New York ESSA Resources
New York State Education Department
89 Washington Avenue
Albany, NY 12234 | Phone: (518) 474-3852
Website: http://www.nysed.gov/
Office of Accountability – Ira Schwartz, Assistant Commissioner
New York State Education Department
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55 Hanson Place, Room 400, Brooklyn, NY 11217 |
89 Washington Avenue, Room 528M EB, Albany, NY 12234 |
Accountability, Policy and Administration – Dr. Lisa Long, Supervisor
55 Hanson Place, Room 445C, Brooklyn, NY 11217
Tel.: (718) 722-4553 | Fax: (718) 722-2215
Email accountinfo@nysed.gov regarding: School Registration, Data Inquiries, High Performing Schools and Internships
District and School Review – Mr. Stephen Earley, Director
Email DTSDEreviews@nysed.gov for inquiries about the School and District Review process. Inquiries by mail should be addressed to 55 Hanson Place, Room 400B, Brooklyn, NY 11217.
Email DTSDEtraining@nysed.gov for inquiries about Focus District Institutes and other training-related questions. To reach us via phone, please call the numbers below:
Upstate School and District Review
Tel.: (518) 474-5923 | Fax: (518) 474-7948
Downstate School and District Review
Tel.:(718) 722-4553 | Fax: (718) 722-4559
Questions/comments regarding DCIPS/SCEPS should be directed to: fdip@nysed.gov
Questions/comments regarding 1003(a) grants should be directed to: siga@nysed.gov
Questions/comments regarding Focus District requirements should be directed to: accountinfo@nysed.gov
| Logistics: Sandra Herndon (Doris Hill-Wyley) | Downstate Review: Crystal Cumberbatch | Upstate Review: Mary Sapp | Calibration: Lisa Long |
Metrics – TBA
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Office in Albany
89 Washington Avenue, Room 528M EB, Albany, NY 12234 Tel: (518) 474-5923 | Fax: (518) 474-7948 |
Office in New York City
55 Hanson Place, Room 414, Brooklyn, NY 11217 Tel: 718-722-4553 | Fax: 718-722-2215 |
Title I School and Community Services – Mrs. Maxine Meadows-Shuford, Director
89 Washington Avenue, Room 320 EB, Albany, NY 12234
Tel.: (518) 473-0295 | Fax: (518) 486-1762
- Email regarding:
- Consolidated Application Update: CONAPPTA@NYSED.GOV
- Focus District Improvement Plans (DCIP/SCEP/SPSE): fdip@nysed.gov
- School Improvement Grant 1003(a): SIGA@NYSED.GOV
- Supplemental Educational Services (SES): emscses@nysed.gov
- Neglected & Delinquent (N&D): nd@nysed.gov
- School Improvement Grant 1003(g): SIG@NYSED.GOV
Complaints: Complaints may be filed with the New York State Education Department (NYSED). In order to ensure that your complaint/grievance is thoroughly and quickly reviewed, please follow the appropriate complaint procedures.
- NCLB Title I Complaints – For Title I, Parts A, C, and D or Section 100.2(ee) of Commissioner’s Regulations Regarding Academic Intervention Services
- General Complaints (Non-Title I)
Feedback: All general inquiries, feedback on this site or any changes you would like to see, should be sent to accountinfo@nysed.gov unless another email is listed above.
NEW YORK ESSA NEWS
Report: States Struggle With ESSA’s Requirements for Foster Children
Advocates for children in foster care had good reason to cheer the passage of the Every Student Succeeds Act two years ago. The new law requires schools to break out student achievement data for foster care students so that the public can see how they are doing...
read moreLawmakers Press Trump to Spend on Public School Infrastructure
A group of lawmakers has told President Donald Trump that new funding for improving school facilities is “essential for advancing student achievement” and should be a part of any broader infrastructure spending plan.
read moreFast Talkers: Are Kids Getting the Right Message About Good Reading?
Oral reading fluency is a key indicator of reading proficiency. But it’s got some issues, as it’s currently implemented in some schools. One of these is that we have a cadre of kids who are getting the wrong message: we’re teaching them that they can fast talk their way into college and career success.
read moreNew Center for Public Education report finds significant student population left “Out of the loop”
While not equally distributed across the country, CPE’s analysis notes, approximately one-half of school districts, one-third of schools, and one-fifth of all students in the United States are in rural areas. Inadequate funding, lower literacy rates, and less access to advanced courses such as AP and STEM classes impact rural students’ achievement, creating significant barriers to their success.
read moreTo Rebuild, Rethink and Renew
This past fall I had the opportunity to visit the U.S. Virgin Islands, twice — first, in October, and two weeks later, in the company of Secretary DeVos. There, I saw firsthand the wholesale destruction left by back-to-back hurricanes. The experience was both humbling and uplifting.
read moreWhen Does Scholarship Give Way to Bombast and Bluster? – Education Week
I’ve now been doing the Education Week RHSU Edu-Scholar Public Influence Rankings for about a decade, striving to recognize scholars who do academically significant research while also contributing to the public square. After all, I’ve long argued that on an issue like education, our impassioned public debates benefit when scholars take the time to engage. Of course, encouraging this kind of activity always runs the risk of introducing perverse incentives.
read moreHow Stevie Wonder helped create Martin Luther King Day
THE LEGACY NEWSPAPER — On the evening of April 4, 1968, teen music sensation Stevie Wonder was dozing off in the back of a car on his way home to Detroit from the Michigan School for the Blind, when the news crackled over the radio: Martin Luther King Jr. had just been assassinated in Memphis. His driver quickly turned off the radio and they drove on in silence and shock, tears streaming down Wonder’s face.
read moreMany State ESSA Plans Are ‘Uncreative, Unambitious,’ Analysis Finds
The two-year-old Every Student Succeeds Act was supposed to free states up to go off in bold, new directions on K-12 policy. So did state plans, all of which have been turned into the U.S. Department of Education, live up to that promise?
read moreInside the ESSA Plans: What Are States Doing About Goals and Timelines?
EDUCATION WEEK — This week, Education Week is bringing its trademark analysis to the remaining state plans for fulfilling requirements of the Every Student Succeeds law. On Monday, we had a look at the states’ proposed “school quality” indicators, the required but nonacademic portion of each state’s plan to judge schools. Today, we’re going to take a look at states’ goals for raising student achievement and their timelines for doing so in the plans awaiting federal approval.
read moreDemocrats Ask Betsy DeVos to Act Against ‘Hateful Bullying’ in Schools
In a Wednesday letter, nine senators, including Sen. Patty Murray, D-Wash., the top Democrat on the Senate education committee, asked the secretary what resources the U.S. Department of Education was providing schools in order to counter “the recent increase in hateful and discriminatory speech and conduct.”
read more5 Reasons Why Every Policymaker Should Fight To Save Title IIA – Learning Forward’s PD Watch – Education Week Teacher
Their point of view is grounded in the U.S. Constitution, which places control over education firmly in the hands of states. It also finds expression in the bipartisan Every Student Succeeds Act (ESSA), which reversed what many saw as the No Child Left Behind Act’s efforts to assert federal control over everything in K-12 education, from school accountability measures to definitions of highly qualified teachers.
read moreStudy: Positive feelings about Blackness improve academics for Black girls
DEFENDER NEWS NETWORK — An article in the Journal of Blacks in Higher Education focuses on a new study from Sheretta Butler-Barnes, a professor at Washington University in St. Louis, which finds that young black women with “strong racial identity” are more likely to be academically engaged, curious and persistent.
read moreCalling Local Heroes Directly into Action; Apply to be an ED School Ambassador Fellow
We, teachers, change the mindsets of self-doubters, instill a lifelong love of learning for many, care for the children of others as if they’re our own, and play a major role in creating all other professions. Yet, despite those superpowers, many of us have heard or uttered the phrase ourselves, “But I’m just a teacher,” when we’ve been encouraged to pursue leadership opportunities beyond our classrooms, schools or districts.
read moreMindset Research Is Sound, That’s Not the Problem – Education Week
My first attempt to use scientific evidence to improve educational practice was with a team of management consultants who were working with a charter-management organization to reduce class sizes from 25 to 23 students in secondary schools. I shared with them the landmark Tennessee STAR (Student Teacher Achievement Ratio) study, which found that class-size reductions improved academic outcomes for younger children but only when class sizes were reduced to between 13 and 17 students. The team quickly changed course in response.
read moreHow One District Cut Student Homelessness by 25 Percent – Education Week
I have spent many years working in education as a teacher and social worker, and it is clear that schools are no longer just a learning environment for young people. As the number of students affected by homelessness or living at or below the poverty level continues to increase, the demand for services for those affected also increases. Schools have become sanctuaries that provide food, warmth, and support, with a little education thrown in. The reality is that learning takes a back seat for a child whose basic needs are not met.
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