No Child Left Behind 43614 7

8/2/2019 No Child Left Behind 43614 7

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No Child Left Behind


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HISTORY

President Lyndon B. Johnson signs Elementaryand Secondary Education Act, 1965

Title I and ESEA coordinated through

Improving Americas Schools Act, 1994 Reauthorization of ESEA -

No Child Left Behind, 2002

1965-2002


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Close the achievement gap withaccountability, flexibility, parental choices,and research-based reforms

PURPOSE


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ALL students will attain proficiency or betterin reading and mathematics by 2013-2014

ALL limited English students will becomeproficient in English

ALL teachers will be highly qualifiedby 2005-2006

ALL students will be educated in safe,drug-free environments

ALL students will graduate from high school

GOALS


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Testing Requirements

Adequate Yearly Progress (AYP)

Consequences

Public Reporting

Accountability

ACCOUNTABILITY


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States administer own tests which are:

Aligned

Valid and reliable

Inclusive: Limited English Proficient Students

Special Education Students

ACCOUNTABILITY

Testing Requirements


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ACCOUNTABILITY

Testing Requirements Annual reading and math assessments at

grades 3-8 by 2005-2006

Science assessments by 2007-2008

At least once at elementary, middle, andhigh school grades

NAEP biennially starting 2002-2003in grades 4 and 8:

Random sampling

Mandatory participation Limited English students must be assessed

annually for English language proficiency


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Adequate Yearly Progress (AYP) Demonstrate Proficiency:

All schools reach 100% proficiency within 12 years

Schools must meet annual state objectives for progress

Continual Achievement: States will determine annual objectives for progress

All subgroups must meet annual objectives for progress

95% of all students and all subgroups of students must

be included in the assessment

ACCOUNTABILITY


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Adequate Yearly Progress - Example

20012002 20022003 20032004 20042005 20052006 20062007 20072008 20082009 20092010 20102011 20112012 20122013 20132014

100%

95%

90%

85%80%

75%

70%

65%

60%

55%

50%

45%

40%

40%

BaselineTarget

2001-2002

100%Target

2013-2014

ACCOUNTABILITY


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ACCOUNTABILITY

Consequences Failure to make AYP will result in

implementation of specific consequences

Each consecutive year, corrective

actions become more intensive


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ConsequencesSchool Improvement StatusFirst Year(Two consecutive years of not making AYP):

Technical assistance

Must provide public school choice Two year School Improvement Plan

10% of Title I funds must be allocated

for professional development

ACCOUNTABILITY


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ConsequencesSchool Improvement StatusSecond Year(Three consecutive years of not making AYP):

Continue actions from first year of school

improvement status

Provide supplemental services to low-achieving,

disadvantaged students

At least 5% of Title I funds for this purpose,

if needed

Supplemental service providers must be approved

by the state

ACCOUNTABILITY


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ConsequencesSchool Improvement Status - Third Year(Four consecutive years of not making AYP)Corrective Action:

Continue actions from previous years of

school improvement Districts must take at least one of the following actions:

Replace relevant school staff

Implement a new curriculum and provideprofessional development

Significantly decrease management authority Appoint outside expert to advise on schoolimprovement plan

Extend school year or school day

Restructure internal organization of school

ACCOUNTABILITY


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ConsequencesSchool Improvement Status - Fourth Year(Five consecutive years of not making AYP)Restructuring:

Continue activities from school improvement andcorrective action

Districts must take at least one of thefollowing actions:

Reopen school as a charter school

Replace all or most of relevant school staff

Contract with outside entity to operate school State takeover

Any other major restructuring of schools governancethat makes fundamental reform

ACCOUNTABILITY


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ConsequencesSafe Harbor ProvisionSchools not meeting annual state objectivescan make AYP if:

Percentage of students not proficient for all

students and each subgroup is reduced by

10% from the previous year

ACCOUNTABILITY


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Public Reporting2002-2003 State Report Card requirements include:

Dissemination at the beginning of school year

Disaggregated student MEAP data

Comparison of student achievement levels

Percentage of students not tested

Graduation rates

Number and names of schools in need of improvement

Comparison of actual academic achievement to annual

objectives for all subgroups Teacher qualifications

ACCOUNTABILITY


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Public Reporting

ACCOUNTABILITY

School and District Report Cards must include:

Same information as in State Report Card,

applied to the district and individual schools

Comparison of student scores on state assessments

with other students within the district and state


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PublicReportingNew requirements to provide parent notification on:

Teacher qualifications

Student performance on state assessments

School choice information

Limited English Proficiency student placementand program information

ACCOUNTABILITY


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Accountability

Teacher Quality

Options and Choices for Parents

Instructional Methods Flexibility

KEY POINTS

Key Points


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Beginning 2002-2003 all new Title I teachers must:

Be highly qualified

Be certified and teaching in their content area(s)

Not hold emergency credentials Have proven competency in teaching areas assigned

All core academic subject area teachers nothighly qualified must meet the requirementsby 2005-2006.

Title II funds can be earmarked for teacherand principal quality

TEACHER QUALITY

Teacher Quality


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Teacher QualityAll states must:

Develop a plan demonstrating how teachers will

become highly qualified by 2005-2006

Require annual increase in the percentage of

highly qualified teachers in each local district

beginning in 2002-2003

Increase annually the percentage of teachers

receiving high quality professional development

beginning in 2002-2003*

TEACHER QUALITY


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Teacher Quality Paraprofessionals hired after January 8, 2002

must meet requirements for qualification standards

Paraprofessionals hired prior to January 8, 2002

must meet requirements for qualifications by

January 8, 2006

TEACHER QUALITY


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Key Points Accountability

Teacher Quality



KEY POINTS


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Options and Choices for Parents All Title I Schools:

Increased parent notification and reportingrequirements for all districts

Emphasis on parental involvement

School Improvement Status Schools: Transfer option to schools not identified

for improvement

Supplemental services provided outsidethe school day

OPTIONS


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Teacher Quality



KEY POINTS


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Instructional Methods Resources concentrated on scientific,

research-based programs

Characteristics of scientific research-based studies:

Uses scientific method Has been replicated

Can be generalized to larger population

Meets rigorous standards

Other studies/programs point to same conclusion

METHODS


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Teacher Quality



KEY POINTS


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FlexibilityLegislation allows for flexibility in use of funding

Title I schools attaining AYP

Up to 50% of the funds allocated in one or more of thefollowing programs can be transferred among these

programs or into Title I, Part A: Teacher and Principal Training and Recruiting

(Title II, Part A)

Enhancing Education Through Technology(Title II, Part D) formula grant only

Safe and Drug-Free Schools and Communities

(Title IV, Part A) Innovative Programs(Title V, Part A)

FLEXIBILITY


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FlexibilitySchools identified for School Improvement

Up to 30% of funds allocated for Title II, Part A;Title II, Part D; Title IV, Part A; or Title V, Part Amay be transferred to support Title I, Part A, school

improvement activities

FLEXIBILITY


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Assessment for ALL students

Accountability for ALL students

Public reporting for ALL schools

Increased options for ALL parents

Highly qualified personnel in ALL schools

Dollars to classrooms in ALL schools

SUMMARY


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Educational Technology (Title II, Part D)

Language Instruction for LEP/Immigrant Students(Title III)

Safe and Drug Free Schools/Communities

(Title IV, Part A) 21st Century Community Learning Centers

(Title IV, Part B)

Innovative ProgramsState Grants

(Title V, Part A) Rural Schools (Title VI)

OTHER AREAS


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KEY DATES2002-2003

Adequate Yearly Progress formula defined Public school options provided, including

parental notification in Title I schools withschool improvement status

All newly hired teachers and paraprofessionalsmust be highly qualified in Title I schools

State will identify supplemental service providers

Districts will provide supplemental services inTitle I schools in the second year of schoolimprovement status


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KEY DATES2002-2003

Annual assessment of Limited EnglishProficient students

Biennial NAEP testing in grades 4 and 8in reading and math

States and districts distribute annual report cardsbased on NCLB requirements

Annual assessment in math and reading/languagearts at least once in grades 3-5, 6-9, 10-12


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KEY DATES2003-2004

2004-2005

2005-2006

Districts failing to make AYP for previous 2 yearswill enter Year 2 School Improvement status

Biennial NAEP testing in grades 4 and 8in reading, math, and science

Annual assessments of reading and math ingrades 3-8 (fall)

All public and charter school teachers must meetstandards of high quality

States must have science standards established

Paraprofessionals hired prior to January 8, 2002must meet new standards by January 8, 2006


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KEY DATES2006-2007

Biennial NAEP testing in grades 4 and 8in reading, math, and writing

Current reauthorization ends

Annual assessment in science at least oncea year in grades 3-5, 6-9, 10-12

Biennial NAEP testing in grades 4 and 8in reading, math, and science

All students must be proficient in readingand math

2007-2008

2008-2009

2014


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MDE website @ www.michigan.gov/mde

United States Department of Education NCLB website@ www.nochildleftbehind.gov

House Committee on Education and the Workforce website@ http://edworkforce.house.gov orhttp://edworkforce.house.gov/democrats/hr1qanda.html(thorough Q&A document)

NASDSE website @ www.nasdse.org(Special Education implications)

North Central Regional Educational Laboratory website @www.ncrel.org (dates, timelines and policy issues by state)

Education Commission of the States website@ www.ecs.org

Email questions to: [email protected] Contact your local Intermediate School District

MORE INFORMATION


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Ingham Intermediate School District

Michigan Association ofIntermediate Administrators

Michigan Department of Education

Oakland Schools

SPONSORS

S t b 2002

No Child Left Behind 43614 7

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