 2016

• ESSA and Student Health 
• Did You Know?

ESSA and Student Health 

ASCD focuses on student health in a newly released FAQ (PDF) on the implementation of the Every Student Succeeds Act (ESSA). The first in a series of ESSA FAQs, this resource details how ESSA supports student health and a well-rounded education and how districts can access funding for these activities.

ESSA establishes a block grant in the new Title IV, the Student Support and Academic Enrichment Grants program (SSAEG), which authorizes activities that provide students with a well-rounded education, support safe and healthy students, and support the effective use of technology. ESSA authors developed the SSEAG program to allow districts flexibility in implementing these activities in place of many programs eliminated by ESSA. SSEAG funding is provided to states based on the Title I formula and then allocated to districts by states, again based on the Title I formula; of course, this funding is contingent on congressional appropriations decisions. Schools that receive more than $30,000 must conduct an assessment to examine the need for improvement in the three authorized areas of SSAEG. The FAQ highlights two existing tools that schools may use for the needs assessment, including ASCD’s School Improvement Tool. See the Title IV and Student Health FAQ document here (PDF).

Remember, you can find all ESSA resources from ASCD and the U.S. Department of Education at www.ascd.org/essa.

In other news, the Department has proposed a new rule to address the frequency with which schools remove students of color with disabilities from regular classrooms and educate them separately from their peers. The proposed rule would require states to assess whether disparities in the treatment of students with disabilities have become significant; if so, districts must set aside a specific amount of funding to provide comprehensive, coordinated, early intervening services. Although longstanding federal law—the Individuals with Disabilities Education Act—requires the inclusion of students with disabilities, data show that disparities persist in the frequency that students of color with disabilities are removed from the classroom due to discipline issues compared to their white peers. Stakeholders who wish to submit comments on the proposed rule must do so here by May 16, 2016.

All-inclusive learning has been the subject of conversation across the country as educators participate in the 2016 ASCD Forum, “Learning for All = Teaching for All.” Continuing the chat from the previous week, this week’s conversation will focus on how all-inclusive learning environments can address race, social-economic status, gender communities, mental health, and English language learners. Listen to the latest ASCD Whole Child Podcast on the importance of culturally responsive classrooms, and contribute your insights on Twitter using #ASCDForum. During the weeks of March 13-26, conversation will shift to specifics about how educators and policymakers can support the formation and sustainability of all-inclusive learning environments.

Lastly, the Senate education committee is expected to approve John King’s nomination as U.S. Secretary of Education during an executive session on Wednesday. You can watch the proceedings here. The full Senate will then take up the nomination, perhaps by the end of the month.

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Did You Know? 

Nearly half of youth who applied for a summer job in 2015 were turned down, and this opportunity gap contributes to gaps in achievement even after high school, particularly for low-income students who lose access to supports that keep them safe, healthy, and engaged during the school year. To counter this issue, the Obama administration has announced a new initiative titled the Summer Opportunity Project, which aims to engage state and local leaders, community-based organizations, and private sector leaders to join forces and increase the percentage of youth participating in summer programs.

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