Transcript No Child Left Behind and Highly Qualified Teachers

The Current Status of AYP, NCLB,
Title I, LEP and HQT
Thursday, October 26, 2006
Maine Department of Education
Presentation
10:15 to 11:20 am
Howard Room, Civic Center, Augusta
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NCLB Goals
• By 2013-2014, all students will reach high standards,
at a minimum attaining proficiency or better in
reading/language arts and math.
• All limited English proficient students will become
proficient in English and reach high academic
standards
• By 2005-2006, all students will be taught by highly
qualified teachers.
• All students will be educated in learning
environments that are safe, drug free, and conducive
to learning
• All students will graduate from high school.
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Programs in No Child Left Behind
•
•
•
•
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Title IA Basic Programs
Title IB Reading First
Early Reading First
Title IC Migrant
Title ID Neglected &
Delinquent
• Title IF CSRD
• Title IG Adv. Placement
• Title IH Dropout
Prevent.
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•
•
•
•
•
•
•
•
•
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Title IIA Teacher Quality
Title IID Ed Technology
Title III LEP
Title IVA Safe & Drug
Free Schools
Title IVB 21st Century
Title V Innovative Ed
Title VI Flex/Acct/Rural
Title VIII Impact Aid
Title IX General Prov.
Title X Homeless Ed
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AYP Update
George Tucker, Title One School
Improvement, 624-6720
[email protected]
Matthew Faragher Houghton, Title One
School Improvement, 624-6709
[email protected]
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How will AYP be Determined
Next School Year?
Next year AYP for Reading and Math will be
determined by combining all grades (3-8)
in a school and will use one year data.
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AYP Projection Calculator
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Make sure to watch your
sub-group data!
• Previously, many sub groups were too
small to be reviewed for AYP.
REMEMBER: AYP will be determined for
any NCLB sub group with 20 or more
students.
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MEDMS DATA IS YOUR DATA
• When you enter the Measured Progress Web
Site, you are viewing reports generated with the
data that was posted by your district into the
MEDMS system.
• If your MEA reports are incorrect, the data was
incorrectly entered into MEDMS from your
district.
• Student Data is your responsibility. Please
make sure to ensure all data entered into
MEDMS is true and accurate. This will ensure
true and accurate MEA reports for your district.
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Department of Education
MEA/AYP Contact Information
• Rachelle Tome-Director of Accountability and
School Improvement, 624-6708,
[email protected]
• George Tucker-Title One, School Improvement,
624-6720, [email protected]
• Robin Bray-Title One-School Improvement, 6246713, [email protected]
• Matthew Faragher-Houghton-Title One-School
Improvement, 624-6709, [email protected]
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Title IA Program Update
Jackie Godbout
Kathy Manning
Rachelle Tome
624-6705
[email protected]
PURPOSE - Sec. 1115(a)
• NCLB impacts all students.
• Title I, Part A resources are to be
used for supplemental programs and
services to support only eligible
children identified under this part.
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ELIGIBILITY – Sec. 1115(b)
• Each school administrative unit sets its Title IA
eligibility criteria to determine the children who
are failing or most at-risk of failing to meet the
State’s challenging student academic
achievements standards.
• Grades K-2: teacher judgments and
developmentally appropriate measures
• Grades 3-up: multiple, educationally related,
objective criteria.
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SUPPORT SERVICES for
Students, Parents, and Staff
• Student Services – Sec. 1115
– In Class/Pullout Instructional Services in
specific content areas
– Tutoring
– Extended Day/ Extended Year Programs
• Parent involvement activities and training
– Sec. 1118
• Staff development for classroom teachers
of Title IA students – Sec. 1119
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DEMOGRAPHICS
• TITLE I, PART A: $48,000,000
• STUDENTS SERVED: 25,400 [13%]
• Full-Time Equivalent (FTE) STAFF HIRED:
– ED TECHS – 444 [3%]
– TEACHERS – 437 [2%]
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SCHOOL & DISTRICT REPORT
CARD – Sec. 1111(h)(2)
• Student achievement proficiencies on the
State MEA by group, grade and content
area and compared to the State’s annual
measurable objectives
• Other indicators: Graduation Rate and
Annual Daily Attendance Rate
• School & District AYP Status
• http://www.ed.gov/programs/titleiparta/reportcardsguidance.doc
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REPORT CARD GROUPS
• Groups include:
– All students, ethnicity, gender, disability,
migrant, English proficiency, and economically
disadvantaged
• Groups should not be so small as to reveal
personally identifiable information
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Closing
• Emphasis is on School and District Report
Cards
• Use AYP and MEA Confidential Reports
• April 2005 Informational Letter #118
• A more current Informational Letter
regarding these Report Cards will be
issued soon
• These Report Cards are part of our NCLB
Monitoring Process
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LEP Update
Nancy Mullins
Director ESL/Bilingual Programs
Maine Department of Education
624-6788
[email protected]
Alphabet Soup
• ELL-English Language Learner
• LEP-Limited English Proficient
• ESL-English as a Second Language
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ESL Students
must be annually assessed in both:
Language Proficiency & Academic Performance
ACCESS for ELLs®
MEA
PSAT
SAT
Only for students enrolled in a US school for the first time in
the last 12 months, the ACCESS for ELLs® can only be
used for the Reading and Writing portions of the state
assessments (MEA, PSAT, SAT). All ESL students must
participate in Math and Science portions of the state
assessments.
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2006-2007 Testing Period
• ACCESS for ELLs® must be administered
to every LEP student enrolled in Maine
schools during December 4, 2006 and
February 12, 2007.
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HQT Update
Daniel J. Conley
Distinguished Educator for
Teacher Quality, Professional Development,
and Mentoring & Induction
Maine Department of Education
[email protected]
Tel: (207) 624-6639
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No Child Left Behind
The Maine Plan
For Highly Qualified
Teachers
2006-2007
Maine Department of Education
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After August 31, 2006, according to new guidance from the
United States Department of Education, the allowed uses of
HOUSSE procedures will be as follows for teachers hired
after the end of the 2005-06 school year:

special education teachers teaching multiple
subjects (who, if they are new to the profession
and highly qualified in language arts,
mathematics, or science at the time of hire, may
use HOUSSE to demonstrate competence in
additional subjects within two years); and

teachers who come to the United States from
other countries to teach on a temporary basis will
also be eligible to use HOUSSE.
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After August 31, 2006, according to new guidance from the United
States Department of Education, the allowed uses of HOUSSE
procedures will be as follows for teachers hired after the end of the
2005-06 school year:

secondary school teachers teaching multiple subjects in
eligible rural schools (if highly qualified in at least one
subject at the time of hire) may use HOUSSE, or other
approved methods, to demonstrate competence in
additional subjects within three years. Eligible rural
schools are those classified as “rural small schools” and
are REAP-Flex eligible under NCLB. The list of these
schools
in
Maine
can
be
found
at
http://www.maine.gov/education/nclb/reap/small_rural/
srshome.htm
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Exceptions: Allowing Teachers Without Full
Certification to be Considered “Highly Qualified”
Teachers who are teaching core subjects identified by NCLB but teaching
on less than a full certificate (conditional, targeted need, transitional
endorsement) may be considered “Highly Qualified” only if:
1. They have a major in the content assigned to teach (24 credit hours)
OR coursework equivalent to a major, OR advanced degree in the
content, OR pass the PRAXIS II content test
AND
2. Are enrolled in an alternative route to certification program working
toward full certification (formal program still under development in
Maine, i.e. *MARC)
AND
3. Are provided rigorous and comprehensive support and mentoring by
the school or school district.
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*“Alternate Route to Certification”
Programs Provide:
1.
2.
3.
4.
high quality professional development that is
sustained, intensive, and classroom-focused in order
to have a positive and lasting impact on classroom
instruction;
intensive supervision that consists of structured
guidance and regular ongoing support for teachers
or a teacher mentoring program; and
that the teacher assumes functions as a teacher for a
period not to exceed three years; and
demonstrates satisfactory progress toward full
certification as prescribed by the State.
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What do districts need to do?

Districts report the following data, by school, so the
state can complete the Annual State Report Card:



Number of teachers teaching under emergency or
less than a full certificate (waiver, conditional,
targeted need, transitional)
Number (& subject for ‘05-’06 reporting) of core
academic classes taught by teachers not meeting the
"highly qualified" teacher requirements
HQT Data is now being collected! The
deadline for submission through MEDMS is
October 30th.
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For additional information contact:
The Maine Department of Education
(207) 624-6639 (Dan Conley), or 624-6881 (Crystal Polk)
or
Visit the U.S. Department of Education for a copy of the “TOOLKIT
FOR TEACHERS” – Provides straightforward information about NO
CHILD LEFT BEHIND and the law’s “Highly Qualified Teacher”
provisions in particular.
www.ed.gov/teachers/nclbguide/index2.html
and
www.ed.gov/programs/teacherqual/guidance.doc
For NCLB Guidance
and
http://www.state.me.us/education/hqtp
For Maine’s HQTP guidance and forms
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Chapter 118: “Purposes,
Standards and Procedures for
Educational Personnel
Support Systems”:
Proposed Revisions
Maine Department of Education
2006-2007
The Proposed Chapter 118 requires:

1.

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LEAs to prepare for a change to a standardsbased beginning educator induction program,
based on Maine's Initial Teacher Certification
Standards, and Maine’s Beginning Educator
Induction Standards, and reflecting best
practice in Professional Learning Communities;
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The Proposed Chapter 118 requires:

2.

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formally trained mentors who will do
observations based on Maine's Initial Teacher
Certification Standards, and meet with the
beginning educator regularly on a one on one
basis for the full initial period, as a mentor and
a colleague;
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The Proposed Chapter 118 requires:

3.

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that earning the initial professional certificate
will be based on the beginning educator’s
demonstration of meeting Maine’s Initial
Teacher Certification Standards through
submission of an
e-Portfolio, evaluated in accordance with a
State-approved assessment protocol, and
completed in the second year of the initial
certification period, with aid from the mentor;
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The Proposed Chapter 118 requires:

4.

that the process will be “do-able” both for LEAs and
for beginning educators, and so:
a. Chapter 118 will be accompanied by a welldesigned guidance document with specific sample
templates, policies, procedures, and forms;
b. the timeline for implementation will allow three
years, beginning in 2007-2008 school year, for the
necessary "ramp-up" and professional development,
including a "hold harmless“ period, for Districts to train
mentors, and "test" their systems;
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The Proposed Chapter 118 requires:

4. (A “do-able process” continued)


c. mentors will be trained to aid the beginning
educator through the two year process, including
training in what is expected for the e-portfolio;
d. the Maine Department of Education will:


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Coordinate & deliver training; and
Convene a “Focus Group” to design and monitor an ePortfolio research and pilot program during the four
school years of 07-08, 08-09, 09-10, & 10-11 to assure
validity, reliability, consistency, and fairness , and to
build capacity, & train assessors.
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“ Mentors Training Mentors“
Preparing Mentor Trainers
Six “Mentors Training Mentors” workshops have
been held in the following locations
(4 during the 05-06 school year):
Augusta
Presque Isle
Portland
Bangor
There are currently 122 mentor trainers in Maine.

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Mentor Training 2006-2007
proposed training sites

Waterville- December 7th and 8th Holiday
Inn

Rockland
Machias

Others will be added based on state wide
need and interest.
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Sequence of Events to Implement
the Proposed Chapter 118 Rules
2007 - 2008:






Workshops for LEAs on Chapter 118, Induction Guide,
Induction Standards & Rubric continue
LEAs revise Support System Plans, and submit revised
Support System Plans for State approval no later than
December 31, 2007
MDOE e-Portfolio focus group and RTDC pilot continue
Volunteer SAU’s become “research sites” for MDOE pilot
Training of Mentor Trainers, and Mentor training
continues in order to build capacity State-wide
Mentor Trainers are trained to present “Refresher” day.
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Sequence of Events to Implement
the Proposed Chapter 118 Rules

2009 - 2010

e-Portfolio Pilot research is analyzed to
finalize design

Final phase of e-Portfolio Pilot research &
development to test final product/process
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Sequence of Events to Implement
the Proposed Chapter 118 Rules

2011-2012

E-portfolio becomes effective Aug. 1, 2011

1st candidates submit for certification
Spring 2012
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