No Child Left Behind - University of Georgia
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Transcript No Child Left Behind - University of Georgia
No Child Left Behind
Impact on Gwinnett County Public
Schools’ Students and Schools
No Child Left Behind Act of 2001
Signed
into law, January 2002
Reauthorizes Elementary and
Secondary Act of 1965
Major Provisions
All
children achieve to high standards
Accountability for results
State and local flexibility
Focus on what works: scientifically based research
Public school choice
Title I: Standards and Assessment
Founded
on 1994 Improving America Schools Act
which:
Assessed reading and mathematics annually at each
school level
Aligned with state content standards
Included multiple measures, higher order thinking skills
Assessed all students with accommodations, as needed
Produced aggregated results
NCLB - Standards and Assessment
Requires content and performance standards that define
the knowledge and skills expected for all students in the
grade or high school level
Adds assessments at each grade level, 3-8 in
reading/language arts and mathematics and once in high
school
Adds science assessments at each of three school levels
(3-5, 6-9, 10-12)
Requires assessment scores (cut scores) that differentiate
among 2 levels of high achievement and one of lower
achievement
“All students” means
All
public school students including students who
are:
Enrolled
in the regular instructional program
Identified as students with disabilities with reasonable
accommodations (IDEA or 504)
Identified as students with disabilities whose IEP team
determines they cannot participate in a regular
assessment and must have an alternate
BUT ………………
“All students” means
Students
whose IEP team determines that s/he
cannot participate in a regular assessment but the
alternate assessment must provide results in at
least reading/language arts, mathematics and
science.
And……….
“All students” means
Limited
English proficient students:
With reasonable accommodations
Who cannot be waivered or deferred
To the extent practicable, who will be assessed in the
language and form likely to yield accurate and reliable
information
Who will be assessed in English language proficiency
each year
“All students” means
Migrant
children
Mobile children, and
Homeless children
State assessment systems must:
Address the breadth and depth of the State’s academic
content standards
Be valid, reliable and of high technical quality
Express student results in terms of achievement of state
standards
Be coherent across grades and subjects
Be criterion- referenced or augmented norm-referenced
that yield results on performance against state standards
Assessment results must:
Be
reported each year
Be disaggregated by gender, racial and ethnic
groups, English proficiency, migrant status,
students with disabilities, and economically
disadvantaged
Include 95% of each group
Provide itemized score analysis
Adequate Yearly Progress (AYP)
Has
yet to be defined (May 2002 draft rules)
Includes assessment results that may be averaged
over 3 years and across grades
Requires inclusion of progress of all subgroups if
the number in the subgroup yields statistically
reliable information
Adequate Yearly Progress
Needs
to bring all students to proficient within 12
years
Must include one other non-assessment indicator
that may include more schools in improvement,
but not reduce assessment criteria
Provides transition year for schools currently
designated for improvement for an additional year
Schools who do not make AYP
After 2 years is identified
as “school improvement”
Another year without AYP,
2nd year of school
improvement
Corrective Action, 3rd year
Restructuring, 4th year
Requires technical assistance,
school choice
Requires technical assistance,
school choice and
supplemental services
Principal and some staff may
be replaced, extend school day
or year
All staff may be replaced
and/or state takes over
Intended Results
All
students proficient
in reading/language
arts, mathematics and
science,
AND
No child left behind