No Child Left Behind: A Fall Update

1
No Child Left Behind A Fall Update

• Illinois State Board of Education
• September 2004

2
No Child Left Behind aka

• No Principal Left Standing
• No Attorney Left Unemployed
• No School Left Open
• No Chocolate Left Unopened
• No Child Left Untested
• What are your favorites?

3
Background and overview of NCLB
4
You may not like NCLB but remember

• It is the result of a bi-partisan vote in
  Congress.
• It is a federal law based on earlier one.
• It has not been amended or changed.

5
For Those of You Too Young

• What has transpired over the last half century
  that has led to the No Child Left Behind Act and
  the standards-based, assessment approach to
  education?
• NCLB was not Phoenix, springing full- blown from
  the minds of Sec. Paige and/or Pres. Bush
• So.some history

6
SputnikOctober 4, 1957
7
Sputnik

• Led to National Defense Education Act.
• First time federal government intervened in
  public school policy and curriculum by providing
  funds to improve mathematics and science
  education citing national security as the reason.

8
LIFE from March 1958

• Three-part series that identified critical issues
  in American education.
• They are wretchedly overworked, underpaid and
  disregarded.
• Not enough time to plan lessons.

9
1965 Elementary and Secondary Education Act

• Signed into law by President Lyndon
• Johnson.
• First federal aid to school districts with
  large percentage of children living in
  poverty.
• Began Head Start, health and nutrition
  program for three and four-year old
  children.

10
(No Transcript)
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A Nation At Risk
Our society is being eroded by a rising tide of
mediocrity that threatens our very future as a
nation and a people.

• Graduation Requirements
• Curriculum Content
• Standards/Expectations

• More Time-day/Year
• Improve Teaching
• Hold Leadership Accountable
• Field Support

12
(No Transcript)
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How Long Will NCLB Be Around?

• Enacted in January 2002
• Will be reauthorized in 2006, likelier 2007
• Other laws in the meantime will likely be
  reauthorized before ESEA is IDEA, Perkins,
  Higher Education Act
• Pres. Bush called it the path to promise in
  America at the RNC
• In sum, it will be around long enough to ensure
  you want to follow what it says now

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First---Ask Yourself

• Would you want your child in a school that has a
  large of students who do not achieve at
  proficiency on an assessment in each state?
• Would you want your child taught by a teacher who
  does not have the qualifications required under
  NCLBs highly qualified teacher rules?

15
Who Cant or Shouldnt Make It?
16

• ESEA into NO CHILD LEFT BEHIND
• Intent of areas changed from one law to the
  other--
• Increase accountability for student
  performance.
• Focus on what works.
• Reduce bureaucracy.
• Empower parents.

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No Child Left Behind Themes

• Assessment
• Standards
• Achievement Gap
• Accountability

• Teacher Quality
• Parent Options
• Flexibility
• Reporting

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Important Provisions

• Accountability
• States must develop and implement annual
  assessments of students in mathematics and
  reading in grades 3-8 by 2005-2006 school year.
• States must develop science standards by
  2005-2006 and implement assessments by 2007-2008,
  in 1 grade each in grades 3-5, 6-9, 10-12
• Law changed in Illinois in summer 2004no longer
  testing writing or social sciences.
• Benchmark will be NAEP.
• States must meet 100 academic proficiency within
  12 years (defined by state).
• Adequate yearly progress (AYP) must apply
  specifically to subgroups and all student data
  must be disaggregated.

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Important Provisions (contd)

• Parental Choice
• If child is in a school formally designated as
  needing improvement, can transfer to another
  public or charter.
• Up to approximately 1000 for private tutoring of
  a child in that school.
• Reading First Initiative
• Effective, proven methods of reading instruction
  backed by scientific research.
• Funds tripled from Reading Excellence Act to
  Reading First/NCLB.
• Teacher Quality
• Highly-qualified in every classroom.
• May use federal funds for faculty professional
  development opportunities.

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Important Provisions (contd)

• Safe Schools aka persistently dangerous
• Victim of crime or attends unsafe school may
  transfer to a safe public school.
• School officials can take reasonable action to
  maintain order.
• English Fluency
• LEP students tested for reading and language arts
  in English after attending school in US for three
  consecutive years.
• Rural Schools
• Greater say in how federal funds are used.
• Greater flexibility in reaching the highly
  qualified teacher rules (2007 rather than 2006).

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Ntl Percentage of Fourth Graders Reading
Proficiently
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Ntl Reading Scores and Funding
Spending has increased but test scores have not.
23
July 2004 article from Stateline.org

• A rebellion against the federal No Child Left
  Behind Act in more than half the states
  legislatures has fizzled out, for now, with only
  a handful of Vermont school districts following
  through on threats to ignore the new law. At
  the height of this years backlash against
  President Bushs signature domestic policy
  initiative, 27 state legislatures drafted 54
  bills to protest the costs, penalties and
  unprecedented federal oversight of school policy
  under the 2002 act. Secretary Rod Paige and
  deputies crisscrossed the country on scores of
  trips to smooth over differences with state
  legislators and educators.

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Stateline.org

• In the end, only the Democratic governor of
  Maine and the Republican governors of Utah and
  Vermont signed bills critical of the act, which
  is staunchly defended by the Republican Bush
  administration. The National Education
  Association had threatened to file suit
  challenging the law and set out to recruit states
  to join in. No state answered the call. Fearing
  election-year fallout, the Education Department
  made several changes to its rules enforcing the
  law.

25
Stateline.org

• Behind the scenes, at least 40 state agencies
  currently are negotiating for even greater
  flexibility in federal rules to try to reduce the
  number of schools penalized by the act. Since the
  law was passed, more than a quarter of the
  nations schools have been tagged as needing
  improvement.
• Among the states that took action to protest No
  Child Left Behind, Vermont passed a law that
  gives individual school districts the ability to
  opt out of the law. But only a few have chosen to
  do that.

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Stateline.org

• In Utah, the Legislature canned a bill to opt
  out of the law entirely and chose instead to
  study the cost of the federal mandates, after
  USDE officials rushed into the state capital to
  quell outrage. The Maine law started out as a
  bill to forbid state money from being spent on
  the federal requirements, but ended up asking the
  state department of education to study the laws
  costs, said a spokesman for the Maine SEA. No
  state chose to ignore the federal mandates or
  forfeit federal dollars, but the noise definitely
  got the attention of USDE, which since December
  2003 has made several significant changes to
  requirements. States now may defer the test
  scores of LEP students for one year, a greater
  number of SWD are allowed to take alternative
  tests and rural districts will have more time to
  meet federal teacher qualifications rules.

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Stateline.org

• Schools are penalized if they miss the testing
  targets for two consecutive years, and subgroups
  of minorities, low-income and disabled children
  also must meet the benchmarks. Penalties range
  from allowing students to transfer to
  higher-scoring schools to providing extra
  tutoring to facing state takeover.
• A policy analyst for the Thomas B. Fordham
  Foundation, warned that the proposed changes
  might be undermining the laws intent of
  improving the achievement of disadvantaged
  students. The art here is to balance the changes
  so we dont completely unravel the meaning and
  effect of No Child Left Behind, he said.

28
Stateline.org

• Several states have asked the federal education
  department to loosen the requirement that 95 of
  the grade levels tested show up for the exams
  every year, said an education researcher at the
  Council of Chief State School Officers. Instead,
  schools could average participation over two or
  three years, she said.
• North Carolina has asked to limit the laws
  achievement standards to low-income students.
  Under that proposal, students from middle- and
  upper-income families would not have to pass
  state tests.
• Many states are asking to increase the minimum
  number of students for a subgroups test scores
  to count against a schools achievement.

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Stateline.org

• Tennessee is proposing that its schools would
  have to miss state benchmarks in the same subject
  for two consecutive years and in the same
  subgroup to be listed as a low-performing school.
  School districts would have to fall below state
  standards in both the same subject at the same
  grade level for two years to be penalized. Many
  states also are asking to use statistical
  cushions, called confidence intervals, for small,
  rural schools or schools with small numbers of
  disadvantaged students. With a confidence
  interval, smaller groups can pass the tests with
  lower scores or a lower percentage of that group
  must pass the test.

30
Law changes in Illinois to date
31
2002

• Changes in the law regarding public school choice
  
• Requirement of testing students if school is
  selected for NAEP
• Required bilingual notification for families
  (beyond what had been in place)
• Report cards available on web sites (and on paper
  if requested)

32
2003

• Changes from the Assessment Accountability
  Taskforce re testing
• Testing every year as of 2006
• Hours of testing expanded
• Appeals process and panel established
• Accountability process and consequences
  established

33
NCLB Changes in IL law in 2004

• HB 6906. Provides that if a school district has
  an overall shortage of highly qualified teachers,
  as defined by the federal No Child Left Behind
  Act of 2001, or a shortage of highly qualified
  teachers in the subject area of mathematics,
  science, reading, or special education, then the
  school board must spend at least 40 of the money
  it receives from Title 2 grants under the Act on
  recruitment and retention initiatives to assist
  in recruiting and retaining highly qualified
  teachers. NOW LAW
• Effective immediately.
• SB 2205. Prohibits the ISBE from testing in
  writing, social sciences and physical
  development. NOW LAW

34
NCLB Changes in IL law in 2004

• SB 2769. Requires that no student shall receive
  a regular high school diploma without taking the
  Prairie State Achievement Exam (and all juniors
  must be tested). NOW LAW
• HB 3977. Requires that applicants for employment
  at a school district must undergo a
  fingerprint-based criminal background check. NOW
  LAWEffective immediately.

35
NCLB Changes in IL law in 2004

• SB 2115. Allows a school or district to deny
  enrollment to a student 16 years of age or older
  for one semester for failure to meet minimum
  academic or attendance standards if certain
  conditions are met. Requires a district to
  identify, track, and report on the educational
  progress and outcomes of reenrolled students
  (defined as dropouts who have reenrolled
  full-time) as a subset of the district's required
  reporting on all enrollments. Provides that a
  reenrolled student who again drops out must not
  be counted again against a district's dropout
  rate performance. NOW LAW

36
Other bills passed in 2004

• SB 2918. Increases the compulsory school age
  from 16 to 17 years of age. Provides that certain
  provisions that apply to truant officers apply to
  the regional superintendent of schools or
  designee in a district that does not have a
  truant officer. Makes changes concerning the
  compliance procedure for persons who fail to send
  a child to school. Establishes, subject to
  appropriations, the Graduation Incentives
  Program. NOW LAW
• SB 2940. Provides that health examinations shall
  include the collection of data relating to
  obesity, including at a minimum, date of birth,
  gender, height, weight, blood pressure, waist
  circumference, and date of exam. Provides that
  the Department may collect health data from local
  schools and the State Board of Education relating
  to obesity on health examination forms. NOW LAW
• SB 3000. Allows the Governor to appoint 7 new
  ISBE membersNOW LAW

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Other bills passed in 2004

• HB 752. Requires that starting July 2005
  students in grades K, 2 and 6 must have dental
  exams. NOW LAW
• SB 3091. Allows a joint agreement made up of
  school districts or a regional superintendent of
  schools on behalf of schools and programs
  operated by the regional office of education to
  apply for a waiver or modification of mandates.
  NOW LAW

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Other bills passed in 2004

• SB 3109. Requires ISBE to establish a system to
  provide for the accurate tracking of transfer
  students. Provides that the system shall require
  that a student be counted as a dropout in the
  calculation of a school's or district's annual
  student dropout rate unless the school or
  district to which the student transferred sends
  notification to the school or district from which
  the student transferred documenting that the
  student has enrolled in the transferee school or
  district. Provides that the notification must
  occur within 90 days after the date the student
  withdraws or the student shall be counted in the
  calculation of the transferor school's or
  district's annual student dropout rate. Provides
  that all records indicating the school or
  district to which a student transferred are
  subject to the Illinois School Student Records
  Act. NOW LAW

39
Other bills passed in 2004

• SB 1553. Makes changes regarding certification .
  Changes concerning out-of-state candidates. An
  initial teaching certificate shall be
  automatically extended for one year for all
  persons who (i) have been issued an initial
  certificate that expires on June 30, 2004 and
  (ii) have not met, prior to July 1, 2004,
  standard certificate requirements. Changes
  certain requirements in order to receive a
  standard certificate (including the induction and
  mentoring requirement, the completion of an
  advanced degree requirement, and the accumulation
  of CPDUs), and adds other requirements. Makes
  changes concerning the process in which standard
  certificates are issued. Makes changes with
  regard to the renewal of administrative
  certificates. Removes the requirement that a
  certificate holder develop a certificate renewal
  plan for satisfying continuing professional
  development requirements.

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Other bills passed in 2004

• SB 1553 (continued) Removes some of the
  requirements that participation in CPD activities
  must meet. Provides that participation in
  Illinois Administrators' Academy courses must
  total a minimum of 30 (now, 36) CPD hours, and
  removes the documentation requirement. Requires
  the certificate holder to complete a verification
  form developed by ISBE and certify that 100 hours
  of continuing professional development activities
  and 5 Administrators' Academy courses have been
  completed. With regard to certain certificate
  holders, provides that certificate holders who
  evaluate certified staff must complete a 2-day
  teacher evaluation course.

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Other bills passed in 2004

• SB 1553 (continued) Provides that a teacher
  holding an early childhood, elementary, high
  school, or special certificate may substitute
  teach for a period not to exceed 120 paid days or
  600 paid hours in any one LEA in any one school
  term (now, only through 2003-2004). Makes changes
  concerning what a master certificate holder in an
  area of science or social science is eligible to
  teach. Provides that an initial teaching
  certificate is renewable every 4 years until the
  person completes 4 years of teaching (now,
  nonrenewable), and allows a person who has
  completed 4 years of teaching but has not
  completed the professional development
  requirements to have his or her certificate
  reinstated for one year. Makes changes concerning
  what a standard or master certificate holder
  needs to do to satisfy the CPD requirements, and
  makes changes concerning the renewal process.
  NOW LAW and in effective

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THE DEVIL IS IN THE DETAILS

• AYP formula.
• Highly qualified teacher rules.
• Disaggregated groups
• Disabilities.
• LEP.
• Funding
• Timing with state deficits.

43

• Plan changes and other recent information

44
Approved Changes in the State Plan

• Multi-racial. In response to concerns raised by
  Illinois students, parents, and school personnel,
  Illinois has added a multi-racial/ethnic group to
  the States major racial/ethnic groups for both
  accountability and reporting purposes.
• Identification of Schools and Districts for
  Improvement. Illinois will identify schools and
  districts for improvement on the basis of not
  making AYP for two consecutive years in the same
  content area.
• Assessment and Accountability for LEP students.
  Illinois adopts the flexibility allowed relative
  to limited English proficient students for
  assessment and accountability purposes for no
  testing in Year 1.

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Approved Changes in the State Plan

• Alternate Assessments. Illinois will use the
  final regulation concerning the 1.0 percent cap,
  ensuring that the "number of proficient and
  advanced scores based on the alternate
  achievement standards" does not exceed 1.0
  percent of all students in the grades assessed at
  the State level.
• Participation Rate. Illinois adopts the new
  flexibility regarding multi-year averaging of
  participation rate. Illinois will also adopt the
  new flexibility regarding students who have
  significant medical emergencies during the
  testing window and its affect on a school's
  participation rate.

46
Suggested Changes in NCLB?Education Week, 8/11/04

• Identify schools for SI etc only if the same
  subgroup misses its targets in the same subject
  for two years in a row.
• Target choice and SES to students in the subgroup
  that missed the target, not all.
• Move beyond test scores as the sole, or even the
  primary, measure for judging schools.

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The ABCs of AYP Beyond Any Reasonable Doubt
We Can Do This (Education Trust)

•  
• The first report updates last years, ABCs of
  AYP incorporating new rules for
  limited-English proficient students, students
  with disabilities, and participation rates. The
  report also covers myths, misconceptions, and
  common questions.
• As states begin to release their 2003-04 student
  achievement data, there is still significant
  confusion about the accountability provisions in
  NCLB, and doubt about whether states can actually
  meet the requirements and the goalsEducation
  Trust released two documents in June 2004
  explaining the accountability and public
  reporting provisions in addition to a data
  presentation analyzing some recently released
  student achievement results.

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The ABCs of AYP

• Everyone recognizes the need to close
  achievement gaps and ensure that every student
  counts, but accountability systems prior to AYP
  did not adequately focus on these prioritiesBy
  one important measure, then, AYP is already
  having a positive effect there are no more
  invisible students when it comes to
  accountability, and the public discussion about
  education is squarely focused on achievement gap
  issues.
• Mississippi State Superintendent Johnson
  believes that the AYP data reporting tool is
  highlighting what needs to be improved in
  Mississippis education system. He stated We
  expect too little of our kids and ourselves, and
  that's a hard paradigm shift to make. If you
  have high standards, kids will learn what you
  teach them. The goal is for 100 of students to
  be proficient. AYP data will let us know whether
  were on track to meet that goal"

49
The ABCs of AYP

• Its important to remember that AYP and
  accountability arent reforms they are intended
  to cause reforms. An important goal of NCLB was
  to encourage states and districts to focus more
  attention and resources on the students who are
  furthest behind, Education Trust, and early
  returns are showing us that their efforts are
  beginning to bear fruit. Educators are reporting
  greater focus on curriculum and instruction and,
  so far, the states that have reported their data
  have reported narrowing achievement gaps, in some
  areas significantly.

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The ABCs of AYP

• This second document Questions to ask about
  state AYP reports provides a guide to
  information that should be publicly available. By
  providing reporters, parents, and community
  members with unprecedented information about
  student achievement, AYP allows community members
  to begin to ask questions and take actions that
  will help to change schools.

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The ABCs of AYP

• Accountability and AYP will tell us a lot about
  how our public schools are doing in meeting the
  goal of educating all kids. stated Kati Haycock,
  Director of the Education Trust. How we respond
  and act on AYP information will say a lot about
  our own beliefs and commitments.
• Education Trust can be accessed at
  http//www2.edtrust.org/edtrust

52
ISBE Moved Forward with Enhanced State
Assessments

• The State Board of Education authorized State
  Superintendent of Education Schiller on 9/2/04 to
  finalize a contract with an assessment contractor
  that will develop and score new tests to be
  implemented next school year.
• The RFSP was released last August, and since that
  time the State Board has been negotiating with
  three bidders that would implement the Illinois
  Enhanced Assessment System. Schiller will work
  toward finalizing a contract with Harcourt
  Assessment, Inc., which has been determined to be
  the most qualified bidder to develop and score
  the new tests.
• Changes to state assessment mandated under NCLB
  made it necessary to update the ISAT and the
  PSAE. The mandate provided the State Board with
  the opportunity to work with members of the
  education community in Illinois and together
  create the frameworks for the subjects to be
  assessed, to improve the reporting of data to and
  to enhance the delivery of data to school
  districts.

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Enhanced State Assessments

• We are confident that the new assessments will
  represent the needs of the educational community
  in Illinois, Schiller said. This has been an
  involved process with input from many teachers
  and administrators in Illinois, especially the
  people who served on our Accountability and
  Assessment Task Force and committed countless
  hours of time and effort to ensure that the new
  assessments will be a win-win for school
  districts statewide.
• In April the State Board of Education and the
  Assessment and Accountability Task Force were
  presented with the proposals by the three
  assessment contractors. Last month, the State
  Board passed a resolution, which requested input
  from the Governors office before finalizing a
  test contract. The State Board determined that
  recent substantive changes to state law and
  budget cuts affecting the subjects assessed by
  the state did not result in substantial and
  material changes in the RFSP. The Governors
  office agreed in writing that ISBE should move
  forward with the contract negotiations.

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Enhanced State Assessments

• The contract is expected to run from the
  2005-2006 school year through the 2007-2008
  school year. State Board members were told that
  they can expect improvements in the areas of
  return of Report Card Information and timelier
  notifications of AYP status.
• Currently the ISAT measures individual student
  achievement relative to the Illinois Learning
  Standards. The results give parents, teachers,
  and schools one measure of student learning and
  school performance. In the 2004-2004 school year
  students in grades 3, 5, and 8 will take the ISAT
  in reading and mathematics. Students in grades 4
  and 7 will take the ISAT in science.
• Beginning in the 2005-2006 school year the
  enhanced ISAT will be expanded to include
  assessment of students in grades 3 through 8 in
  reading and mathematics, while those students in
  grades 4 and 7 will continue to be assessed in
  science.
• The PSAE measures the achievement of grade 11
  students relative to the Illinois Learning
  Standards for reading, mathematics, and science,
  and will not be expanded to include additional
  grades.

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Schools In Need of Improvement,Step-by-Step

• School Year
• By end of 2002-03
• By end of 2003-04
• Beginning of 2004-05
• By end of 2004-05
• Beginning of 2005-06
• By end of 2005-06
• Beginning of 2006-07

• School makes AYP Y/N
• N
• N
• Year 1, SI (choice)
• N
• Year 2, SI (choice SES)
• N
• Choice, SES and CA

56
Schools In Need of Improvement NOW

• The total number of Title I schools in School
  Improvement status is 694, with some schools
  entering their first year of restructuring under
  the No Child Left Behind Act. Letters were sent
  to the affected districts on Thursday regarding
  these schools. The breakdown of the duplicated
  694 schools includes
• CHChoice 216CSChoice and SES 213CACorrective
  Action 242RSRestructuring Year 123
• It is important to note the following points in
  remarks made to your communities, school boards
  and the media, on the Preliminary School
  Improvement Status issue.
• This is a list of Title I schools only that have
  not made AYP for two or more consecutive years
  and are now in school improvement.
• Required to notify schools before the beginning
  of the school year, and in order to meet this
  requirement we were only able to use preliminary
  state assessment data.
• The determinations do not include participation
  rate, attendance rate and graduation rate.

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LIST or LETTER NOW

• On August 13, 2004, a letter was sent to
  district superintendents who currently have
  schools in school improvement status. The letter
  serves as an "early alert" that some schools have
  been identified as not making AYP based only on
  preliminary 2004 state assessment results and may
  be required to offer
• public school choice or
• public school choice and supplemental educational
  services or

• public school choice, supplemental educational
  services, and corrective action or
• public school choice, supplemental educational
  services, corrective action, and first year of
  restructuring.
• Schools identified as having to offer any of
  the above , except for restructuring (first year
  is a planning year) should be prepared to
  implement these efforts at the beginning of
  2004-05 school year.

58
New information on SES

• The new 61-page publication includes samples of
  an announcement flier, enrollment form, parent
  survey and progress report from the school
  districts. Included also are appendices showing
  each district's demographics, the report's
  methodology for collecting data, and additional
  resources for implementing supplemental
  educational services.
• Creating Strong Supplemental Educational Services
  Programs is at www.ed.gov/admins/comm/suppsvcs/ses
  programs/index.html.

59
Consequences per State Law

• Sec. 2-3.25f. State interventions. (a) A school
  or school district must submit the required
  revised Improvement Plan pursuant to rules
  adopted by ISBE. The ISBE shall provide technical
  assistance to assist with the development and
  implementation of the improvement plan. School
  districts that fail to submit required School
  Improvement Plans or fail to obtain approval of
  such plans pursuant to rules adopted by ISBE may
  have State funds withheld until such plans are
  submitted.

60
Consequences

• Schools or school districts that fail to make
  reasonable efforts to implement an approved
  School Improvement Plan may suffer loss of State
  funds by school district, attendance center, or
  program as ISBE deems appropriate. The provisions
  of this subsection (a) relating to submission and
  approval of School Improvement Plans are subject
  to the provisions of Section 2-3.25k. (b)

61
Consequences

• In addition, if after 2 years following its
  placement on the academic watch status list a
  school district or school remains on the academic
  watch status list, the State Board of Education
  shall take one of the following actions for the
  district or school
• ISBE may authorize the State Superintendent of
  Education to direct the regional superintendent
  of schools to remove school board members
  pursuant to Section 3-14.28 of this Code.
• Prior to such direction ISBE shall permit
  members of the local board of education to
  present written and oral comments to ISBE. ISBE
  may direct the State Superintendent of Education
  to appoint an Independent Authority that shall
  exercise such powers and duties as may be
  necessary to operate a school or school district
  for purposes of improving pupil performance and
  school improvement.

62
Consequences

• The State Superintendent of Education shall
  designate one member of the Independent Authority
  to serve as chairman. The Independent Authority
  shall serve for a period of time specified by
  ISBE upon the recommendation of the State
  Superintendent of Education.
• ISBE may (A) change the recognition status of
  the school district or school to non-recognized
  (a) non-recognize the school district or school,
  or (B) (b) may authorize the State Superintendent
  of Education to direct the reassignment of pupils
  or direct the reassignment or replacement of
  school district personnel who are relevant to not
  meeting AYP criteria and administrative staff.

63
Consequences

• If a school district is non-recognized in its
  entirety, it shall automatically be dissolved on
  July 1 following that non-recognition and its
  territory realigned with another school district
  or districts by the regional board of school
  trustees in accordance with the procedures set
  forth in Section 7-11 of the School Code. The
  effective date of the non-recognition of a school
  shall be July 1 following the non-recognition.
• alignment with NCLB All federal requirements
  apply to schools and school districts utilizing
  federal funds under Title I, Part A of the
  federal Elementary and Secondary Education Act of
  1965.

64
Is There Any Way Out from CA? Yes, over two
years.

• School Makes AYP (Y/N)
• CA
• Y
• CA
• Y
• No longer in CA

• School Year
• Beginning of 2006-07
• By end of 2006-07
• Beginning of 2007-08
• By end of 2007-08
• Beginning of 2009-09

65
Resources

• USDE newsletter, The Achiever
  www.ed.gov/news/newsletters/achiever/2004/090104.h
  tml6
• The NCLB Superintendents Hotline opened January
  2004 and is staffed on weekdays, 8 a.m. to 5 p.m.
  EST. After hours, the Hotline is available to
  receive messages. Superintendents can call
  toll-free to 1-888-NCLB-SUP (625-2787) or by
  e-mail at NCLBSUP_at_ed.gov
• State legislation at Web site http//www.legis.sta
  te.il.us
• State NCLB site at www.isbe.net/nclb
• State AYP site at www.isbe.net/ayp