ESSA Fall 2016 Statewide Feedback

1. What indicators in the accountability system should we use to identify schools? Beyond achievement and growth in ELA, math, and science, successful high school completion, and English language proficiency measures, ESSA requires an “indicator of school quality or student success”, which gives us an opportunity to add another measure to the accountability system. After listening to stakeholder feedback this year, we're considering the following list. Please indicate your preferences below.

Space Cell	Strongly prefer	Prefer	Oppose	Strongly oppose
Chronic absenteeism (students absent more than 10% of the school year)	Chronic absenteeism (students absent more than 10% of the school year): Strongly prefer	Chronic absenteeism (students absent more than 10% of the school year): Prefer	Chronic absenteeism (students absent more than 10% of the school year): Oppose	Chronic absenteeism (students absent more than 10% of the school year): Strongly oppose
Climate and culture measure (by way of a student survey)	Climate and culture measure (by way of a student survey): Strongly prefer	Climate and culture measure (by way of a student survey): Prefer	Climate and culture measure (by way of a student survey): Oppose	Climate and culture measure (by way of a student survey): Strongly oppose
9th grade course passing rates	9th grade course passing rates: Strongly prefer	9th grade course passing rates: Prefer	9th grade course passing rates: Oppose	9th grade course passing rates: Strongly oppose
Annual course-taking in high school	Annual course-taking in high school: Strongly prefer	Annual course-taking in high school: Prefer	Annual course-taking in high school: Oppose	Annual course-taking in high school: Strongly oppose
Student access to the arts	Student access to the arts: Strongly prefer	Student access to the arts: Prefer	Student access to the arts: Oppose	Student access to the arts: Strongly oppose
Student access to a well-rounded curriculum	Student access to a well-rounded curriculum: Strongly prefer	Student access to a well-rounded curriculum: Prefer	Student access to a well-rounded curriculum: Oppose	Student access to a well-rounded curriculum: Strongly oppose
Student access to advanced coursework	Student access to advanced coursework: Strongly prefer	Student access to advanced coursework: Prefer	Student access to advanced coursework: Oppose	Student access to advanced coursework: Strongly oppose

3. Massachusetts currently has a level 1-5 accountability system, where level 4 and 5 schools are considered to be underperforming, and where level 1 schools are closing their achievement gaps. ESSA presents us an opportunity to change the leveling system as we know it. We heard a variety of feedback this year on the topic of our leveling system. We are considering a number of options. Please indicate your preferences.

Space Cell	Strongly prefer	Prefer	Oppose	Strongly oppose
We should have more levels for greater differentiation	We should have more levels for greater differentiation: Strongly prefer	We should have more levels for greater differentiation: Prefer	We should have more levels for greater differentiation: Oppose	We should have more levels for greater differentiation: Strongly oppose
We should have fewer levels	We should have fewer levels: Strongly prefer	We should have fewer levels: Prefer	We should have fewer levels: Oppose	We should have fewer levels: Strongly oppose
We should keep the same number of levels	We should keep the same number of levels: Strongly prefer	We should keep the same number of levels: Prefer	We should keep the same number of levels: Oppose	We should keep the same number of levels: Strongly oppose
We should have a grade (A-F) system instead of a numbered (1-5) system	We should have a grade (A-F) system instead of a numbered (1-5) system: Strongly prefer	We should have a grade (A-F) system instead of a numbered (1-5) system: Prefer	We should have a grade (A-F) system instead of a numbered (1-5) system: Oppose	We should have a grade (A-F) system instead of a numbered (1-5) system: Strongly oppose

5. What do schools and/or the Department need to be doing to provide safe and supportive learning environments for all students?  ESSA allows flexibility to states to help provide safe and supportive environments. Which of the proposals below would help create these environments? Please indicate your preferences.

Space Cell	Strongly prefer	Prefer	Oppose	Strongly oppose
Training to address students’ behavioral health needs	Training to address students’ behavioral health needs: Strongly prefer	Training to address students’ behavioral health needs: Prefer	Training to address students’ behavioral health needs: Oppose	Training to address students’ behavioral health needs: Strongly oppose
Training to address cultural competency	Training to address cultural competency: Strongly prefer	Training to address cultural competency: Prefer	Training to address cultural competency: Oppose	Training to address cultural competency: Strongly oppose
Training to address trauma sensitivity	Training to address trauma sensitivity: Strongly prefer	Training to address trauma sensitivity: Prefer	Training to address trauma sensitivity: Oppose	Training to address trauma sensitivity: Strongly oppose
Training to address special education needs and sensitivity	Training to address special education needs and sensitivity: Strongly prefer	Training to address special education needs and sensitivity: Prefer	Training to address special education needs and sensitivity: Oppose	Training to address special education needs and sensitivity: Strongly oppose
Providing a statewide framework that guides self-reflection, action planning, and effective practice at the local level in all areas of school operation	Providing a statewide framework that guides self-reflection, action planning, and effective practice at the local level in all areas of school operation: Strongly prefer	Providing a statewide framework that guides self-reflection, action planning, and effective practice at the local level in all areas of school operation: Prefer	Providing a statewide framework that guides self-reflection, action planning, and effective practice at the local level in all areas of school operation: Oppose	Providing a statewide framework that guides self-reflection, action planning, and effective practice at the local level in all areas of school operation: Strongly oppose

7. ESSA allows us to be creative in ensuring students have access to a well-rounded education. What do schools and/or the Department need to offer (beyond English Language Arts, Math, Science, and History/Social Studies) to ensure that students have a well-rounded education? Please indicate your preferences. (Examples of proposals: Title IV state grants can help fund project-based learning opportunities for students that integrate art, civics, and/or environmental education; offering out-of-school time or summer programs that offer a wide variety of academic enrichment; offering computer science courses, college and career counseling, internships and work-based learning opportunities, etc.)

Space Cell	Strongly prefer	Prefer	Oppose	Strongly oppose
Project-based learning opportunities for students that integrate art, civics, and/or environmental education	Project-based learning opportunities for students that integrate art, civics, and/or environmental education: Strongly prefer	Project-based learning opportunities for students that integrate art, civics, and/or environmental education: Prefer	Project-based learning opportunities for students that integrate art, civics, and/or environmental education: Oppose	Project-based learning opportunities for students that integrate art, civics, and/or environmental education: Strongly oppose
Out-of-school time or summer programs that offer a wide variety of academic enrichment	Out-of-school time or summer programs that offer a wide variety of academic enrichment: Strongly prefer	Out-of-school time or summer programs that offer a wide variety of academic enrichment: Prefer	Out-of-school time or summer programs that offer a wide variety of academic enrichment: Oppose	Out-of-school time or summer programs that offer a wide variety of academic enrichment: Strongly oppose
Offering computer science courses	Offering computer science courses: Strongly prefer	Offering computer science courses: Prefer	Offering computer science courses: Oppose	Offering computer science courses: Strongly oppose
Offering college and career counseling	Offering college and career counseling: Strongly prefer	Offering college and career counseling: Prefer	Offering college and career counseling: Oppose	Offering college and career counseling: Strongly oppose
Offering internships and work-based learning opportunities	Offering internships and work-based learning opportunities: Strongly prefer	Offering internships and work-based learning opportunities: Prefer	Offering internships and work-based learning opportunities: Oppose	Offering internships and work-based learning opportunities: Strongly oppose

9. We know from the data that students in Massachusetts schools with higher percentages of low-income and minority students are more likely to be assigned to first year teachers and teachers who are not certified in their subjects. How can schools and/or the Department ensure that students have access to effective teachers and administrators? How can districts and schools and/or the Department address these inequities? Please indicate your preferences.

Space Cell	Strongly prefer	Prefer	Oppose	Strongly oppose
Funds to enhance recruitment and retention of a diverse workforce	Funds to enhance recruitment and retention of a diverse workforce: Strongly prefer	Funds to enhance recruitment and retention of a diverse workforce: Prefer	Funds to enhance recruitment and retention of a diverse workforce: Oppose	Funds to enhance recruitment and retention of a diverse workforce: Strongly oppose
Funds to enhance high quality professional development programs such as those supporting rigorous standards-based instruction	Funds to enhance high quality professional development programs such as those supporting rigorous standards-based instruction: Strongly prefer	Funds to enhance high quality professional development programs such as those supporting rigorous standards-based instruction: Prefer	Funds to enhance high quality professional development programs such as those supporting rigorous standards-based instruction: Oppose	Funds to enhance high quality professional development programs such as those supporting rigorous standards-based instruction: Strongly oppose
Funds to enhance high quality professional development programs such as those promoting increased cultural proficiency	Funds to enhance high quality professional development programs such as those promoting increased cultural proficiency: Strongly prefer	Funds to enhance high quality professional development programs such as those promoting increased cultural proficiency: Prefer	Funds to enhance high quality professional development programs such as those promoting increased cultural proficiency: Oppose	Funds to enhance high quality professional development programs such as those promoting increased cultural proficiency: Strongly oppose
Funds to enhance high quality professional development programs such as those supporting teachers in attending to students’ social and emotional learning	Funds to enhance high quality professional development programs such as those supporting teachers in attending to students’ social and emotional learning: Strongly prefer	Funds to enhance high quality professional development programs such as those supporting teachers in attending to students’ social and emotional learning: Prefer	Funds to enhance high quality professional development programs such as those supporting teachers in attending to students’ social and emotional learning: Oppose	Funds to enhance high quality professional development programs such as those supporting teachers in attending to students’ social and emotional learning: Strongly oppose