Reply #36: But that's the point!

[mzteris]

They AREN'T BLAMING TEACHERS!!

In fact, they're putting in measure to ensure that the school is accountable for the support they give the teacher, the district is accountable for the support it gives the school, and the state is accountable for the support they give the district!

Again - PLEASE ACTUALLY READ IT! http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf

They also look at the COMMUNITY and the conditions surrounding the child - knowing it affects their ability to learn.

Take a particular look at this section:

America’s schools are responsible for meeting the educational needs of an increasingly diverse student population, and ESEA programs must provide a wide range of resources and support to ensure that all students have the opportunity to succeed in college and in a career. ESEA includes programs that help schools meet the special educational needs of children working to learn the English language, students with disabilities, Native American students, homeless students, the children of migrant workers, and neglected or delinquent students. In addition, the federal government has a responsibility to provide assistance to certain high-need regions and areas, including rural districts and districts that are affected by federal property and activities.
In each of these areas, the Administration’s ESEA reauthorization proposal will continue and strengthen the federal commitment to serving all students, and improve each program to ensure that funds are used more effectively to meet the needs of the students they serve.
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And this one:

Supporting student success requires deploying every tool at our disposal. The students most at risk for academic failure too often attend schools and live in communities with insufficient capacity to address the full range of their needs. The result is that students cannot always focus on learning and teachers cannot always focus on teaching.
Preparing students for success requires taking innovative, comprehensive approaches to meeting students’ needs, such as rethinking the length and structure of the school day and year, so that students have the time they need to succeed and teachers have the time they need to collaborate and improve their practice. It means supporting innovative models that provide the services that students need; time for teachers to collaborate to meet academic challenges; environments that help all students be safe, healthy, and supported in their classrooms, schools, and communities; and greater opportunities to engage families in their children’s education and strengthen the role of schools as centers of communities.

PROMISE NEIGHBORHOODS
Our proposal will provide new, competitive grants to support the development and implementation of a continuum of effective community services, strong family supports, and comprehensive education reforms to improve the educational and life outcomes for children and youths in high-need communities, from birth through college and into careers. Programs must be designed to improve academic and developmental outcomes for children and youths through effective public schools, community-based organizations, and other local agencies. Programs will be encouraged to take a comprehensive approach to meeting student needs, drawing on the contributions of community-based organizations, local agencies, and family and community members. Grantees will conduct a needs assessment of all children in the community in order to establish baseline data against which the grantee will aim to improve outcomes, and will promote and coordinate community involvement, support, and buy-in, including securing and leveraging resources from the public and private sectors.

21ST CENTURY COMMUNITY LEARNING CENTERS
Our proposal will provide competitive grants for states, school districts, nonprofit organizations, and partnerships to implement in school and out of school strategies that provide students and, where appropriate, teachers and family members, with additional time and supports to succeed.
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