Transitioning from NCLB to ESSA How School Counselors

Transitioning from NCLB to ESSA: How School Counselors Can Help THE NO CHILD LEFT BEHIND ACT (NCLB) & THE EVERY STUDENT SUCCEEDS ACT (ESSA) ROWLEY, 2016

Objectives of the Presentation 1. Understand the differences and similarities of No Child Left Behind and The Every Student Succeeds Act. 2. Understand some of the language used in both pieces of legislation. 3. Analyze how legislation relates to best practices as school counselors through the ASCA National Model. 4. Reflect and evaluate ways in which school counselors may advocate for school constituents. ROWLEY, 2016

No Child Left Behind (2002) Major objectives: (1) develop content standards, (2) administer assessments to measure student performance, (3) institute accountability measures, (4) ensure safety in schools, (5) classrooms taught by well prepared teachers Federal funding contingent on students’ school-wide performance on academic tests (report cards) At-risk students: culturally diverse backgrounds, English language learners, those who live in poverty, and those with emotional and behavioral disabilities Many believe NCLB was fueled by anticipated economic consequences ROWLEY, 2016

NCLB vs. ESSA: Presenting Issues NCLB ESSA � Achievement Gaps � Testing Periods � Testing and Accountability � Needs of Communities � School Safety � Individualized Approach � Highly-Qualified Teachers ROWLEY, 2016

NCLB vs. ESSA: Testing NCLB ESSA � Yearly tests in Math and � Same test requirements English for students in 3 rd-8 th Grade; once in High School � One Science test in Elementary, Middle, and High School regarding grade level and subject � Flexibility in the administration of testing, i. e. one test –> multiple smaller tests � More accurate measures of student learning ROWLEY, 2016

NCLB vs. ESSA: Common Core Standards NCLB ESSA � States not required to adopt CC standards � Standards defined what states should be teaching CC standards � Secretary of Education cannot influence the adoption of state standards � Standards defined how subjects should be taught � “Teaching to the Test” ROWLEY, 2016

NCLB vs. ESSA: Accountability NCLB ESSA � Improve performance of � Accountability plans minority subgroups � Creation of super subgroups – lumping disadvantaged students together � More subjective measures of accountability, i. e. parent or teacher engagement determined by the state � Department of Education has limited oversight � Requirement that test scores and graduation rates be given greater attention ROWLEY, 2016

NCLB vs. ESSA: Remedial Action NCLB ESSA � Federal intervention less � More specific on schools restricted at first, i. e. improved educational services, public school choice � Interventions increase in severity after 5 years of inadequate progress, i. e. releasing staff, closing school needing remediation, i. e. poor graduation rates, underperforming subgroups � Less specific on forms of intervention ROWLEY, 2016

Language in Legislation: “Counseling” NCLB = 65 ESSA = 20 � Career: 4 � Academic Activities: 4 � Meeting Student Needs: 2 � School-based: 2 � Individual/Group: 3 � School: 1 � Programs: 9 � Comprehensive: 1 � Support Services: 7 � Competence: 2 � Irrelevant: 9 � Career: 5 � Academic Activities: 1 � Meeting Student Needs: 1 � School-based: 1 � Individual/Group: 1 � School: 2 � Programs: 2 � Comprehensive: 1 � Support Services: 2 � Competence: 1 � Irrelevant: 3 ROWLEY, 2016

Notable Non-Counseling Language Differences NCLB ESSA �Postsecondary: 25 �Postsecondary: 40 �Career: 65 �Violence: 139 �Violence: 25 �Community: 261 �Community: 159 ROWLEY, 2016

ASCA National Model: 4 Components ROWLEY, 2016

Maslow’s Hierarchy of Needs How can school counselors enable students to work towards self-actualization? ROWLEY, 2016

How School Counselors Can Help Communicate with school constituents to develop relationships and share information Work with data to identify areas of strength and areas for improvement Advocate for a rich variety of educational experiences to promote holistic student development Engage students regarding the interests and connect them with course selection and extracurricular activity participation to promote college and career readiness Work with staff and students to assess school climate and affective variables Encourage and motivate student beliefs toward higher self-esteem, selfdetermination, independence, and cultural appreciation ROWLEY, 2016

What’s Next? Now tha t the E SS A is law, m any of the prov isions will be introduced slowly into sta tes and dist ricts. All prov isions should be full y inte gra ted by 2017 -2018 school ye ar. ROWLEY, 2016

REFERENCES � American School Counselor Association. (2012). ASCA National Model: A framework for school counseling programs. Alexandria, VA: � Author. American School Counselor Association. (2013, May 30). Legislative affairs. Message posted to https: //www. schoolcounselor. org/school-counselors-members/legislative-affairs � Dahir, C. A. , & Stone, C. B. (2003). Accountability: A M. E. A. S. U. R. E of the impact school counselors have on student achievement. Professional School Counseling, 6(3), 214 -221. � Dollarhide, C. T. , & Lemberger, M. E. (2006). “No Child Left Behind": Implications for school counselors. Professional School Counseling, 9(4), 295 -304. doi: 10. 5330/prsc. 9. 4. 5 mh 3 w 3 lu 27 g 8 n 5 m 2 � Every Student Succeeds Act of 2015, Pub. L. No. 114 -95 (2015). � Gentry, M. (2006). No child left behind: Gifted children and school counselors. Professional School Counseling, 10(1), 73 -81. doi: � 10. 5330/prsc. 10. 1. x 68 mv 737 r 1203 v 57 Korte, G. (2015). The Every Student Succeeds Act vs. No Child Left Behind: What’s changed? USA Today. Retrieved from http: // www. usatoday. com/story/news/politics/2015/12/10/every-student-succeeds-act-vs-no-child-left- behind-whats-changed/ � Lagana-Riordan, C. , & Aguilar, J. P. (2009). What's missing from no child left behind? A policy analysis from a social work � 77088780/ perspective. Children & Schools, 31(3), 135 -144. No Child Left Behind Act of 2001, Pub. L. No. 107 -110 (2002). ROWLEY, 2016