Monday, December 24, 2007

House and Senate Pass Spending Bill, Includes Increase for ESSCP

Legislative Affairs http://www.schoolcounselor.org/images/1px_spacer.gif

House and Senate Pass Spending Bill, Includes Increase for ESSCP

Before heading home for the holidays, the House and Senate passed HR 2764, an omnibus spending bill that finally completes the fiscal year 2008 budget cycle. The omnibus bill includes funding for 11 of the 12 annual spending bills for the government and provides $555 billion in domestic funding for the year, which includes approximately $62.3 billion for the U.S. Department of Education.  It also includes $70 billion for military operations in Afghanistan and Iraq and $11.2 billion in so-called “emergency spending” for veterans health care and a long list of unforeseen disasters. To craft a measure that the President would not veto, Congress had to make some very difficult spending decisions.  This resulted in a spending package that is less generous than the conference agreements which had been previously adopted by the House and Senate and ultimately vetoed,   However, the plandoes include some increases for priority programs for the Democrats – including the Elementary and Secondary School Counseling Program (ESSCP). 
 
While some education programs saw modest increases, most program funding was decreased or level funded.  However the news for school counselors is extremely positive!  One of the programs that received the largest increase in the bill was the ESSCP.  The ESSCP received $48.62 million in funding for FY 2008, which is a 40.31% increase over FY 2007 levels.  Once this bill is signed by the President (which he expected to do in the next two weeks), this would be the highest funding level the program has received to date and make it possible for the first time in the history of the program for secondary school counselors to apply for ESSCP grants since the $40 million trigger has been reached!
 
Thanks to your ongoing support in the form of calls to members of Congress, this increase in funding should be viewed as a huge victory for school counselors and our ability to provide more comprehensive school counseling programs to students across the nation.

 

 

Saturday, December 22, 2007

Grants for Elementary and Secondary School Counseling Programs

The U.S. Department of Education, Office of Safe and Drug-Free Schools announced on December 13, 2007, that it is accepting applications for the FY 2008 (i.e., 2008-2009) school year for the 
Grants for Elementary and Secondary School Counseling Programs. 

http://www.ed.gov/programs/elseccounseling/index.html

 

The Grants for Elementary and Secondary School Counseling Programs will provide funds to Local Educational Agencies (LEAs), including charter schools considered to be LEAs under State law, to establish or expand elementary school and secondary school counseling programs.

 

Award Information:

Applications available: December 13, 2007

Deadline for Transmittal: January 28, 2008

Eligible Applicants: Local Educational Agencies, including charter schools that are considered LEAs under State law.

Estimated Range of Awards: $250,000 - $400,000

Estimated Average Size of Awards: $350,000

Maximum Award: $400,000

Estimated Number of Awards: 50

 

Note: The Administration’s budget request for FY 2008 does not include funds for this program. However, ED is inviting applications to allow enough time to complete the grant process if Congress appropriates funds for this program. Contingent upon the availability of funds and the quality of applications, ED may make additional awards later in FY 2008 and in FY 2009 from the list of unfunded applicants from this competition

 

Application Information

 

Address to Request Application Package: You can obtain an application package via the Internet or from the Education Publications Center (ED Pubs). To obtain a copy via the Internet, use the following address: www.ed.gov/programs/elseccounseling/applicant.html 

 

To obtain a copy from ED Pubs, write, fax, or call the following: Education Publications Center, P.O. Box 1398, Jessup, MD 20794–1398. Telephone, toll free: 1– 877–433–7827. Fax: (301) 470–1244. If you use a telecommunications device for the deaf (TDD), call, toll free: 1–877–576–7734.

 

You can contact ED Pubs at its Web site, also: http://www.ed.gov/pubs/edpubs.html or at its e-mail address: edpubs@inet.ed.gov. If you request an application from ED Pubs, be sure to identify this program or competition as follows: CFDA number 84.215E.

 

Individuals with disabilities can obtain a copy of the application package in an alternative format (e.g., Braille, large print, audiotape, or computer diskette) by contacting the program contact person, Loretta McDaniel at: U.S. Department of Education, 400 Maryland Avenue, SW., Room 3E214, Washington, DC 20202-6450. Telephone: (202) 260-2661 or by email: Loretta.McDaniel.ed.gov. If you use a TDD, call the Federal Relay Service, toll free, at 1-800-877-8339.

 

2. Content and Form of Application Submission: Requirements concerning the content of an application, together with the forms you must submit, are in the application package for this program. Applications for grants under this program may be submitted electronically using the www.grants.gov.  Apply site (Grants.gov), or in paper format by mail or hand delivery.

 

NOTE: Deadline for Transmittal of Applications is January 28, 2008

 

For additional information, contact: Loretta McDaniel at: U.S. Department of Education, 400 Maryland Avenue, SW., Room 3E214, Washington, DC 20202-6450. Telephone: (202) 260-2661 or by email: Loretta.McDaniel.ed.gov

 

*******************************************************************
  Elementary and Secondary School Counseling Programs
*******************************************************************
Purpose of Program: The purpose of the Elementary and Secondary
School Counseling Program is to support efforts by local
educational agencies (LEAs) to establish or expand elementary
school and secondary school counseling programs.
    Applications Available: December 13, 2007.
    Deadline for Transmittal of Applications: January 28, 2008.
    Eligible Applicants: (a) LEAs, including charter schools that
are considered LEAs under State law.  (b) LEAs that currently have
an active grant under the Elementary and Secondary School
Counseling Program are not eligible to apply for an award in this
competition.  For the purpose of this eligibility requirement, a
grant is considered active until the end of the grant's project or
funding period, including any extensions of those periods that
extend the grantee's authority to obligate funds.


    Estimated Range of Awards: $250,000-$400,000.
    Estimated Average Size of Awards: $350,000.
    Maximum Award: $400,000.
    Estimated Number of Awards: 50.

    Additional Information: Applicable regulations, priorities, and
other information are available in the Federal Register notice.

Additional information is available online at:
http://www.ed.gov/legislation/FedRegister/announcements/2007-4/121307a.html

 

Tuesday, December 18, 2007

Bush Vetoes Second SCHIP Bill

December 13, 2007
As he had promised to do, President Bush yesterday vetoed a bill reauthorizing the State Children’s Health Insurance Program (SCHIP). The vetoed legislation was the second try by Congress at a reauthorization; Bush had previously vetoed the first SCHIP bill Congress passed, and the new proposal was intended to meet some of the President’s objections to that original proposal. On its second try, however, Congress maintained a $35 billion additional federal contribution to SCHIP over the next five years, to enable states to enroll more children, which is more funding than the administration wants and apparently led to the veto. Negotiations in the House and Senate over a possible third SCHIP bill appear to have broken down, making it likely SCHIP will survive only at current funding levels and only for an indefinite time in the coming calendar year.

 

Tuesday, December 11, 2007

NGA and NASBO Release Fiscal Survey of States:

NGA and NASBO Release Fiscal Survey of States: This week, the National Governors Association and the National Association of State Budget Officers released "The Fiscal Survey of States," which found that although most states experienced healthy revenue growth during fiscal 2007, some states already have seen deterioration of their fiscal conditions and expect revenue and expenditure growth to slow significantly in fiscal 2008. States' single-largest expenditure for FY 2007 was health care, which accounts for almost one-third of total state spending. The report also showed that states face challenges in funding and providing health care in fiscal 2008, including expanding the State Children's Health Insurance Program to reduce the number of uninsured children in their states, reductions at the federal level for public and other health programs and the impact of the aging population on long-term care financing. State general fund spending grew by 9.3 percent in FY 2007, significantly higher than the 30-year average of 6.4 percent. According to the report, this high growth rate is the result of states using surpluses realized in recent years to provide tax cuts and bolster spending on programs that experienced significant budget cuts in the last fiscal downturn. For FY 2008, state spending is budgeted to grow by 4.7 percent. The report states that expenditures typically include one-time spending from surplus funds, transfers into reserve funds and payments to local governments to reduce property taxes. To view the full report visit: http://www.nga.org/Files/pdf/FSS0712.PDF

NCTET Sponsors "Rethinking Education: Technology and 21st Century Skills" Event

NCTET Sponsors "Rethinking Education: Technology and 21st Century Skills" Event: Last week, the National Coalition for Technology in Education and Training (NCTET) hosted a briefing on Capitol Hill to examine strategies for effectively integrating technology into K-12 education to impart crucial 21st century skills. The event featured a number of anecdotes about how certain federal programs, such as Enhancing Education Through Technology, Ready to Teach and other efforts, have allowed schools to leverage and enhance other efforts related to using technology in K-12 schools. Ryan Imbriale, an assistant principal from Maryland, insisted that discussions in Washington, D.C., about policy and funding do affect classrooms and encouraged staff present to continue their work, since federal efforts serve as a catalyst for improvement and innovation at the local levels. Mary Ann Wolf, executive director for the State Education Technology Directors Association, shared a number of examples of states producing good results and improving student achievement from education technology efforts and echoed suggestions of fellow participants that embedded professional development for teachers is crucial to such efforts and positively affects not only student achievement but also teacher retention. For more information, visit www.nctet.org.

AEE Hosts Briefing on Accountability and Equity in NCLB

Panelists during the Dec. 6 Campaign for High School Equity briefing, "High School Accountability and Equity in NCLB," sent a clear message that the No Child Left Behind Act (NCLB) needs to be viewed as a civil rights law and that it is critical it be reauthorized in 2008. They stressed that NCLB presents a valuable opportunity to "improve student outcomes, such as high school graduation, college preparedness and success in postsecondary education, particularly for students of color."

Coordinated by the Alliance for Excellent Education, the Campaign for High School Equity is a coalition of national organizations such as the League of United Latin American Citizens, the Mexican American Legal Defense and Educational Fund, the National Association for the Advancement of Colored People, the National Council of La Raza, the National Indian Education Association and the National Urban League.

Wade Henderson, president of the Leadership Conference on Civil Rights, noted that the recognition of education as the pathway to success and subsequently denying educational opportunities to individuals of color has a long history. While many felt Brown vs. Board of Education indicated the journey for equality was over, Henderson stated that too much was placed on "the back" of that decision and there was no way it could solve all problems. Henderson feels that going forward, the country needs to "make the idea of Brown vs. the Board of Education a reality for every student." In terms of who should work to that end, he said history has shown that ensuring all students have access to a quality education "cannot be left in the hands of state and local government."

Speaking from a legal perspective, Peter Zamora from the Mexican American Legal Defense and Educational Fund, acknowledged that NCLB has had a "bumpy road" and has flaws that require correction but focused on the positive aspects of the law, specifically in terms of transparency and teacher quality. Zamora pointed to the numerous front-page stories in national publications and segments on network nightly news dedicated to the state of education as well as the specific education achievements of specific student populations not seen prior to NCLB. He stressed that reauthorizing NCLB in 2008 is critical because there is momentum and a previously absent public will to close the achievement gap. Given the fickle nature of the public, this momentum might not be sustained if the law is not reauthorized in 2008, according to Zamora.

Discussing the involvement of the Alliance for Excellent Education in the campaign, Bethany Little, vice president of federal advocacy and policy development for AEE, said AEE realized early on it "could not speak honestly about the crisis facing America's high schools without speaking honestly about the crisis facing America's students of color." Little discussed the following six policy proposals included in the campaign's first publication, "A Plan for Success: Communities of Color Define Policy Priorities for High School Reform."

  • Make all students proficient and prepared for college and work
  • Hold high schools accountable for student success
  • Redesign the American high school
  • Provide students with the excellent leaders and teachers they need to succeed
  • Invest communities in student success
  • Provide equitable learning conditions for all students

Emphasizing that NCLB does not currently prepare students for college and the workplace, Little said to prepare students, they must have better access to a rigorous curriculum, and the assessments must be revised to ensure they yield the best information.

During the question-and-answer period, the panel was asked to look at the potential economic and democratic impact of not serving these students. Henderson said the country cannot afford not to and that: 1) the workforce for the next 25 years will be drawn from the populations getting the least education, and 2) every indication that the United States has fallen behind is underscored every year through test results like the recently released PISA results.

 

More at http://www.highschoolequity.org/

 

Monday, December 03, 2007

Workshop on the Use of Multiple Measures for Education Accountability

On Nov. 16, the National Academy of Sciences (NAS) hosted a workshop on the use of "multiple measures." This Workshop on the Use of Multiple Measures for Education Accountability was hosted by the Committee on Incentives and Test-Based Accountability for Public Education, which is housed within the NAS. This workshop is part of ongoing activities that will ultimately yield a report that summarizes relevant research and its implications to be shared with policymakers. Ideally, the report will inform current debates about changing the many federal and state policies related to the use of test-based incentives to improve K-12 public education. The report is expected in the spring 2008.

NAS, Capitol Hill staff, Department of Education staff, university officials and other noted experts gathered to discuss Department of Education and congressional perspectives on including multiple measures in NCLB, appropriate uses of multiple measures, current state systems using multiple measures and policy arguments for and against multiple measures.

The first panel featured congressional staff, including Roberto Rodriguez with Se. Edward Kennedy (D-Mass.); Lindsay Hunsicker with Sen. Mike Enzi (R-Wyo.); Jill Morningstar with Rep. George Miller (D-Calif.); and Keri Briggs from the Department of Education. Briggs began the discussion by providing an overview of multiple measures and its place in the debate surrounding the reauthorization of the No Child Left Behind Act (NCLB), as well as a number of options for using them under current law. Briggs noted, however, that most states do not have the capacity to implement them successfully.

All of the congressional staff expressed interest in incorporating multiple measures in the upcoming NCLB reauthorization, but it was clear from their comments that "the devil is in the details." Since the House Education and Labor Committee released a NCLB draft reauthorization bill earlier this year, Morningstar was able to provide the most definitive comments of the congressional staff on the panel. She discussed how the House draft allows a small percentage of the adequate yearly progress (AYP) calculation to incorporate the use of multiple measures. She noted that the committee is still working through the details and would welcome any help and/or suggestions in their efforts to get it right.

The last set of panelists agreed that one type of assessment simply is not enough to determine AYP. Panelists suggested that data from multiple assessments need to be available to teachers and schools in a timely way so improvements are based on the data and the teaching methods.

Kati Haycock from Education Trust noted there seems to be a lot of confusion about "what we want to know about a school and what we need to know about a school" when determining if the school is "good enough." She believes multiple assessments are needed for an accurate portrait of the academic achievement of all students. Gitomer agreed with Haycock, saying, "No single test can provide an accurate portrait of students and schools."

Dan Fuller from the Association for Supervision and Curriculum Development suggested adjusting the AYP model to incorporate multiple measures of assessment, including growth models, formative assessments, grade-point averages, student exhibitions, AP and IB courses and portfolio assessments. He opined that the current AYP model is flawed, and ASCD is opposed to a single assessment of reading and math skills as an indicator of performance.

Concluding the discussion for the day, William Taylor with the Citizens' Commission on Civil Rights strongly suggested that schools need assessments around creativity, teamwork and analytical skills. He believes the current testing system is inadequate and needs reform. He also argued that the law should not permit untested and untried indicators to play any role in determining whether schools and districts have made AYP.

More information:
http://www8.nationalacademies.org/cp/projectview.aspx?key=48743  

 

Budget and Appropriations

While the House has been in recess, the Senate has technically been in session in a much-publicized procedural move to prevent recess appointments from the White House. Both chambers get back to work on Tuesday, Dec. 4, with a long list of urgent business to complete before the next holiday break and no obvious plan for how everything will get done.

Of primary importance is the FY 2008 budget. Only one of 12 funding bills has been signed into law to date. The continuing resolution that keeps federal funds flowing right now will expire on Dec. 14. Following the president's veto of the appropriations bill for the Departments of Labor, Health and Human Services and Education and Congress' failure to override it, Senate and House Democratic leaders came up with a compromise plan. They proposed to the administration that the two sides split the difference regarding their disagreement about how much spending is enough for the coming year. That proposal means reducing the $22-billion gap between the president's February budget plan and the Budget Resolution adopted by the Congress to $11 billion.

For the LHHS bill, that reduced spending means a $3.5 billion cut from the vetoed conference report. House Republican leaders have been negative about the compromise. Senate Republicans, however, appear tired of the fighting, and there have been reports of meetings with the White House urging them to soften their stand against any increases in spending for domestic priorities. In spite of the frosty reception the proposal received from the administration, Appropriations Committee staff are moving forward, revising the spending levels in the budget bills for all affected federal agencies. The internal deadline they face is Dec. 5, in time to prepare for a mark-up on Dec. 11 where an omnibus bill will be presented.

If the latest strategy fails, Congress is left with two options. Pass another continuing resolution, likely to last until March, and keep on trying to resolve differences between political parties and the administration in the hopes of salvaging some modest spending increases for critical programs. Alternatively, Congress could adopt a continuing resolution that would cover federal spending for the entire year. That solution means the loss of any earmarked funding for the second year in a row, a sacrifice that many members of Congress will undoubtedly oppose. It would also mean a more significant reduction, as high as 5 percent, for the Department of Education, something education advocates would similarly find disappointing after a year that began with such promise.