Districts

Evidence-based practices (EBPs) – which include activities, strategies, and interventions – are “derived from or informed by objective evidence—most commonly, educational research or metrics of school, teacher, and student performance." This online resource is designed to help districts identify EBPs within each of these categories as part of ESEA implementation.

English Language Proficiency (ELP) Community of Practice Summary

Community of Practice (CoP): English Language Proficiency (ELP)

CoP Description: The ELP CoP engaged state educational agencies (SEAs) to learn from one another and from research and policy experts. Together, SEAs addressed the following key questions: 

The School Transportation Cost Analysis Tool was developed by the National School Transportation Association (NSTA) and will help school officials determine the actual and total annual cost of pupil transportation for reporting under The Every Student Succeeds Act (ESSA) and the School-Level Finance Survey (SLFS), in addition to helping schools assure maximum cost efficiency in providing student transportation.

This Community of Practice (CoP) helped participating SEA teams to examine the alignment (or lack of alignment) between their school identification methodology and the systems of support they provide for identified schools. This CoP also aimed to improve the tools, protocols, and technical assistance that SEAs use to support the district and school improvement planning process.

Many schools and districts have been working to ensure that family engagement is more equitable as part of school improvement efforts. This resource outlines guidance and provides real-world examples across five major categories of evidence-based, equitable family engagement strategies

Many states are now using new or updated approaches to data collection and reporting. Under the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Every Student Succeeds Act (ESSA), new reporting requirements may lead states to collect new types of data or report previously collected data in new ways. This matrix outlines the six essential components of high-quality data systems for SEAs.

Based on the results of a comprehensive needs assessment and input from the states that participated in the first COP focused on Evidence-Based Practices, this CoP focused on increasing states’ capacity to engage in continuous improvement cycles in order to support districts with implementing and evaluating EBPs.

This CoP helped participating state educational agencies (SEAs) increase their capacity to implement SQSS indicators and scale effective practices that are likely to elevate student outcomes and help states meet their long-term goals.