No Child Left Behind

No Child Left Behind

Origins of NCLB 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

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So Many Acronyms So Little Time…

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Achievement and Accountability for ALL!

National Level

State Level

District Level

School Level

NAEP

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

Illinois

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State Accountability

Illinois law requires selected schools to participate.

NAEP tests are administered to a sample of students (approximately 64) in each

participating school.

US Department of Education will use State NAEP data to verify the results of statewide

assessments.

NAEP is administrated by Federal Contractors in January through March of each year.

Chicago participates in District NAEP.

http://nces.ed.gov/nationsreportcard

All States Participate in NAEP(National Assessment of Educational Progress)

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Illinois Laws Align with NCLB

Illinois Public Act 92-604 in 2002 NAEP Report Card on web Bilingual service notices Public School Choice parameters

Illinois Public Act 93-426 on assessment in 2003 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 All schools accountable School and district AEW and AW status/improvement planning Appeals process

Illinois Public Act 93-0838 on accountability in 2004 Limits testing to Reading, Math and Science,

eliminates Writing, Social Studies, PE and Fine Arts

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District Accountability in Illinoisbegins with NCLB legislation

All school information aggregated at district level 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

District sanctions Improvement plan Corrective action

District Improvement Rubric www.isbe.net/sos/htmls/improvement_process

Illinois Single Accountability System: Schools

State Academic Early Warning Status Year l 1

Misses AYP for 2 years

Federal School Improvement 1 Status

State Academic Early Warning Status Year 2


Federal School Improvement 2 Status

State Academic Watch Status Year 1


Federal Corrective Action Status

State Intervention Status


Federal Restructuring Status

Revised School Improvement Plans approved by local board

System of Support Services

School & District Analysis

Optional: Extended Day/Year Programs

Revised School Improvement Plans approved by local board

System of Support Services



Revised School Improvement Plans approved by local board and State Superintendent or designee

School Improvement Panel appointed by State Superintendent



Additionally for Title I schools:

•Classify the school as a charter school OR

•Replace principal and staff OR

•Select an outside management entity OR

•State takeover and management

In addition, Title I schools must Offer

School Choice

In addition, Title I schools must offer

School Choice

Supplemental Educational Services

In addition, Title I schools must offer

School Choice Supplemental Educational Services

Options for Title I schools also include:Extended school day/year and/orIncentives for HQ teachers and/orExternal curriculum modifications

Moderate Support

Intensive Support

•Regional Superintendent removes local school board OR

•State Superintendent appoints an Independent Authority to operate school or district

•State Board non-recognizes school or district, dissolving the entity OR

•State Superintendent reassigns pupils and administrative staffState Academic Watch

Status Year 2


Federal Restructuring Planning Year

In addition, Title I schools must offerSchool Choice

Supplemental Educational ServicesSchools plan for Restructuring next year if no

improvements occur

School Improvement Panel continues

All state requirements and options continue from previous year

STATE (all Illinois Schools) FEDERAL

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Review of the 5 Goals

Achievement

English Language Learners

Highly Qualified Teachers

Safe Schools

Graduation

The elephant colors identify each specific goal

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.

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Measuring Achievement

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!

Prairie State Achievement Exam (PSAE) Illinois Standards Achievement Test (ISAT) Illinois Measure of Annual Growth in English (IMAGE)

for limited English proficient students.

Illinois Alternate Assessment (IAA) for students with

disabilities included in AYP for the first time.

Illinois

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2006 ISAT and PSAE Schedule

•ISAT•PSAE

•Subject Tested •3 •4 •5 •6 •7 •8 •9 •10 •11 •12****

•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 SchoolsMaking Adequate Yearly Progress

All schools will have the same annual target.

Baseline data for 2002 for reading and math was 40% meeting/exceeding standards.

All schools must meet the progressive annual targets, with 100% meeting/exceeding standards by 2014.

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

6 groups

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ReadingReadingReadingReading

MathMath

AYP is determinedAYP is determined

by making it over all 20 hurdles by making it over all 20 hurdles

(10 hurdles for reading and 10 (10 hurdles for reading and 10 for math) for math)

by disaggregation of data.by disaggregation of data.

Composite

Composite

AmericanIndian

AmericanIndian

Asian

Asian

Black

Black

White

White

Hispanic

Hispanic

Students withDisabilities

Students withDisabilities

LowIncome

LowIncome

LEP

LEP

Composite

Composite

Multiracial

Multiracial

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States must set the size of the group in order to States must set the size of the group in order to “…“…yield statistically reliable information…”yield statistically reliable information…”

Subgroups are comprised of students; 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 schoolAll 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 HarborSafe 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

AND 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 RequirementsELL 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 ELLDetailed parental notification and documentation(letters to parents available in 29 languages at www.isbe.net/bilingual/htmls/parentenroll1.htm

Testing RequirementsELL 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 ELLDetailed 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

“…Those teaching core academic subjects…"

Reading or English LAMathematics

ScienceForeign Languages

CivicsGovernmentEconomics

ArtsHistory

Geography

By the end of 2005-2006 school year,

all teachers must be highly qualified.

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Issues Highly Qualified Teachers

Title I Teachers 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

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.

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.

How the teacher is qualified

NCLB timeline requirements 2005-2006

Plans to assist teachers in becoming highly qualified

Why teacher was assigned to position.

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Professional Development Requirements

State and districts receiving funds must ensure that teachers receive high quality professional development each year.

ISBE will align professional development provider evaluations to USDE/NCLB definition of professional development.

One-day or short-term workshops and conferences cannot be considered professional development for NCLB purposes.

Professional development must follow best practice as outlined in the National Staff Development Council Standards.

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Qualified Paraprofessionalsaraprofessionals

The law addresses qualifications, duties and responsibilities.

Paraprofessionals in programs supported with Title I funds newly hired after January 8, 2002 must meet one of the following 3 criteria:

2 years of post-secondary study at an Institute of Higher Education

An Associate’s degree

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

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

http://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

Focus on K-3

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.

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 %)

Resources

ISBE No Child Left Behind Page – http://www.isbe.net/nclb

ISBE No Child Left Behind e-mail – [email protected] home page- http://www.ed.gov

Overview Guide- www.ed.gov/nclb/overview/guide/index/html

Newsletter: THE ACHIEVER

ROE/ ISC

http://www.ed.gov/

Documents

No Child Left Behind