Transcript No Child Left Behind: Closing the Achievement Gap

No Child Left Behind
Origins of NCLB
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Federal Elementary and Secondary
Education Act (ESEA) first enacted in 1965.
Periodic reauthorization by Congress has
occurred, with the last one prior to NCLB
being in 1994.
January 8, 2002
So Many Acronyms
So Little Time…
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Achievement and Accountability for ALL!
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National Level
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State Level
NAEP
Illinois
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District Level
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School Level
Align law and rules
to NCLB
Must meet AYP
Must meet AYP
These building symbols will be used to identify which entity is being addressed
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State Accountability
All States Participate in NAEP
(National Assessment of Educational Progress)
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Illinois law requires selected schools to participate.
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NAEP tests are administered to a sample of students (approximately 64) in each
participating school.
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US Department of Education will use State NAEP data to verify the results of
statewide assessments.
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NAEP is administrated by Federal Contractors in January through March of each year.
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Chicago participates in District NAEP.
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http://nces.ed.gov/nationsreportcard
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Illinois Laws Align with NCLB
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Illinois Public Act 92-604 in 2002
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Illinois Public Act 93-426 on assessment in 2003
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Testing all grades 3-8 and once at 11th in reading and mathematics in 2006
Maximum of 35 hours of student testing in gr. 3-8 as of 2006
Writing at grades 3, 4, 6 and 8
Social sciences at 5 and 8
Illinois Public Act 93-470 on accountability in 2003
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NAEP
Report Card on web
Bilingual service notices
Public School Choice parameters
All schools accountable
School and district AEW and AW status/improvement planning
Appeals process
Illinois Public Act 93-0838 on accountability in 2004
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Limits testing to Reading, Math and Science,
eliminates Writing, Social Studies, PE and Fine Arts
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District Accountability in Illinois
begins with NCLB legislation
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All school information aggregated at district level
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District sanctions
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95% participation in tested grades
Disaggregated data: subgroups exist at district level
as well as school level (N = 40)
Meets the indicator per grade level
Improvement plan
Corrective action
District Improvement Rubric
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www.isbe.net/sos/htmls/improvement_process
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Illinois Single Accountability System: Schools
STATE (all Illinois Schools)
State Intervention Status
Misses AYP for 6 years
Federal Restructuring Status
FEDERAL
•Regional Superintendent removes local school
board OR
Additionally for Title I schools:
•State Superintendent appoints an Independent •Classify the school as a charter school OR
Authority to operate school or district
•Replace principal and staff OR
•State Board non-recognizes school or district,
•Select an outside management entity OR
dissolving the entity OR
•State takeover and management
•State Superintendent reassigns pupils and
Intensive
Support
administrative staff
State Academic Watch
Status Year 2
Misses AYP for 5 years
Federal Restructuring
Planning Year
State Academic Watch
Status Year 1
Misses AYP for 4 years
Federal Corrective Action
Status
School Improvement Panel continues
All state requirements and options
continue from previous year
Revised School Improvement Plans approved by
local board and State Superintendent or
designee
School Improvement Panel appointed by State
Superintendent
School & District Analysis
Optional: Extended Day/Year Programs
State Academic Early
Warning Status Year 2
Misses AYP for 3 years
Federal School
Improvement 2 Status
Revised School Improvement Plans
approved by local board
System of Support Services
School & District Analysis
Optional: Extended Day/Year Programs
State Academic Early
Warning Status Year l 1
Misses AYP for 2 years
Federal School
Improvement 1 Status
In addition, Title I schools must offer
School Choice
Supplemental Educational Services
Schools plan for Restructuring next year if no
improvements occur
Revised School Improvement Plans
approved by local board
System of Support Services
School & District Analysis
Optional: Extended Day/Year Programs
In addition, Title I schools must offer
School Choice
Supplemental Educational Services
Options for Title I schools also include:
Extended school day/year and/or
Incentives for HQ teachers and/or
External curriculum modifications
In addition, Title I schools must
offer
School Choice
Supplemental Educational
Services
In addition, Title I schools must
Offer
School Choice
Moderate
Support
Review of the 5 Goals
Achievement
English Language Learners
Highly Qualified Teachers
Safe Schools
Graduation
The elephant colors identify each specific goal
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Performance Goal 1:
Achievement
By 2013-14 all students will reach high standards, at a
minimum attaining proficiency or better in
reading/language arts and mathematics.
Measuring Achievement
Illinois
The Illinois state assessment system modified to assure
testing in at least reading and mathematics for grades 3-8 by
2005-06.
Beginning in 2002, all tests count!
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Prairie State Achievement Exam (PSAE)
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Illinois Standards Achievement Test (ISAT)
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Illinois Measure of Annual Growth in English (IMAGE)
for limited English proficient students.
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Illinois Alternate Assessment (IAA) for students with
disabilities included in AYP for the first time.
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2006 ISAT and PSAE Schedule
•PSAE
•ISAT
•Subject
Tested
•3
•4
•5
•6
•7
•8
•9
•10
•11
•12****
?
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•Reading*
•Mathematics*
•Writing
•Science
•Social Science
•PD/Health***
•Fine Arts***
Green indicates required tests. Violet indicates voluntary testing. *Adds grades 4, 6 and 7. ** Writing
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AYP for Schools
Making Adequate Yearly Progress
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All schools will have the same annual target.
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Baseline data for 2002 for reading and math was 40%
meeting/exceeding standards.
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All schools must meet the progressive annual targets,
with 100% meeting/exceeding standards by 2014.
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Schools over the baseline have no required progression
rate, but the target moves up annually for all subgroups.
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Disaggregation of Subgroups
Low income status +
Students with disabilities +
Limited-English proficient +
Race/ethnicity
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AYP is determined
by making it over all 20 hurdles
(10 hurdles for reading and 10 for math)
by disaggregation of data.
Reading
Composite American
Indian
Asian
Black
White
Hispanic Students with Low
Disabilities Income
LEP Composite
Multiracial
Composite American
Indian
Asian
Black
White
Hispanic Students with Low
Disabilities Income
Multiracial
LEP Composite
Math
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States must set the size of the group in order to
“…yield statistically reliable information…”
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Subgroups are comprised of students;
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in tested grades
in that school
enrolled prior to October 1st.
Subgroups of 40 or more
count for NCLB/AYP purposes.
Subgroups of 10 or more are reported on
School Report Cards.
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Determination of AYP
95% participation by all subgroups and
composite per school/per district (40 as N size)
plus
Making academic achievement goals
plus
Meeting another academic indicator
High schools: meet state threshold for graduation rate (67% for 2005).
Elementary and middle schools: meet state threshold for attendance rate
(89% for 2005).
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Special Ed. Students
and AYP
Scores returned to the home school
All IEP students tested, accommodations must
be specified (Be creative, not limited to ISBE
suggestions)
1% of tested District population can be counted
as proficient based on Illinois Alternative
Assessment (District AYP only)
Special Education students tested at their
chronological level
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Achieving the
Academic Target
2005
Reach 47.5% meeting and exceeding in reading and
mathematics for all groups (composite)
and
At least 44.5% for all subgroups (to compensate for
error in measurement due to small group size)
Or meet Safe Harbor requirements
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Safe Harbor
Safe Harbor provides another option to schools in
danger of being labeled as “not meeting” the
NCLB achievement requirements.
If a school does not make AYP any student
demographic group, it can fulfill its progress
requirement per group by:
Decreasing by 10% the proportion of
students who do not meet/exceed standards
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meet state threshold for graduation rate (for high schools)
OR
meet state threshold for attendance rates (for elementary/middle
schools)
Safe Harbor for subgroups only, not composite!
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Performance Goal 2:
ELL
All ELL students will become proficient in English and
reach high academic standards, attaining proficiency or
better in reading/language arts and mathematics.
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ELL Requirements
Testing Requirements
ELL students remain in the LEP subgroup for up to five years
Assessment is optional for student in their first year in a U.S.
public school
ELL students are counted for AYP for at the school they attend
Notice for Parents of ELL
Detailed parental notification and documentation
(letters to parents available in 29 languages at
www.isbe.net/bilingual/htmls/parentenroll1.htm
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Performance Goal 3:
Highly Qualified Teachers
By 2005-06 all students will be taught
by highly qualified teachers.
Quality Educator Issues Title II/Part A
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“The Teacher Effect
Makes All Other Differences
Pale In Comparison “
Williams Sanders
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Highly Qualified Teachers
By the end of 2005-2006 school year,
all teachers must be highly qualified.
“…Those teaching core academic subjects…"
Reading or English LA
Mathematics
Science
Foreign Languages
Civics
Government
Economics
Arts
History
Geography
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Issues
Highly Qualified Teachers
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Title I Teachers
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Those teaching core academic subjects, teaching in a
program supported by Title I funds, and hired after the
first day of 2002-2003 school year must be highly
qualified.
Targeted Assistance Schools
Schoolwide Schools
Illinois Criteria for Highly Qualified Teachers available on
ISBE’s website
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Parental Notification Requirements
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Beginning with 2002-2003 school year, Title 1 funded districts must notify parents of
their right to request information on the professional qualifications of teachers.
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Schools receiving Title I funds must provide timely notice to parents, if a student is
assigned for 4 or more consecutive weeks to a teacher who is not highly qualified.
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How the teacher is qualified
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NCLB timeline requirements 2005-2006
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Plans to assist teachers in becoming highly qualified
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Why teacher was assigned to position.
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Professional Development Requirements
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State and districts receiving funds must ensure that teachers receive
high quality professional development each year.
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ISBE will align professional development provider evaluations to
USDE/NCLB definition of professional development.
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One-day or short-term workshops and conferences cannot be
considered professional development for NCLB purposes.
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Professional development must follow best practice as outlined in
the National Staff Development Council Standards.
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Qualified Paraprofessionals
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The law addresses qualifications, duties and responsibilities.
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Paraprofessionals in programs supported with Title I funds newly hired after
January 8, 2002 must meet one of the following 3 criteria:
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2 years of post-secondary study at an Institute of Higher Education
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An Associate’s degree
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A rigorous standard of quality as demonstrated through a formal state or
local assessment measuring the ability to assist in the instruction of
math, reading and writing or math readiness, reading readiness or writing
readiness.
Existing paraprofessionals hired before January 8, 2002 and working in
programs supported with Title I funds have until January 8, 2006 to become
qualified.
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Paraprofessional Assessment
Paraprofessional Assessment Guidance
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ETS’ ParaPro is acceptable means of meeting requirements.
ACT’ WorkKeys will be considered when evidence of ‘ability to
assist in instruction’ is established.
Local assessment criteria is established.
Find the guidance document at ISBE NCLB web page
www.isbe.net/NCLB
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Performance Goal 4: Safe
Schools
All students will be educated in learning
environments that are safe, drug free,
and conducive to learning.
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Unsafe School Choice Option
“Persistently Dangerous” is addressed by ISBE policy.
Students may exercise their choice option and transfer under the
“persistently dangerous” school provision when:
Group Choice:
Violence related expulsions are greater than 3%.
One or more students have been expelled for gun or explosive device.
# of students exercising the choice option is greater than 3%.
Individual Choice
Any individual student who is a victim of “violent criminal offense at school”
can request immediate transfer upon verification of the offense.
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Performance Goal 5:
Graduation
All students will graduate from
high school.
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Reading First
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Focus on K-3
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Eligible districts are those that have the greatest percentage or
number of 3rd grade students not meeting state standards for
reading AND have the greatest % or # of students eligible for Title I,
Basic.
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Funds of $50,000-175,000 per school for the initial year, and then
diminishing over time.
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Special Education
IDEA is being reauthorized at this time…
Student – all public school children will be tested,
including students with disabilities (with IEPs)
The % of students with disabilities participating in state
assessments is increasing.
IMAGE and IAA results were included in the calculations
of AYP in 2002 and after.
One percent (1%) of tested District population can be
counted as proficient based on Illinois Alternative
Assessment (up from .5 %)
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Resources
ISBE No Child Left Behind Page –
http://www.isbe.net/nclb
ISBE No Child Left Behind e-mail – [email protected]
USDE home page- http://www.ed.gov
Overview Guidewww.ed.gov/nclb/overview/guide/index/html
Newsletter: THE ACHIEVER
ROE/ ISC