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Alyssa Thornley

Alyssa Thornley has spent her career working to support schools and communities in providing opportunity to all students. In positions as a teacher, professional development coordinator, and as a volunteer, she has focused on the community’s role in education, and in designing efficient programs that work for diverse needs. Alyssa leads TransACT’s customer engagement and market strategy efforts, and works to ensure innovative programs, guidance, and thought leadership from across the country’s districts are being shared and spread.
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Recent Posts

NEW OCR & USED COLLECTIONS

By Alyssa Thornley | September 26, 2014

NEW ENGLISH LEARNER COMPLIANCE COLLECTIONS ALIGN TO OCR & USED COMPLIANCE REQUIREMENTS

LYNNWOOD, WA — To meet school’s critical need to provide legally-required “English Learner” parent notices in multiple languages, TransACT announced today the availability of three new compliance collections which align to Office for Civil Rights (OCR) and United States Department of Education (USED) compliance requirements.

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National Meetings – Joint Federal Programs Meeting Washington DC at the Mayflower Hotel July 23-25, 2014

By Alyssa Thornley | August 29, 2014

The first ever Collaborative Federal Programs Meeting was held in Washington, D.C. July 23-25, 2014. The organizing of this meeting started in September of 2013 when the National Title I Association (NASTID) and the National Council of State Title III Directors (NCSTIIID) began planning to meet jointly in the summer of 2014. Those plans expanded to include the Title I 1003(g) SIG Directors/Office of School Turnaround and some members of the National Association of State Directors of Special Education (NASDSE)/Office of Special Education Programs (OSEP)/Office of Special Education and Rehabilitative Services (OSERS).

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EL News: Focus on New York

By Alyssa Thornley | August 29, 2014

The New York State Education Department’s Office of Bilingual Education and Foreign Studies has published their “Blueprint for English Language Learners (ELLs) Success.” This document contains 8 key principles that were “developed as a statewide framework aimed to clarify expectations for administrators, policymakers, and practitioners to prepare ELLs for success”. These principles include some excellent foundational ideas to be implemented, including “All teachers are teachers of English Language Learners, and need to plan accordingly”; “All school boards and district/school leaders are responsible for ensuring that the academic, linguistic, social, and emotional needs of ELLs are addressed”; and “Districts and schools recognize that bilingualism and biliteracy are assets, and provide opportunities for all students to earn a Seal of Biliteracy upon obtaining a high school diploma.”

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Title III: Supplement Not Supplant Monitoring Issues

By Alyssa Thornley | August 29, 2014

The Title I Monitor from March 2014 (Vol. 19, No.3), a publication of LRP, carried an article related to recent Title III monitoring findings. The LRP article looked at the five most recent Title III Monitoring reports posted on the USED’s site. Many of the issues cited in this article are the same issues that I saw over the two and a half years I contracted with the US Department of Education (USED) to help monitor state’s Title III programs (visiting five states). In particular, the supplement not supplant issues related teacher salaries and translation/interpretation, were some of the most common findings by Title III at USED.

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Community Eligibility Provision Election Date for Schools Extended

By Alyssa Thornley | August 29, 2014

The opt-in deadline for the Community Eligibility Provision (CEP) option for determining eligibility for the National School Lunch Program deadline has been extended. The original deadline of June 30th has been extended to August 31st.

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