ESSA Shortlist - July 2016

I don't want to lose sight of ESSA, but it will be easy to do given the number of new initiatives that continue to emerge and fill our to-do lists as Massachusetts' educators. Hence, I've created an ESSA shortlist or items to focus on.

• What will your system's ESSA implementation team look like? Who will serve on the team? Will they be compensated? When will the team be created and implemented? 
• How will ESSA affect process revision so that the voices of all stakeholders are included in all decision making?
• What will the State's new accountability systems as required by ESSA look like in addition to upcoming Next Generation MCAS?
• What opportunities related to ESSA's community school legislation connect to the work done in the system where I teach? Will these supports be advantageous to the work we do?
• Will we add paraeducators to our school council this year since ESSA includes greater inclusion of paraeducator (paraprofessionals) in all decision making?
• Will our local union use ESSA cards to note membership interest in ESSA-related issues? I think it would be better to use a Google form than a card for easy data management however.
• Will our local union bring the ESSA Resolution to our school board like so many other local unions have done in our area including Burlington and Lexington?
• Will our system utilize an assessment audit to look deeply at how we use assessments? 
• How will our system include all stakeholders in Title 1 Decision making as required via ESSA?
• Will the use of Title 1 money make it possible for paraeducators to attend PLC meetings?
• Will more paraeducators take advantage of our local foundations invitation to write grants?
• How will we ensure that we are putting into place all of the elements listed on the NEA's Opportunity Dashboard? Fortunately many of these elements are currently in place where I teach.
• How will we change data collection to reflect ESSA requirements to report on who exceeds, meets, and does not meet standards, and how students in each of these categories do: 1) economically disadvantaged students; 2) students from major racial and ethnic groups; 3) children with disabilities; and 4) English Learners?
• As more and more information comes out and we learn more about ESSA and Next Generation MCAS, how will we incorporate that knowledge into our current programs and efforts?