Enhance Equity of Opportunity?
With the passage of Every Student Succeeds Act, concerns and issues
arise about what will and should be done to ensure that every student
succeeds. The months ahead are a critical time for reversing the
marginalization and fragmentation of student and learning supports that
policies over many years have created. Detailed discussion starts with
the rule-making related to Title I. The U.S. Department of Education has
issued a Request for information “seeking advice and recommendations for
Title I regulations under ESSA.” See
This is the type of opportunity we think everyone concerned with school transformation can and should use to enhance a stronger policy focus on enhancing equity of opportunity for all students to succeed at school.
As part of the National Initiative for Transforming Student and Learning Supports, we are encouraging leaders across the country to take this opportunity to emphasize that Title I guidelines need to play a role in unifying and then developing a comprehensive and equitable system of student and learning supports. Such a system is essential for ending the fragmentation and marginalization of efforts to directly address barriers to learning and teaching and re-engage disconnected students.
At the same time we realize that, while there is considerable agreement about barriers to learning and teaching, debates continue about how to design ways to prevent and ameliorate problems. What has prevailed are policies and guidelines that focus on specific subgroups of students and types of problems and a tendency to downplay the degree to which problems overlap. Moreover, there has been an overemphasis on special roles for those who the new legislation refers to as Specialized Instructional Support Personnel. All this means schools have only been able to provide essential supports to a relatively few of the many students manifesting learning, behavior, and emotional problems.
With all this in mind, we have drafted a set of notes that expresses what we think should be advocated in responding to the feds request for information (see the draft in the National Initiative’s section of this ENEWS). Our intent is to stimulate a discussion that will help clarify conflicting perspectives about what should be advocated not only to the feds, but to states and districts as they assume greater local control under the new law.
Note: We have also done a blog on this for Education Post – click here
For a range of resources related to this matter,
see: National Initiative for Transforming Student and Learning Supports in 2016
|In addition, see the list of Emerging Issues identified over the years by the Center and used as a stimulus for discussion on our Net Exchange - http://smhp.psych.ucla.edu/newnetexchange.htm|
Previously highlighted hot issues
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