No Child Left Behind: Overview

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(No Transcript)
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Todays Webinar

• Introductions
• Jennifer DouglasDirector of New School
  DevelopmentColorado League of Charter
  Schools303-989-5356 x113jdouglas_at_coloradoleague.
  org
• Overview of webinar technology
• Asking questions
• Raising your hand
• Muting/unmuting

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Start with the Basics

• Application Requirements C.R.S. 22-30.5-106 (g)
• Evidence that the plan for the charter school is
  economically sound, a proposed budget for the
  term of the charter, a description of the manner
  in which an annual audit of the financial and
  administrative operations of the charter school,
  including any services provided by the state, a
  school district, or a third party, is to be
  conducted
• Charter School Act Financing Definitions and
  Guidelines C.R.S. 22-30.5-112
• www.michie.com/colorado

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Highly Qualified Teachers

• What is it?
• Under NCLB all teachers teaching in core-academic
  content areas must meet Highly Qualified
  requirements as of the end of the 2006-07 school
  year.
• Core-academic content areas include English,
  Reading or Language Arts Mathematics Science
  Foreign Languages Social Studies and the Arts
  (visual arts and music).

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Highly Qualified Teachers

• To be considered highly-qualified, all core
  content teachers must
• - Hold a degree
• Be fully licensed (except teachers in charter
  schools that have been waived from licensing by
  the State Board of Education)
• Demonstrate subject matter competency

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Highly Qualified Teachers

• Subject matter competency is demonstrated by at
  least one of the following
• Elementary (Grades K-6)
• Passing a Colorado elementary content test (e.g.,
  PLACE, PRAXIS II),
• Passing an approved elementary content test in
  another state,
• Earning National Board Certification in
  elementary, or
• Passing the elementary HOUSSE (Highly Objective
  Uniform State Standard of Evaluation) provision
  (if eligible).
• - Secondary (Grades 6-12)
• Earning an endorsement in assigned field,
• Holding a degree in assigned field,
• Passing a Colorado content test in assigned field
  (e.g., PLACE, PRAXIS II),
• Earning 24-semester hours in assigned field,
• Earning National Board Certification in assigned
  field, or
• Passing a secondary multi-subject HOUSSE
  provision (if eligible).

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Highly Qualified Teachers

• Considerations for charter schools
• Did you or are you planning to waive teacher
  licensure (part of the automatic waiver package)?
  
• Do you have a process in place to capture the
  necessary evidence of meeting HQ upon employment?
  
• If you have a middle school or junior high
  program, HQ is flexible and can either be the
  elementary requirements or secondary requirements
  depending on your program.

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Highly Qualified Teachers

• Still have questions?
• You can find a number of resources on the CDE
  website at http//www.cde.state.co.us/FedPrograms
  /tii/a_hqt.asp.
• You can also contact Lisa Medler, Title II A -
  Principal Consultant, 303-866-6993,
  medler_l_at_cde.state.co.us

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Adequate Yearly Progress

• Under the No Child Left Behind Act (NCLB) of
  2001, states and school districts are required to
  make annual Adequate Yearly Progress
  determinations for districts and schools,
  respectively. The ultimate goal of AYP is to have
  all students proficient in reading and math by
  the year 2014.
• See AYP Overview and AYP Results (2009-10)
• Additional resources http//www.cde.state.co.us/F
  edPrograms/danda/ayp.asp

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Colorado Basic Literacy Act (CBLA)

• What is it?
• The Colorado Basic Literacy Act was enacted in
  1997 by the Colorado General Assembly to ensure
  that all students by the third grade have the
  literacy skills essential for success in school
  and life.

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Colorado Basic Literacy Act (CBLA)

• Requirements
• Each student in K, 1, 2, and 3, needs to be
  assessed with a state board approved literacy
  assessment (DIBELS, PALS, DRA2).
• The purpose of the assessment is screening,
  progress monitoring and end-of-year proficiency.
• CBLA proficiencies are based on the five
  components of reading phonemic awareness,
  phonics, fluency, vocabulary, and comprehension.
• Schools should look at a body of evidence around
  a students reading ability.

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Individual Literacy Plans

• Requirements
• Charter schools must use the same literacy
  assessment as the district unless an exemption is
  obtained.
• If students are not reading at grade level, then
  they need to be placed on an Individual Literacy
  Plan (ILP).
• The ILP defines the interventions and goals for
  that individual student. The family should be
  involved in the ILP process.
• Students on ILPs remain on them until they are
  reading at or above grade level.

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Colorado Basic Literacy Act (CBLA)

• CBLA Beyond 3rd Grade
• For those students required by CBLA to be on an
  ILP 4th12th grades, CSAP reading proficiency
  would provide initial screening information.
  Students who are not proficient at grade level on
  CSAP require additional assessment in the 5
  essential components of reading to determine the
  foundational skills needed and develop an
  appropriate intervention plan (ILP).

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Colorado Basic Literacy Act (CBLA)

• Considerations for Charter Schools
• Do you understand your district/authorizer
  requirements related to CBLA?
• If you serve K-3, have you selected a state- and
  district-approved assessment?
• Do you have a process planned or in place to
  identify students reading below grade level and
  developing appropriate interventions with an ILP?
  How do you plan to monitor those plans?
• Do you have a process/plan to gain access to a
  new students ILP once he/she enrolls in your
  school?

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Colorado Basic Literacy Act (CBLA)

• Still have questions?
• CDE has a section of their website that includes
  a number of links and resources related to CBLA
  including CBLA proficiencies at
  http//www.cde.state.co.us/coloradoliteracy/cbla/i
  ndex.htm
• There are some resources available with
  strategies and tools
• Readers Handbook http//www.cde.state.co.us/cdech
  art/download/RdrsHandbk.pdf
• Pikes Peak Literacy Strategies
• http//www.pplsp.org

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Response to Intervention (RtI)

• What is it?
• The overarching purpose of RtI implementation is
  to improve educational outcomes for all students.
• Exceptional Childrens Educational Act for
  Colorado adopted criteria in 2009 for identifying
  specific learning disabilities utilizing the
  Response to Intervention model. Districts should
  have a related plan utilizing the RtI model for
  identification.

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Response to Intervention (RtI)

• Colorado adopted a multi-tiered model of
  instruction and intervention

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Response to Intervention (RtI)

• Is RtI just a way to avoid providing special
  education services?
• No. RtI is a way to integrate the mandates of No
  Child Left Behind (NCLB) and IDEA so that all
  students receive high quality, effective
  instruction in the general education setting and
  beyond. Also, RtI is a framework of instruction
  for students who do receive special education
  services. The intent is to generate a seamless
  system of support that is available to all
  students at the first sign of need.
• From CDE QA http//www.cde.state.co.us/RtI/downl
  oads/PDF/QandA_RtIModel.pdf.

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Response to Intervention (RtI)

• Criteria to identify a Specific Learning
  Disability under the Colorado Response to
  Intervention Model
• The child must meet the following criteriaThe
  child does not achieve adequately for the childs
  age or to meet state-approved grade-level
  standards in one or more of the following areas
• Oral expression Listening comprehension Written
  expression Basic reading skill Reading fluency
  skills Reading comprehension Mathematical
  calculation Mathematics problem solving.
• The child does not make sufficient progress to
  meet age or state approved grade-level standards
  in one or more of the areas identified when using
  a process based on the childs response to
  scientific, research-based intervention as
  determined by a body of evidence demonstrating
  (I) Academic skill deficit(s) and (II)
  Insufficient progress in response to scientific,
  research-based intervention.

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RtI Overview

• RtI should be an all-school, all-student
  framework.
• There are 6 components related to effective
  implementation of RTI
• Leadership
• Problem Solving
• Curriculum and Instruction
• Assessment and Monitoring
• Positive School Climate
• Family/Community

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Response to Intervention (RtI)

• Considerations for Charter Schools
• Do you know what your district/authorizers plan
  is around RtI?
• Do you have a plan for implementation at your
  school?
• How will you serve all students (English language
  learners, gifted and talented, special needs)

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Response to Intervention (RtI)

• Still have questions?
• CDE RtI resources http//www.cde.state.co.us/RtI/
  LearnAboutRtI.htm
• CDE English Language Learner resources
• http//www.cde.state.co.us/cde_english/elau_pubsr
  esources.htm
• CDE special education resources specifically for
  charter schools http//www.cde.state.co.us/cdech
  art/guidebook/sped/index.htm.

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English Language Learners

• A school/district must establish an effective and
  systematic procedure to identify all ELs. The
  identification, assessment, and placement
  procedure must include
• 1. Home language surveys (HLS) to be completed
  as part of the registration process for all
  students to identify those whose Primary or Home
  Language is Other Than English (PHLOTE). Once
  completed, all surveys should be on file and
  easily accessible by school and district staff
  and available for state audits.
• 2. Colorado English Language Assessment (CELA)
  Placement to be administered to all new to the
  district students identified as PHLOTE, within 30
  days of arrival to determine English language
  proficiency.
• 3. Parent notification for students identified
  for placement in a Language Instruction
  Educational Program (LIEP).
• 4. Placement in LIEP services for students
  identified as ELs.
• 5. On-going Assessment to monitor language and
  academic growth (including the CELA Proficiency
  Test).

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Advanced Learning Plans

• ALPs are created for qualified gifted and
  talented learners
• Assessment and information gathering
• Collaborative development of an Advanced Learning
  Plan (ALP) see example
• Ongoing monitoring
• CDE Gifted and Talented resources
  http//www.cde.state.co.us/gt/index.htm
• http//www.cde.state.co.us/gt/resources.htm
• Colorado Association for Gifted and Talented
• http//www.coloradogifted.org/

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School Accountability Committee

• What is it?
• Colorado Revised Statutes 22-11-401 and
  22-11-402. These are new statutes replacing the
  School Advisory Council statutes (22-7-106 and
  22-7-107)
• The statute includes creation, qualification,
  elections, powers and duties of the School
  Accountability Committees.

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School Accountability Committee Composion

• Each school accountability committee shall
  consist of at least seven members as follows
• (I) The principal of the school or the
  principal's designee(II) At least one teacher
  who provides instruction at the school(III) At
  least three parents or legal guardians of
  students enrolled in the school(IV) At least
  one adult member of an organization of parents,
  teachers, and students recognized by the school
  and(V) At least one person from the community.

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School Accountability Committee Duties

• Each school accountability committee shall have
  the following powers and duties
• (a) Make recommendations to the principal of its
  school priorities for spending school moneys.
• (b) Advise the principal of the school
  concerning the preparation of a school
  performance or improvement plan, if either is
  required pursuant to section 22-11-210, and
  submit recommendations to the principal
  concerning the contents of the performance or
  improvement plan
• (c) Advise the local school board concerning the
  preparation of a school priority improvement or
  turnaround plan, if either is required pursuant
  to section 22-11-210, and submit recommendations
  to the local school board concerning the contents
  of the priority improvement or turnaround plan
• (d) To meet at least quarterly to discuss
  whether school leadership, personnel, and
  infrastructure are advancing or impeding
  implementation of the public school's
  performance, improvement, priority improvement,
  or turnaround plan, whichever is applicable, or
  other progress pertinent to the public school's
  accreditation contract with the local school
  board or the institute.

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School Accountability Committee

• Considerations for charter schools
• Do you have or plan to have a committee to
  provide input for school improvement?
• Do you have expectations or a description
  established for the role of this committee and
  reporting guidelines?
• Does your school have a plan with your authorizer
  to ensure the authorizer provides the school
  with all student level data in an electronic
  form and in a timely manner?

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School Accountability Committee

• Still have questions?
• Appendix I Understanding the Role of School
  Accountability Committees in Charter Schools
  Part of the CDEs District Accountability
  Handbook (http//www.schoolview.org/documents/Dist
  rictAccountabilityHandbook.pdf).
• Board Member Buzz on Committees there are
  examples of SACs from other schools.

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Re-Authorization of ESEA

• The federal Elementary and Secondary Education
  Act, also known as No Child Left Behind, is
  currently being modified and re-authorized.
• Colorado is working to ensure alignment of the
  new ESEA with our state accountability system.
• See Colorado Associate Commissioner Richard
  Wennings testimony to the U.S. House of
  Representatives Committee on Education and
  Labor http//www.schoolview.org/documents/Wenning
  TestimonyCommEducLabor2804141029.pdf
• The new system will be more growth-based. See DOE
  Power Point for more differences between NCLB and
  the new Blueprint for Reform.
• DOEs Blueprint for Reform http//www2.ed.gov/pol
  icy/elsec/leg/blueprint/index.html

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Questions?
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Jennifer Douglasjdouglas_at_coloradoleague.org303-9
89-5356, ext. 113
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