June 18. 2018

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AASA Statement on Family Separation

AASA Executive Director Daniel A. Domenech and AASA officers Gail Pletnick (Dysart Unified, AZ); Chris Gaines (Mehlville, MO) and Deb Kerr (Brown Deer Schools, WI) issued the following statement in response to the recent separation of children and parents at the border: 

"Our nation’s public school superintendents and the schools they serve are legally required to educate the children that come through their doors. We are deeply concerned with recent steps that result in the separation of children and parents at the border. Immigration policy is not easy, but we are deeply troubled by the purposeful and aggressive implementation of a policy that is widely recognized as flawed, one that separates young children from their parents in a world they do not know. AASA is an organization that serves and represents education professionals. And while we won’t claim expertise in immigration policy, the nation’s public school superintendents are experts in what can and does work for students and young children, and we know that the separation policy is harmful, traumatic, and stressful, and these effects may follow these children for the rest of their lives. Policy can be tough and fair without being inhumane, and we urge the administration to immediately cease this intentionally cruel policy.”


June 18, 2018(1)


Bringing ESSA Title IVA to Life: How School Districts Are Spending Title IV Dollars

AASA, The School Superintendents Association partnered with the National Association of Federal Education Program Administrators (NAFEPA) and Whiteboard Advisors to conduct a nation-wide survey of school districts to see how and where school systems are investing critical ESSA Title IV Part A funds. 

Title IV of ESSA, the Student Support and Academic Enrichment (SSAE) program, is a flexible funding block grant focused on the work of ensuring students and schools have access to the programs that support safe and healthy students, provide well-rounded education, and expand the use of technology in schools. Between NCLB and ESSA, Title IV transformed from a collection of small, stand-alone siloed programs that had been all but zeroed out (ultimately totaling less than $300 million) into a flexible funding block grant, allocated via formula to states and available to all schools, authorized at $1.6 billion. 

The program has broad support from education leaders and practitioners and is perhaps best captured in this elevator pitch submitted in response to this survey: 

No two schools are the same. Our need is not your need, but both needs are relevant to each specific demographic and climate. Increased flexibility increases the likelihood of spending with efficacy. I know you don't always trust me to do the best thing for my kids (although I am confused as to why), but proximity to the need is important to weeding out appropriate supports and solutions. I appreciate your support of my school, and I understand your desire to earmark some funds for specific needs that we share nationally, but I need some spending flexibility if I am to always match support to the need.

Relatively simple in design, ESSA Title IV allocates flexible block grant funding to each state based on the ESSA Title I funding formula, which targets federal funding based on need, where schools and states with a higher share of students in poverty receive greater funding. Funding flows from the federal to the state and the state to the local level in amounts that are proportional to the distribution of Title I funds. Any school district receiving more than $30,000 is required to conduct a needs assessment and submit an application to its state educational agency describing how the district will spend not less than 20 percent of its grant on safe/healthy school initiatives, not less than 20 percent on well-rounded education, and at least a portion on the effective use of technology, with a 15 percent cap on the section’s funding for purchasing “technology infrastructure” (as defined in the law). 

More than 620 school leaders responded to the survey in late May and early June, and you can read the preliminary results here.  


June 18, 2018


Guest Blog: School Safety & Door Barricades Guide

This guest blog comes from Robert Boyd, Executive Director of the Secure Schools Alliance. The alliance has created a quick reference guide, available for AASA members, with information and things to consider when it comes to classroom barricades. 

Physical security is a priority for school administrators and facility managers, to help ensure the safety of students, staff members, and visitors during an active shooter/hostile event.  While evaluating methods of securing doors to prevent access, it’s crucial to consider other hazards and the need for free egress, fire protection, and accessibility, as well as the possibility of unauthorized lockdown.

There are many available options for locking classroom doors, but not all security devices comply with the national life safety codes and the Americans With Disabilities Act.  Some may impede evacuation, affect the performance of fire door assemblies, or be difficult or impossible for someone with a disability to operate.  In school shootings that have occurred, the ability to evacuate immediately has proven critical to reducing casualties.  

Barricading doors with furniture or other items can be used as a last resort to deter access during a lockdown, but classroom barricade devices may introduce other risks and liabilities.  In addition to the life safety and accessibility concerns, these devices could be used by an unauthorized person to secure a room and prevent access by school staff and emergency responders.  Doors have been barricaded during several past school shootings, as well as other hostage-taking incidents and assaults in schools.    

The Secure Schools Alliance has published a document which outlines important considerations related to the use of classroom barricade devices; additional guidance and links to school security resources are also included.  This information will help school administrators choose classroom security methods that maintain life safety and accessibility, as well as limiting unauthorized access.