Transcript North Carolina ABCs AYP and NCLB What Do You Know? Discuss and Share • NCLB • NC ABCs • AYP • Testing • Report Cards.

North Carolina ABCs
AYP and
NCLB
What Do You Know?
Discuss and Share
• NCLB
• NC ABCs
• AYP
• Testing
• Report Cards
North Carolina and No Child
Left Behind
• Most sweeping reform of ESEA since 1965.
The NCLB Legislation was Signed into law
Jan. 8, 2002.
• Reauthorization of the NCLB Law in 2007.
• Four pillars of NCLB include:
• Increased accountability for States, school
districts, and schools;
• Greater choice for parents and students;
• Greater flexibility in use of federal funds; and
• Stronger emphasis on reading
Increased Accountability
• Based on challenging standards in reading
and math with increasing benchmarks
through 2014.
• Annual testing in Grades 3-8 in reading and
math. Science in grades 5 & 8. Writing
through portfolio. Nine HS EOC tests.
• Assessment results must be disaggregated
by poverty, race, ethnicity, disability, and
limited English proficiency to ensure that no
group is left behind.
Increased Accountability
• Schools and districts that fail to make AYP
(Adequate Yearly Progress) toward statewide
proficiency goals will, over time, be subject to
improvement, corrective action, and
restructuring measures.
• Schools that meet or exceed AYP objectives or
close achievement gaps will be eligible for state
rewards.
• Must include all students (participation) and set
targets for all to reach state standards for
proficiency in reading and math by 2013-14.
NCLB Expands Testing
• Annual reading and mathematics tests for
Grades 3-8 (EOGs) and in high school
(EOCs)—a Competency Test
• Continued NAEP sample testing in reading
and mathematics in Grades 4-8 (biennially)
• Science testing required by 2007-08
• LEP and SWD students must be tested
annually
Choice for Parents
• In schools that do not meet state standards for
at least two years, parents may:
• Transfer children to a better performing public
school, including a public charter school, within
their district.
• In schools that fail to meet standards for three
years, students are eligible for supplemental
services—tutoring, after-school services, and
summer school.
• Students who attend a “persistently dangerous
school or are the victim of a violent crime may
attend another school within the district.
Greater Flexibility
• May transfer up to 50% of federal grant
funds to any one of these programs or to
Title I without approval.
• May use funds from Improving Teacher
Quality, Educational Technology, Innovative
Programs, and Safe and Drug Free Schools
to hire teachers, increase teacher pay,
improve teacher training, and professional
development.
Proven Educational Methods
• Use of scientifically based instructional
programs in the early grades in reading
• Reading First State Grant Initiative
• Early Reading First program
Other Major NCLB Changes
• Combines Eisenhower Professional
Development and Class Size Reduction
programs into Teaching Quality State Grants.
• Focuses on using “best practices” to prepare,
train, and recruit high-quality teachers.
• Also simplified Federal support for English
language instruction by combining bilingual and
immigrant education grants into a State formula
program.
• Implement drug and violence prevention
programs of demonstrated effectiveness.
History of NCLB Success
• Student achievement is improving and
achievement gaps (between subgroups) are
closing.
• On the NAEP, reading scores for 9 year olds
increased more during the last five years
than in all of the previous 30 years combined
since the test was first administered.
• African-American and Hispanic students also
posted some of the biggest gains in NAEP’s
history.
What is Tested in Elementary
Middle Grades?
• Grades 3-8 Reading and Math EOG,
NC ACCESS and NC EXTEND 2
• Grades 4 (Narrative), 7
(Argumentative), and 10
(Informational) Annual Writing Test
• Grade 8 Computer Skills—on line
test
• Grades 5 and 8 EOG Science.
What is Tested in HS?
• EOC Assessments (10):
• Algebra I, Algebra II, Geometry
• Biology, Physical Science,
• English I
• Civics & Economics, and US
History
• NC EXTEND 2 and NC ACCESS—
alternate assessments
ABCs Incentives
• Certified staff in schools meeting ABCs
Expected Growth = $750 each
• Certified staff in schools meeting High
Growth = $1500 each
• Qualified paraprofessionals in schools
meeting Expected Growth = $375 each
• Qualified paraprofessionals in schools
meeting High Growth = $500 each
Adequate Yearly Progress
Targets
• The school as a whole
(all students)
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White
Black
Hispanic
Native American
Asian/Pacific Islander
Multiracial
• Limited English
Proficient (LEP)
• Students with
Disabilities (SWD)
• Economically
Disadvantaged
Students (Free and
Reduced Lunch)
Three Results Measures
• Performance Composite – Percentage of test
scores in the school at or above Achievement
Level III
• Growth – Expected—one year’s worth of growth
for one year of instruction.
• AYP Status – Whether the students in the
school as a whole and in each identified group
met the performance standards set by the state
with the long term goal of 100% proficiency by
2014.
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How AYP is Determined
• There are both proficiency and participation targets (must
test at least 95% of students in each group).
• Proficiency target goals are set increasingly higher in threeyear increments. (as per chart)
• Grades 3-8 reading and math EOG’s determine elementary
and middle school AYP.
• Attendance in elementary and middle school is used to
determine participation target. (140 days)
• All subgroups must meet or exceed AYP targets for the
year (group size of 30). If just one group in one subject
does not meet the targeted proficiency goal, then the
school does not make AYP.
How AYP is Determined
• Safe Harbor—
Ensures that schools get credit for making
significant year-to-year improvement even if
they miss the target goal. The group can
make AYP if it reduces the percent of
students not proficient by at least 10 percent
from the precious year.
Determining AYP-High
School (Grades 9-12)
• Each subgroup must meet the
following target:
• 95% 10th grade participation rate in
reading/language arts and
mathematics assessments
• Meet or exceed the State’s annual
measurable objective (AMO) for 10th
grade proficiency in reading/language
arts (English I and Grade 10 Writing
assessment)
AYP for HS Continued
• Meet or exceed the State’s annual
measurable objective (AMO) for 10th
grade proficiency in mathematics
(algebra I)
• The school as a whole must show
progress on the other academic
indicator (OAI), graduation rate, unless
the high school does not graduate
seniors, then it would be attendance.
NC Recognition
School Status Labels
Performance Level
90% to100%
Academic Growth
Making Expected or
High Growth
Making Less Than
Expected Growth
Met AYP- Honor
No Recognition
Schools of Excellence
AYP Not Met- Schools
of Excellence
80% to 89%
Schools of Distinction
No Recognition
60% to 79%
Schools of Progress
No Recognition
50% to 59%
Priority Schools
Less than 50%
Priority Schools
Low Performing
Highly Qualified Teachers
• By June 30, 2006, all core subject area
teachers will meet NCLB’s definition of
highly qualified
• Teachers must meet the requirements for
full certification and have demonstrated
competency in each of the subjects that
they teach
• Almost 30% of NC’s 85,817 teachers are
not fully licensed and/or are lacking
subject area certification*
Highly Qualified Teachers
• Newly-hired teachers (those who began work
in the 2002-03 school year) working in Title I
funded programs teaching in core academic
areas must already meet NCLB’s definition
of highly qualified
• Lateral entry teachers must meet the same
qualifications in three years (not five years)
• No provisional, emergency or temporary
licenses
Highly Qualified Teachers
• Not-new teachers in core subject areas
must meet the definition of highly qualified
by June 30, 2006
• Passing Praxis II test(s) demonstrates
subject area knowledge
• Other options: major or its equivalent,
graduate degree in subject area, master’s
level licensure in subject area, NBC in
subject area
Highly Qualified Teachers
• Not-new teachers can complete HOUSE
(soon to be established in North Carolina)
instead of the Praxis II to demonstrate
subject matter competence
Standards for Instructional
Paraprofessionals
• Designed to ensure they have the skills
needed to help in reading, writing,
mathematics and/or readiness for schooling
instruction
• Requirements vary depending on school
(Title I or not), position held and hire date
• Law applied to 57% of our 25,900 (in 2003)
paraprofessionals (unlike teachers where all
core subject area teachers are affected)
Standards for Instructional
Paraprofessionals
• High school degree
• Associate’s degree and/or two years of
higher education
• Formal assessment of instructional abilities
including a staff development component
• Work under direct supervision of a highly
qualified teacher
• Exceptions: paraprofessionals who perform
translation, parental involvement, or only
non-instructional duties
Parent knowledge,
involvement and choices
• NCLB calls for states and districts to provide
annual report cards on school performance
and teacher quality to parents and the public
• www.ncreportcards.org
• Title I school parents have extensive rights to
notification, information and involvement
opportunities
NC Report Cards for
Schools and LEA’s
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School basics
Aggregated scores and AYP information
Disaggregated scores by subgroups
Percentage of students not tested
Score comparisons to state objectives
Two-year trend data
Graduation/attendance rates
Status of all districts including those identified for
school improvement
• Teacher qualifications/credentials
Sample Report Card
• Two versions of Report Cards are available
for parents—Snapshot and Standard
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Visit www.ncreportcard.org
Visit www.ncpublicschools.org
Visit http://abcs.ncpublicschools.org/abcs/
Visit www.ed.gov
NCLB Reauthorization
Building on Results
• What’s Working?
What’s Not?
• Does NCLB need mere tweaking or
substantial revision?
• Will it stay or will it go away?
• What do you think and why?