Fundamentally, ESSA is about creating a set of interlocking strategies to promote educational equity by providing support to districts and schools as they work to ensure that every student succeeds. New York State is committed to ensuring that all students succeed and thrive in school no matter who they are, where they live, where they go to school, or where they come from.
To foster equity, the New York State ESSA plan:
- addresses disparities in training for teachers to help them be effective in the classroom;
- provides students more access to rigorous high school coursework;
- makes schools equally welcoming environments for all students;
- increases fiscal transparency in school building spending; and
- uses multiple measures to allow students to demonstrate proficiency in state learning standards.
Every student includes English language learners, students with disabilities, low-income students, neglected and delinquent youth, migrant students, homeless students, and students in rural districts where sparse population density creates its own challenges.
ESSA includes a wide array of programs that are designed to help to ensure success for students and schools. These programs provide schools and districts with resources focused on meeting the needs of students, parents and families, teachers, and school leaders.
Below, please find information, resources, technical assistance, data, and reports on the New York State Education Department (NYSED) ESSA programs.
Title I, Part A provides supplemental financial assistance to school districts/schools with a high percentage of children from low-income families, to provide all children a significant opportunity to receive a fair, equitable, high-quality education and to close educational achievement gaps.
Title III is designed to enable English Language Learners/Multilingual Learners and Immigrant Students to develop English language proficiency, as well as access the State’s challenging academic standards, through the provision of high-quality instruction and support.
Title IX, Part A (the McKinney-Vento Act) provides support to ensure that homeless children and youth have equal access to the same free, appropriate, public education; including a public preschool education, with the opporturnity to meet the same challenging state content and student performance standards.
NYSED's guidance on equitable services for nonpublic schools is intended to assist LEAs and other entities receiving federal financial assistance to fulfill their consultation obligations under ESSA to provide equitable services to eligible private school students, teachers, and other educational personnel, and, under some programs, to parents.
The New York State ESSA plan incorporates the principles of multitiered systems of support (MTSS) as a framework for both academic and behavioral instruction. MTSS is grounded in the belief that all students can learn and all school professionals are responsive to the academic and behavioral needs of all students. MTSS focuses on evidence-based practices, relies on student progress data to inform instructional decisions and ensures that each student, based on their unique needs, receives the level and type of support necessary to be successful.
Through its State Systemic Improvement Plan, NYSED is piloting the implementation of MTSS in 14 New York State schools. This pilot is designed to increase the capacity of school districts to implement, scale-up, and sustain evidence-based practices to improve outcomes for students with disabilities. The SSIP focuses on providing tiered intervention based upon students’ unique needs, using a lens that is responsive to each student’s social identity, culture and language.
The New York State ESSA plan also supports effective transition practices throughout a student’s educational experience and fosters coordinated transitions from early childhood education to postsecondary education. This emphasis on coordinated transitions directly aligns with the Department’s initiatives in transition planning for students with disabilities under the Individuals with Disabilities Education Act (IDEA). This alignment also promotes the development of schoolwide inclusive systems of transitions, based on a student’s individual needs, experiences, interests, and aspirations.
Building-level financial transparency under ESSA will help those interested in education learn more about the equity and effectiveness of our federal, state, and local educational resources. It is critical that we maximize every dollar to provide the best opportunities and improve outcomes for our students. Fiscal transparency reports will outline how much each school is spending per student and the source of the funds. These fiscal transparency reports will be issued for the first time in early 2020 for the 2018-19 school year. At the district level, they will inform conversations with districts about whether equitable resources are being provided to identified schools. At the state level, these reports can help inform future Board of Regents State Aid requests.