No Child Left Behind

Tecumseh Local Schools

No Child Left Behind OR . . .

No Educator Left Unconfused

No Lawyer Left Unemployed

No Child Left Untested

Act

Adequate Yearly Progress

Previous accountability applied only to Title I schools, now school districts can be subject to penalties.

Move 100% of students to Proficiency in reading, math and science within 12 years.

Subgroups – Four Subgroups

Economically disadvantaged

Major or ethnic group

Students with disabilities

English language learners

All Student Must

Be proficient in reading, math and science by the end of the 2013-2014 school year.

Annual Progress to 100%

Must be established and met with benchmarks set and raised.

Progress expected in equal increments from the initial starting point and 100% proficiency.

Starting in school year 2002-03 school districts and schools must

Disaggregate test results by: race, gender, language, income level, and disability.

Test at least 95% of the students in each subgroup.

No out of level testing (6th grader cannot take a 3rd grade test).

Report Cards Must Have . . .

Disaggregated achievement info by subgroups (race/ethnicity, disability, socioeconomic level, gender, migrant status, English Language Learners.

(except in cases where the numbers are too small to be statistically robust or where individual student results are identifiable)

Report Cards Must Contain. . .

Teacher qualifications/credentials, including percentage of teachers with emergency credentials and percentage of classes not taught by “highly qualified” teachers, both in the aggregate and disaggregated by high-poverty compared to low-poverty schools.

Information for Parents

At the beginning of each school year, school districts must make available to parents, upon request, the following information about their child’s classroom teacher . . .

Info for Parents. . .

Whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas taught.

Whether the teacher is teaching under emergency or other provisional status.

Info for Parents. . .

The baccalaureate degree of the teacher and any other graduate certification or degree held by the teacher, and the subject area of the certification or degree.

Whether the child is provided service by paraprofessionals and, if so, the paraprofessional’s qualifications.

Must Meet AYP for 9 Groups: All students IEP LEP Poverty Race/Ethnicity

– White– Black– Hispanic– Asian– Native American

Failure to Meet AYP . . State Oversight Required

Penalties for failure to hit AYP are more extensive. However NCLB penalties apply only to Title I schools either targeted assistance or school wide.

Year one of failure to hit AYP targets:– unspecified

Penalties for Schools Failing to Make AYP 2nd Year

Within 3 months develop a 2-year plan for improvement that is scientifically based– District must direct school to spend 10 percent

of the Title I allocation on professional development.

Penalties for Schools Failing to Make AYP 2nd Year

District must provide peer review within 45 days

District must offer students choice to go to “another” school in the district with free transportation - up to 10% of Title I allocation, district pays the remainder

After 3 Consecutive Years . . .

All previous actions plus must offer pupils from low income families the opportunity to receive instruction from a supplemental services provider

After 4 Consecutive Years:

All previous plus “corrective action,” one or more of the following:– Replacing school staff

– Implementing a new curriculum

– Decreasing management authority at the school level (???)

– Appointing an outside expert to advise the school

– Extending the school day and year

– Changing the school’s internal organization structure

After Five Consecutive Years:

Schools that fail to meet AYP for five consecutive years must be restructured by one or more of the following actions:– Reopening as a charter school– Replacing all or most school staff– State takeover of school operations– Other actions constituting “major restructuring”

of school governance

District AYP Consequences:

The U.S. Department of Education will establish a peer review process to evaluate whether states have met their statewide AYP goals. States who fail re to be listed in an annual report to Congress, and technical assistance is to be provided to states that fail to meet their goals for two consecutive years.

Questions&

Answers

QuickTime™ and aGIF decompressor

are needed to see this picture.