No Child Left Behind

1
No Child Left Behind
Challenges and Opportunities

• A summary of requirements
• August 10, 2004

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State versus FederalAccountability Programs
State Federal

• No Child Left Behind NCLB (2001)
• 5 Tenets or Beliefs
• All students will attain proficiency.
• All English Learners will become proficient in
  English.
• All students will be taught by highly qualified
  teachers.
• All students will graduate from high school.
• All students will learn in safe/drug-free
  schools.

• Public School Accountability Act PSAA (1999)
• Standardized Testing and Reporting (system) STAR
• CST/CAPA/CAT6/SABE2
• CAHSEE
• Physical Fitness
• CELDT

3
Accountability as determined by
State
Federal

• Academic Performance Index (API)
• Compensatory Targets

• Adequate Yearly Progress (AYP)
• All students will achieve proficiency
• Annual Measurable Objectives (AMOs)

4
Academic Performance Index (API)

• Compensatory, one single score
• Seeks a specific level (800)
• Provides for rewards and interventions for growth
  (schoolwide subgroups)

5
No Child Left Behind (NCLB)

• Five NCLB Goals
• All students will reach high standards by
  2013-2014
• All limited English-proficient students will
  attain language arts/math proficiency
• All students will be taught by highly qualified
  teachers by 2005-2006
• All students will be educated in safe
  environments
• All students will graduate from high school

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Adequate Yearly Progress (AYP)

• Focused on English/Language Arts and Mathematics
  separately
• Goal 100 proficiency
• Adds two subgroups, students with disabilities
  and English language learners
• Provides sanctions for failure to meet AYP

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Elementary Middle SchoolAMO Comparison ELA
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Elementary Middle SchoolAMO Comparison Math
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API Comparison
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Sanctions(if fail to make AYP)

• Program Improvement (PI)
• Revise school plan
• Provide written notification to parents
• Offer choice, with transportation
• Set aside 10 of T1 funds for professional
  development
• Provide supplemental services (Year 3)
• Identify corrective actions (Year 4)
• Prepare plan for alternative school governance
  (Year 5)
• Reopen as a charter (Year 6)
• Replace staff
• State takeover

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Challenges - API AYP

• California Proficiency Standards are
  college-ready
• API/AYP combinations
• Parental Choice in small school districts

• Providing Professional Training
• Implementation Timelines
• Federal and State Fiscal Crises

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Other NCLB Regulations

• Notify parents if teachers do not meet NCLB
  standards
• Para-professionals must also meet NCLB
  standards
• Unsafe schools must provide parental choice and
  provide transportation
• Healthy Kids Survey Required (5,7,9,11)
• Financial - Set asides (PI)

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NCLB Performance Goals

• 1. All students will reach high standards,
• at a minimum, attaining proficiency or
• better in reading and mathematics by
• 2013-2014.
• 2. All limited-English proficient students will
• become proficient in English and reach
• high academic standards, at a minimum,
• attaining proficiency or better in
• reading/language arts and mathematics.

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NCLB Performance Goals

• 3. By 2005-2006, all students will be
• taught by highly qualified teachers.
• 4. All students will be educated in
• learning environments that are safe,
• drug-free, and conducive to learning.
• 5. All students will graduate from high
• school.

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NCLB Title I Assessments

• Science assessments Grade 5 by 2004-05 Middle
  and HS by 2007-08
• California Standards Tests for Grades 2-8 in E/LA
  and Mathematics
• CAHSEE for Grade 10
• CAPA for severely involved students in special
  education - limited to 1 of district
• CAT/6 given only in Grades 3 8 commencing July
  1, 2004 (AB 14185, Firebaugh)
• CA Standards Test Blueprintswww.cde.ca.gov/state
  tests/star/resources.html

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4 Parts to Meeting AYP

• AMOs - Annual Measurable Objectives in
  English/Language Arts and Mathematics (schoolwide
  and subgroups)
• Participation Rate of 95 (schoolwide and
  subgroups)
• Growth in API of at least one point or minimum
  API score
• Graduation Rate improved one-tenth of 1 from
  the prior year (districtwide and schoolwide)

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Program Improvement

• If a district and/or school receiving Title I
• funds does not achieve AYP in one subject
• area (Math or E/LA) for two consecutive
• years, immediately at the start of the next
• year, the district/school enters Program
• Improvement (PI) status and is subject
• to the following

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PI Interventions

• PI Yr
• 1
• 1
• 1
• 1
• 2
• 3

• Action
• Revise school plan to cover two years
• School choice
• High quality professional development
• Inform parents of PI status
• Supplemental educational services
• Corrective action..

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District Selects One Option...

• Replace the school staff that is relevant to the
  school failure.
• Institute and fully implement a new and effective
  research-based curriculum.
• Decrease the school site management authority.
• Appoint an outside expert to advise.
• Extend the school year or school day for the
  school.
• Restructure the internal organization of the
  school.

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State Action

• Year 4 PI - State Action
• SAIT
• Plan for Alternative Governance
• SMO option through State Board action

• Year 5 PI - Alternative Governance
• Reopen School as Charter
• Replace all or most of staff, including Principal
• Outside management
• State takeover

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Highly Qualified Teacher

• All students will be taught by highly qualified
  teachers in core academic areas by July 1, 2006
• New teachers (credential issued after July 1,
  2002) must pass a subject matter competence exam
• Not New teachers must be certified through
  several options, including HOUSSE (Highly
  Objective Uniform State Standard of Evaluation)

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Notices to Parents

• Beginning of year Notification that parents may
  request information regarding the professional
  qualifications of their childs teacher.
• During year Timely notification to parents if
  student has been assigned or has been taught for
  4 or more consecutive weeks by a a teacher who
  does not meet NCLB requirements.

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Key Challenges of Reform

• Assessment data-driven decisions
• Research-based programs
• State and federal accountability
• Teacher and principal quality
• Systems alignment
• Collaboration shared leadership

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Assessment Literacy Defined (Fullan 2004)

• The ability to gather dependable student data.
• The capacity to examine student data and make
  sense of it.

• The ability to make changes in teaching and
  schools derived from those data.
• The commitment to communicate effectively and
  engage in external assessment discussions.

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In closing...

• What we have before us are some
• breathtaking opportunities disguised
• as insoluble problems.
• -John Gardner