1 No Child Left Behind for Indian Groups 2004 Eva M. Kubinski Comprehensive Center – Region VI...

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No Child Left Behind for Indian Groups 2004

Eva M. KubinskiComprehensive Center – Region VI

January 29, 2004

Home/School Coordinators’ Conference

UW-Stout

Winter 2004 EM KubinskiComprehensive Center - Region

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Note

The majority of the information listed in this presentation is taken directly from the US Department of Education website at http://www.ed.gov/nclb/landing.jhtml

An updated version of this presentation will be available at http://www.wcer.wisc.edu/ccvi/Staff/home/?staff=kubinski


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The NCLB Act’s Four Guiding Principles:

Accountability Flexibility and Local

Control Parental choice What Works


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Titles of NCLB Title I - Improving the Academic Achievement of the

Disadvantaged Title II – Preparing, Training, and Recruiting High

Quality Teachers and Principals Title III – Language Instruction for Limited English

Proficient and Immigrant Students Title IV – 21st Century Schools Title V – Promoting Informed Parental Choice and

Innovative Programs


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Titles of NCLB continued

Title VI – Flexibility and Accountability Title VII – Indian, Native Hawaiian, and Alaska

Native Education Title VIII – Impact Aid Program Title IX – General Provisions Title X – Repeals, Redesignations, and

Amendments to Other Statutes


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NCLB Critical Steps for Accountability States create own standards for what children should learn

and know States test student progress towards standards Each state, school district and school makes adequate

yearly progress toward meeting state standards School and district progress reported publicly via report

cards Schools/districts who continually fail to make AYP will

be held accountable http://www.ed.gov/nclb/overview/intro/execsumm.html


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Guiding Principle: Accountability Beginning in the 2002-03 school

year, schools must administer tests in each of three grade spans: grades 3-5, grades 6-9, and grades 10-12 in all schools.

Beginning in the 2005-06 school year, tests must be administered every year in grades 3 through 8.

Beginning in the 2007-08 school year, science achievement must also be tested.


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Why is this a concern?

http://www.ed.gov/nclb/overview/importance/edlite-index.html


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Adequate Yearly Progress Adequate yearly progress is the

minimum level of improvement school districts and schools must achieve every year.

In technical terms, "adequate yearly progress" refers to the growth rate in the percentage of students who achieve the states definition of academic proficiency.

Each state will set the AYP gains every school must meet to reach 100 percent proficiency at the end of 12 years.


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Again – why is this a concern? Subgroups

Economic background Race and ethnicity English proficiency Disability

If AYP is not met by a subgroup, then a school can be identified as failing


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And if a school is “failing” 2 years – public school choice 3 years – public school choice &

supplemental services 4 years – public school choice,

supplemental services and corrective actions

5 years- above and school identified for restructuring


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Wisconsin Specifics The report cards include

information on how students performed on state assessments, stated in terms of four levels: advanced, proficient, basic and minimal.

WINNS is Wisconsin’s official Report Card site


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Wisconsin Specifics cont.

The results are also disaggregated, or broken out, by student subgroups according to:ethnicity, English language proficiency, students with disabilities, low-income status (economically disadvantaged)


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Wisconsin Specifics cont. The report cards also show:

the percentage of each group of students NOT tested, the graduation rates for secondary school students, the attendance rates for elementary school students, the performance of school districts on adequate yearly

progress (AYP) measures, including the number and names of schools identified for school improvement, and

the professional qualifications of teachers.


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AYP Determination

Achieve 95% student participation rate in WSAS for all students and for each student subgroup

Reach AYP targets in reading and math as a whole and for each subgroup

Meet or exceed other academic indicator for all students

Safe Harbor


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WI Annual Measurable Objectives

2001-2002 to 2003-2004 Reading – 61% Math – 37%

2004-2005 to 2006-2007 Reading – 67.5% Math – 47.5%

2007-2008 to 2009-2010 Reading – 74% Math – 58%

Etc.


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Guiding Principle: Flexibility and Local Control

States have more freedom to direct more of their federal money

NCLB combines and simplifies programs so schools don’t have to go through as much red tape to get their money


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Guiding Principle: Parental Choice Parents with a child enrolled in a failing

school will be able to transfer their child to a better performing public school or public charter school.

Parents with children in a failing school will be able to use federal education funds for "supplemental education services."


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Guiding Principle: What Works Federal dollars will be tied to programs

that use scientifically proven ways of teaching children to read.

Communities will benefit from Early Reading First. This program will help develop language and reading skills for pre-school children.


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Testing Schools and districts will

release report cards on student results

Currently testing in reading and math; science will be added

Going to yearly testing between grades 3 and 8

Some states will be participating in NAEP


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Research – Based Programs Need to select educational

programs and instructional approaches that have been proven to work

Consider the results of scientifically controlled studies before making instructional decisions


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What do you think about NCLB?

Benefits?Problems?Need more information?


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Attitudes about NCLB (NEA Survey) http://www.edweek.com/ew/ewstory.cfm?slug=19nea-b1.h23


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Other Parts of NCLB & Indian Students

Bilingual Education (Title III)Impact Aid (Title VIII)Teacher Preparation (Title II)And Title I!


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Role of Title I Your Indian students are often part of the Title I count Title I services should be primary Title VII services should SUPPLEMENT not take the place of Title

I services and support Depending upon the number of Indian students in your school,

district, their progress may become a factor in your school’s Adequate Yearly Progress (AYP)

Special rules come into play if you are considering a Schoolwide program and want to include Title VII monies

Issue of science-based research


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Components of a Title VII Program Instructional programs and

support that address academic, behavioral and cultural progress

Parent committees Training and professional

development for teachers of Indian students


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In order to succeed For Indian students to succeed educationally:

Their language and culture need to be incorporated into the school program Their community’s participation in their education needs to be encouraged Instruction needs to be used to motivate them to use language actively to

generate their own knowledge Professionals involved in their assessment need to look at problems students

have academically as originating from the school context rather than locating the problem within the student

From Teaching American Indian Students


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In Order to Succeed continued That means that you as

parents and educators need to keep the issue of culture and language in the discussion as we all work to improve student achievement!


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Resources cont. Office of Indian Education

http://www.ed.gov/about/offices/list/ous/oie/index.html Comprehensive Center – Region VI

http://www.wcer.wisc.edu/ccvi Wisconsin Department of Public Instruction

http://www.dpi.state.wi.us/ National Clearinghouse for English Language Acquisition

http://www.ncela.gwu.edu/index.htm American Indian & Alaska Native Education Research

http://www.indianeduresearch.net/index.htm


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For Further Information or Assistance: Contact

Eva M. KubinskiCoordinator of Indian Education

Services

Comprehensive Center – Region VI

888-862-7763

[email protected]


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Disclaimer The activities reported in this

document were supported by the U. S. Department of Education under grant number #S283A50012-95B funded by the Office of Elementary and Secondary Education, and by the Wisconsin Center for Education Research (WCER), School of Education, University of Wisconsin-Madison. The opinions expressed in this document are those of the author and do not necessarily reflect the views of OESE or of WCER.

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