February 23, 2018(1)

(ESEA, ADVOCACY TOOLS, RESEARCH, PUBLICATIONS AND TOOLKITS) Permanent link

AASA Partners with Educational Organizations on Updated ESSA Timeline

The Council for Chief State School Officers (CCSSO) just released its latest ESSA Implementation Timeline: A Guide to Key State and Local Processes. In leading this work, CCSSO has convened multiple stakeholders, including AASA, to generate the report. 

The timeline outlines key state and local actions and planning processes in these initial years of implementing new accountability, reporting, and school improvement systems, from the 2017-18 school year through 2020-21 and beyond. It also documents application and funding timelines for federal programs under ESSA, as well as opportunities and expectations for continuous improvement over time. The timeline highlights both the commonalities across states in actions and timing under the law, but also the variation in timing as SEAs and LEAs implement the law within their unique contexts (indicated through visual “windows” of time).

Access the timeline here

February 23, 2018

(WELL-BEING, ADVOCACY TOOLS, RESEARCH, PUBLICATIONS AND TOOLKITS) Permanent link

Supporting Superintendents, Supporting Students: Resources for School and Gun Safety Discussions and Advocacy

In response to the horrific school shooting in Parkland, Florida on February 14, AASA has assembled this set of resources and information to support school system leaders, their staff, their community, and their students as they navigate yet another round of student deaths.

This set of information will be continually updated and revised. Should you have any feedback or additional content/information that you would like to contribute, please send them to Noelle Ellerson Ng (nellerson@aasa.org).

  • School and Gun Safety Policy: Read AASA's position paper on school safety, adopted after the 2012 tragedy in Sandy Hook, and unfortunately still relevant today. It is a comprehensive position, adopted by the AASA governing board and executive committee, and addresses our priorities on school safety, student supports and services (including mental health supports), and common sense reforms to gun laws. 
  • Guidance & Resources for Local Districts: 
    • We are happy to share this template communications document, with permission from CMS Communications, Charlotte-Mecklenburg Schools. It is an excellent template for school system leaders and as a basis for response from media and community.
    • Lessons Learned from School Walkouts and Crises produced by the U.S. Department of Education
    • Resources from the National Association of School Psychologists such as tips for parents/teachers talking to children about gun violence, guidelines for caring for teachers and school personnel after a crisis,  best practice considerations for active shooter drills and considerations for administrators as students plan for a walk out.
    • ACLU guide for student walk outs and political speech at schools  
     
  • National Day of Action: AASA is proud to support the National Day of Action to Stop Gun Violence in Our Schools. Through this day of action, we urge teachers, families, students, administrators and every member of the community to engage in acts of advocacy and civic engagement in and around their schools. Create actions that work best in your school and community. AASA is NOT affiliated with any of the formal or organized walk outs. superintendents are balancing their obligation to educate their students and support their community and students' first amendment rights with their professional and educational responsibility to consistently and equitably enforce state and local laws and policies, which can include attendance requirements and school participation
  • Potential Activities for Day of Action: Our members have reached out to us for ideas to support their students and communities. We are pleased to share an initial listing of activities and programs that schools can consider adopting and implementing as part of the National Day of Action.  
  • Supporting Grieving Students: AASA has joined other professional organizations that represent K-12 educators in an unified effort to address the lack of support for grieving students, forming The Coalition to Support Grieving Students. A primary objective of the Coalition is to effectively address and remedy the gap between an educator's desire and an educator's ability to help grieving students.
  • Talking to Children About School & Community Shootings in the News: The School Crisis Center released this guide, offering advice on how to talk to children about tragic events they are likely to hear about at school and/or on the news.
  • Responding to School Walk Out Demonstrations: USED released a helpful document in 2008, examining the various ways in which administrators, school staff, law enforcement, and the community at large can help keep youths safe, while still supporting their desire for self-expression. 
  • Coercion, Conscience, and the First Amendment: NSBA released a legal guide for public schools on the regulation of student and employee speech. It is designed in Q&A format to aid in conversations as policy is being developed. 
  • Student Protest Advisory: Our friends at Hogan Lovells composed this brief, which outlines five considerations for administrators as schools and communities respond to and engage in civic activism. 
  • Other Resources:

 

 

 

 

 

 

 

February 22, 2018(1)

(ESEA, ADVOCACY TOOLS, ED FUNDING) Permanent link

AASA Sends Letter Opposing Language That Prohibits Use of Federal Funds for Transportation

Earlier this week, AASA sent a letter to Congressional appropriators expressing our opposition to rider language that prohibits the use of federal funding to support school integration via transportation. The language originates from a time when opposition to court-ordered public school racial integration was very high. The idea that such language persists today, when racial resegregation of public schools has surged, and when so many districts are voluntarily working to combat this trend by promoting equity and integration—both racial and economic—for the benefit of their students and their community, is unacceptable.

Read the full letter.

February 22, 2018

(WELL-BEING) Permanent link

Show Me Your Budget and I'll Tell You What You Value (Hint: It's not Medicaid in Schools)

--Cross posted from the Say Ahh! blog by the Georgetown Center on Children and Families--

President Trump’s FY19 budget once again seeks to end Medicaid as we know it. The budget embraces a per-capita cap funding proposal frequently referred to as “Graham-Cassidy” that would replace the existing federal-state financial partnership with capped Medicaid funding at a set amount per beneficiary—regardless of the costs to the state. Specifically, the President’s FY19 budget would reduce federal Medicaid spending by $1.439 trillion from 2019 to 2028. Not coincidentally, it is also the price tag of the tax reform bill that passed in December.

What would this policy proposal, if approved, mean for the school districts that rely on Medicaid for $4 billion dollars a year (less than 1 percent of the total annual spending on Medicaid)? It would leave states in the unenviable position of footing a Medicaid bill they can’t afford to pay. When governors, state legislatures and Medicaid directors realize they can’t maintain their Medicaid programs, they will then have to make tough funding choices. They could, of course, choose to cut education budgets statewide to pay for healthcare.

Within the Medicaid realm, their choices include: setting limits on covered benefits, reducing reimbursement rates for providers, and limiting which providers can bill Medicaid. All of these options will harm children—who comprise 40 percent of total Medicaid beneficiaries and rely upon the program for their healthcare. However, the final option, limiting which providers can bill Medicaid, should be of serious concern to school leaders.

Here’s how it could play out: As states look for savings and examine the entities that bill Medicaid currently—doctors, insurers, assisted living facilities, pharmaceutical companies, hospitals, clinics, schools—they could notice that one of these entities is not traditionally considered a front-line healthcare provider: schools. As such a small piece of the Medicaid pie and one that serves a vulnerable, non-voting population, it’s easy to see how schools could lose their Medicaid dollars to prop-up other important healthcare providers.

Assuming a savvy policymaker would want to know the consequences if districts stopped receiving their Medicaid dollars, AASA asked more than 500 superintendents in 46 states that exact question. Here is what we learned.  

Medicaid

 


February 21, 2018(1)

 Permanent link

Higher Education Act Priorities

Today, AASA sent a letter to the Senate Health Education Workforce and Pensions committee laying out our priorities for the reauthorization of the Higher Education Act. Our recommendations largely stem around countering the increasing teacher shortage through preservation and improvement of grants and loan repayment options for future and current teachers. The Senate is currently working towards a bipartisan bill to reauthorize the Higher Education Act. This follows a very partisan (GOP) bill that already made it through the House Education and the Workforce committee.

February 21, 2018

(ESEA, ADVOCACY TOOLS, RESEARCH, PUBLICATIONS AND TOOLKITS) Permanent link

ESSA's Weighted Student Funding Pilot: Now Accepting Applications!

When ESSA was signed into law in December 2015, it included a new pilot that would allow school districts additional flexibility to better target their resources within and between schools in their district. Through the pilot, USED can allow up to 50 school districts to participate initially.

Districts participating in the pilot will be able to combine federal, state and local dollars into a single funding stream tied to individual students. Students that cost more to educate—including English Language Learners, students with disabilities, and students in poverty—would carry more ‘weight’, meaning more money. Through this pilot, ESSA provides flexibility within and between funding streams that can otherwise inhibit the ability of districts to more accurately and meaningfully target funding; this pilot is an opportunity for districts to demonstrate how WSF better meets district needs while still complying with underlying statute. With this flexibility, LEAs can combine eligible Federal funds with State and local funds to create a single, student-centered funding system. A student-centered funding system in the context of the pilot is a funding system based on weights that allocate substantially more for students from low-income families, English learners, and other educationally disadvantaged student groups. 

The Department will host identical webinars -- February 21 from 2:00 to 3:30 PM Eastern Time and February 22 from 12:30 to 2:00 PM Eastern Time -- regarding new flexibility for school districts to create equitable, student-centered funding systems under a pilot program authorized by the Every Student Succeeds Act (ESSA).  The webinars will clarify the opportunity interested LEAs have to apply for flexibility to implement a student-centered funding system as part of a pilot authorized by ESSA. Pre-registration is not required.  The webinars will be recorded and posted -- with slides -- on the pilot web page.  (Note: The official application is available; the application deadline is March 12 for districts intending to implement in school year 2018-19 and July 15 for districts intending to implement in school year 2019-20.)

 

February 20, 2018

(ESEA, IDEA, PERKINS, RURAL EDUCATION, E-RATE, SCHOOL NUTRITION, WELL-BEING, ADVOCACY TOOLS, ED TECH, SCHOOL CHOICE AND VOUCHERS, RESEARCH, PUBLICATIONS AND TOOLKITS, ED FUNDING) Permanent link

Policy Recap from NCE

It was great to see so many of you in Nashville for NCE last week - we hope you learned a lot (and had some fun)! Here is a roundup of what our team was involved with at the conference:

 

 

February 15, 2018

(RESEARCH, PUBLICATIONS AND TOOLKITS) Permanent link

Sixth Superintendent Salary and Benefits Study Released

Today, AASA released the sixth edition of the Superintendent Salary and Benefits Study. Some of this year’s survey's key findings included:

  • Base salaries ranged from $50,000 to $393,000, with a median of $127,085 aand an average of $137,131.
  • Respondents are predominately male (76 percent), White (93 percent) and from intermediate-sized districts (300-2,499 students, 59 percent) regardless of their gender.
  • Female respondents were, on average, slightly older than male respondents (with a median age of 53 to 52 respectively).
  • Despite the strengthening national economy, the trend continues over the last six editions that few superintendents see their district economic condition as strong. In 2013, 43 percent of respondents described their districts as in declining economic condition. This year, one third of respondents still described the economic condition as declining.

AASA members can access a full members-only report, including a rich list of unique contract provisions on the my.aasa.org site. A public version of the survey is available here.

February 12, 2018(2)

(ADVOCACY TOOLS, ED FUNDING, THE ADVOCATE) Permanent link

AASA Responds to President Trump's FY19 Budget Proposal

President Trump released his proposed budget for federal fiscal year 2019 (FY19). 

AASA Executive Director Daniel A. Domenech released the following statement in response to the proposed budget: “One year ago, in my response to the FY18 proposed budget, I reflected on my practice and belief as a school superintendent that our budget reflected our mission; that we funded what we supported and we supported what we funded. By that metric, President Trump’s proposed FY19 budget falls short of the simple willingness and ability to prioritize support for strengthening and supporting our nation’s public schools and the students they serve. With today’s FY19 budget proposal, as well as the infrastructure proposal details which lack an explicit role for public education, we continue to wonder not only if the administration supports our nation’s public schools, but also why their policy proposals remain so willing to make deep, damaging cuts and omissions. As we head to Nashville for AASA’s National Conference on Education, where we will highlight the continued great work and opportunity of our nation’s public schools, we will work with superintendents from across the county to explain why we #LovePublicEducation and to advocate for improved federal education policies that remain committed to equitable educational opportunity for all students.”

You can read AASA's full analysis and response here.

February 12, 2018(1)

(ESEA, RURAL EDUCATION, ADVOCACY TOOLS, THE ADVOCATE) Permanent link

AASA and Rural School and Community Trust File Joint Response to USED Draft Report on Rural Education

Last December, USED released Section 5005 Report on Rural Education, its preliminary report on how the agency supports and serves rural education, as required by the Every Student Succeeds Act. As a draft report, it is open to public comment and feedback. AASA joined forces with the Rural School and Community Trust in our joint set of comments, which you can read here

In a nutshell, our groups are concerned that the report missed the mark and fails to address the questions and tasks outlined in statute, and managed this incomplete response more than 6 months behind schedule. As a point of reference, AASA is following three reports required by ESSA (rural, Title I formula, and homework gap), all of which were due June of 2017, and to date, only the rural report has been completed. The report details events that were hosted or facilitated but failed to report or demonstrate how rural and community feedback and experience is meaningfully and purposefully reflected in education policy.

When we consider that 70% of our nation's schools enroll less than 2,500 students, and a full 50% enroll less than 1,000, the role of rural education and its unique opportunities and obstacles should be a front-row driver of education policy. Our nation's rural schools enroll more students than the nation's 75 largest school systems combined, yet the rural voice and perspective is often and after thought in federal education policy discussions. 

The formal comments delve into deeper detail and response about what USED had reported and what it means for schools.

"It was our sincere hope, with an additional six months, the department would have been successful in releasing a draft report for public comment that is detailed, accountable, and outcomes-based, and outlined an action item framework that USED was tasked by Congress to propose, including a pathway for implementation.  The preliminary report, as drafted, falls short of this goal and remains an incomplete work.  We urge USED to review thoroughly all public comments, incorporate them the final report, and announce a date when the final report will be submitted to Congress."

February 12, 2018

(ADVOCACY TOOLS, RESEARCH, PUBLICATIONS AND TOOLKITS, ED FUNDING) Permanent link

Ten Years Later: How Funding Pressures Continue to Impact Our Nation’s Schools

During the depths of the nation’s greatest recession, AASA conducted a series of 16 national surveys detailing the cumulative impact of the recession and funding cuts on our nation’s public schools and the students they serve . As the recession drew to a close, the rate and frequency of these surveys slowed. Now, in 2018, a decade removed from the depths of the recession, many state and local education agencies have yet to return to pre-recession funding levels and funding pressures continue to be a reality in their day-to-day existence. To that end, AASA conducted a national survey of superintendents in December 2017 to gauge the extent to which schools continue to experience fiscal hardship as well as their capacity and approach to returning to pre-recession funding levels.

The survey, Ten Years Later: How Funding Pressures Continue to Impact Our Nation’s Schools, is part of AASA's Economic Impact Survey Series, which helped detail the impact of the recession on the nation's schools. This latest iteration comes as states and schools mark 10 years since the start of the recession, and report varied levels of recovery. 

AASA Executive Director Daniel A. Domenech issued the following statement about the report: "We are ten years past the depths of the nation’s greatest economic recession. However, our public schools have yet to be operating at pre-recession levels. Some are there, but many are not, and they continue to aim for merely returning to pre-recession funding levels. Ten years means that in many schools across the country, our nation’s K-9 students have spent the entirety of their K12 experience to date in a post-recession funding climate. As we prepare to respond to the President’s proposed budget for FY19, we are pleased to share our latest economic impact report to highlight the reality of providing education to our nation’s 50 million public school students and look forward to working with Congress to adopt federal funding levels that support adequate and equitable investment in our schools and the students they serve.”

As we prepare to review and respond to the President's proposed FY19 budget, his announced infrastructure plan, the ongoing negotiations around FY18 appropriations and how all three impact our nation's schools, some key findings from the survey jump out:  

  • Nearly three-quarters (72.5%) of respondents described their school district as inadequately funded, compared to 24.5% reporting adequately funded and 2.8% reporting surplus. When compared to earlier surveys, this is down from 83% in the fall of 2015 and 81% in March of 2012, but still above the 67% reported in October 2008. 
  • When asked to identify the various program and service cuts their district had considered and/or implemented in the response to budget pressures, the top five items implemented as cuts in the last five years were reducing staff level (non-instructional) hiring (65.5%); deferring maintenance (65.4%); eliminating non-essential travel (65.2%); joining bulk purchasing groups/co-ops (63.8%); and reducing consumable supplies (62%). 
  • IDEA Shortfall: When asked what percentage of their local budget is being used to cover federal mandates related to special education, just 10% of respondents indicated that it was less than 10% of total spending. 48.2% of respondents indicated they used 10-20% of total spending to cover the federal IDEA shortfall, compared to 25.6% reporting 20-30%; and 8.5% reporting they used 30-40%.  

February 8, 2018(1)

(ADVOCACY TOOLS, SCHOOL CHOICE AND VOUCHERS, RESEARCH, PUBLICATIONS AND TOOLKITS) Permanent link

AASA Releases New I Love Public Education Toolkit

AASA, The School Superintendents Association, is the national organization in the best position to lead the dialogue about the importance of public education. Last summer, we launched the I Love Public Education campaign, an ongoing effort to highlight the success of public education. To help our members as well as non-members speak out about the value of public education, we are pleased to present AASA’s I Love Public Education Toolkit.

This package of turn key materials will help you effectively communicate the appropriate messaging about the critical value public education has in our society with your key stakeholders—board members, business and community leaders, staff, parents, students and the media. In addition, the kit contains a social media guide that we encourage you to use and share with your colleagues and the community. 

At a time when education policy is distracted from the rich history of our public schools and the roles they play in preparing students to be productive adults, we need your help to lead, shape and grow a broad dialogue and support for public education. Please continue to add to the conversation on Twitter with #LovePublicEducation. 

Students who enter the doors of the school buildings in your community depend on the tireless work underway in your administration. At AASA, it is our job to help you and your staff excel on behalf of the students you serve. Thank you for the outstanding work you do. 

For additional information about the I Love Public Education campaign, please visit www.lovepubliceducation.org.

 

For additional information about the I Love Public Education campaign, please visit www.lovepubliceducation.org. 

February 8, 2018

(RURAL EDUCATION, ADVOCACY TOOLS) Permanent link

USED Announces Application Period for Small Rural Schools Program (Feb 20-April 20)

USED announced that the FY 2018 Small, Rural School Achievement (SRSA) grant application period will open Tuesday, February 20, 2018, and close Friday, April 20, 2018, at 4:30 p.m. Washington, D.C. time. The FY 2018 SRSA application will be available in Grants.gov once the application period opens on February 20. 

The Rural Education Achievement Program (REAP) team at USED sent this notification directly to local education agencies (LEAs) and state education agencies.

USED will send a follow-up email to LEAs the week of February 12 with a link to the updated eligibility spreadsheet and details about pre-application actions that SRSA-eligible LEAs should take to be prepared to start their FY 2018 SRSA grant applications on February 20.

If you have questions regarding this notification, please send them to REAP@ed.gov.