1
No Child Left Behind for Indian Groups 2004
Eva M. KubinskiComprehensive Center – Region VI
January 29, 2004
Home/School Coordinators’ Conference
UW-Stout
Winter 2004 EM KubinskiComprehensive Center - Region
VI
2
Note
The majority of the information listed in this presentation is taken directly from the US Department of Education website at http://www.ed.gov/nclb/landing.jhtml
An updated version of this presentation will be available at http://www.wcer.wisc.edu/ccvi/Staff/home/?staff=kubinski
Winter 2004 EM KubinskiComprehensive Center - Region
VI
3
The NCLB Act’s Four Guiding Principles:
Accountability Flexibility and Local
Control Parental choice What Works
Winter 2004 EM KubinskiComprehensive Center - Region
VI
4
Titles of NCLB Title I - Improving the Academic Achievement of the
Disadvantaged Title II – Preparing, Training, and Recruiting High
Quality Teachers and Principals Title III – Language Instruction for Limited English
Proficient and Immigrant Students Title IV – 21st Century Schools Title V – Promoting Informed Parental Choice and
Innovative Programs
Winter 2004 EM KubinskiComprehensive Center - Region
VI
5
Titles of NCLB continued
Title VI – Flexibility and Accountability Title VII – Indian, Native Hawaiian, and Alaska
Native Education Title VIII – Impact Aid Program Title IX – General Provisions Title X – Repeals, Redesignations, and
Amendments to Other Statutes
Winter 2004 EM KubinskiComprehensive Center - Region
VI
6
NCLB Critical Steps for Accountability States create own standards for what children should learn
and know States test student progress towards standards Each state, school district and school makes adequate
yearly progress toward meeting state standards School and district progress reported publicly via report
cards Schools/districts who continually fail to make AYP will
be held accountable http://www.ed.gov/nclb/overview/intro/execsumm.html
Winter 2004 EM KubinskiComprehensive Center - Region
VI
7
Guiding Principle: Accountability Beginning in the 2002-03 school
year, schools must administer tests in each of three grade spans: grades 3-5, grades 6-9, and grades 10-12 in all schools.
Beginning in the 2005-06 school year, tests must be administered every year in grades 3 through 8.
Beginning in the 2007-08 school year, science achievement must also be tested.
Winter 2004 EM KubinskiComprehensive Center - Region
VI
8
Why is this a concern?
http://www.ed.gov/nclb/overview/importance/edlite-index.html
Winter 2004 EM KubinskiComprehensive Center - Region
VI
9
Adequate Yearly Progress Adequate yearly progress is the
minimum level of improvement school districts and schools must achieve every year.
In technical terms, "adequate yearly progress" refers to the growth rate in the percentage of students who achieve the states definition of academic proficiency.
Each state will set the AYP gains every school must meet to reach 100 percent proficiency at the end of 12 years.
Winter 2004 EM KubinskiComprehensive Center - Region
VI
10
Again – why is this a concern? Subgroups
Economic background Race and ethnicity English proficiency Disability
If AYP is not met by a subgroup, then a school can be identified as failing
Winter 2004 EM KubinskiComprehensive Center - Region
VI
11
And if a school is “failing” 2 years – public school choice 3 years – public school choice &
supplemental services 4 years – public school choice,
supplemental services and corrective actions
5 years- above and school identified for restructuring
Winter 2004 EM KubinskiComprehensive Center - Region
VI
12
Wisconsin Specifics The report cards include
information on how students performed on state assessments, stated in terms of four levels: advanced, proficient, basic and minimal.
WINNS is Wisconsin’s official Report Card site
Winter 2004 EM KubinskiComprehensive Center - Region
VI
13
Wisconsin Specifics cont.
The results are also disaggregated, or broken out, by student subgroups according to:ethnicity, English language proficiency, students with disabilities, low-income status (economically disadvantaged)
Winter 2004 EM KubinskiComprehensive Center - Region
VI
14
Wisconsin Specifics cont. The report cards also show:
the percentage of each group of students NOT tested, the graduation rates for secondary school students, the attendance rates for elementary school students, the performance of school districts on adequate yearly
progress (AYP) measures, including the number and names of schools identified for school improvement, and
the professional qualifications of teachers.
Winter 2004 EM KubinskiComprehensive Center - Region
VI
15
AYP Determination
Achieve 95% student participation rate in WSAS for all students and for each student subgroup
Reach AYP targets in reading and math as a whole and for each subgroup
Meet or exceed other academic indicator for all students
Safe Harbor
Winter 2004 EM KubinskiComprehensive Center - Region
VI
16
WI Annual Measurable Objectives
2001-2002 to 2003-2004 Reading – 61% Math – 37%
2004-2005 to 2006-2007 Reading – 67.5% Math – 47.5%
2007-2008 to 2009-2010 Reading – 74% Math – 58%
Etc.
Winter 2004 EM KubinskiComprehensive Center - Region
VI
17
Guiding Principle: Flexibility and Local Control
States have more freedom to direct more of their federal money
NCLB combines and simplifies programs so schools don’t have to go through as much red tape to get their money
Winter 2004 EM KubinskiComprehensive Center - Region
VI
18
Guiding Principle: Parental Choice Parents with a child enrolled in a failing
school will be able to transfer their child to a better performing public school or public charter school.
Parents with children in a failing school will be able to use federal education funds for "supplemental education services."
Winter 2004 EM KubinskiComprehensive Center - Region
VI
19
Guiding Principle: What Works Federal dollars will be tied to programs
that use scientifically proven ways of teaching children to read.
Communities will benefit from Early Reading First. This program will help develop language and reading skills for pre-school children.
Winter 2004 EM KubinskiComprehensive Center - Region
VI
20
Testing Schools and districts will
release report cards on student results
Currently testing in reading and math; science will be added
Going to yearly testing between grades 3 and 8
Some states will be participating in NAEP
Winter 2004 EM KubinskiComprehensive Center - Region
VI
21
Research – Based Programs Need to select educational
programs and instructional approaches that have been proven to work
Consider the results of scientifically controlled studies before making instructional decisions
Winter 2004 EM KubinskiComprehensive Center - Region
VI
22
What do you think about NCLB?
Benefits?Problems?Need more information?
Winter 2004 EM KubinskiComprehensive Center - Region
VI
23
Attitudes about NCLB (NEA Survey) http://www.edweek.com/ew/ewstory.cfm?slug=19nea-b1.h23
Winter 2004 EM KubinskiComprehensive Center - Region
VI
24
Other Parts of NCLB & Indian Students
Bilingual Education (Title III)Impact Aid (Title VIII)Teacher Preparation (Title II)And Title I!
Winter 2004 EM KubinskiComprehensive Center - Region
VI
25
Role of Title I Your Indian students are often part of the Title I count Title I services should be primary Title VII services should SUPPLEMENT not take the place of Title
I services and support Depending upon the number of Indian students in your school,
district, their progress may become a factor in your school’s Adequate Yearly Progress (AYP)
Special rules come into play if you are considering a Schoolwide program and want to include Title VII monies
Issue of science-based research
Winter 2004 EM KubinskiComprehensive Center - Region
VI
26
Components of a Title VII Program Instructional programs and
support that address academic, behavioral and cultural progress
Parent committees Training and professional
development for teachers of Indian students
Winter 2004 EM KubinskiComprehensive Center - Region
VI
27
In order to succeed For Indian students to succeed educationally:
Their language and culture need to be incorporated into the school program Their community’s participation in their education needs to be encouraged Instruction needs to be used to motivate them to use language actively to
generate their own knowledge Professionals involved in their assessment need to look at problems students
have academically as originating from the school context rather than locating the problem within the student
From Teaching American Indian Students
Winter 2004 EM KubinskiComprehensive Center - Region
VI
28
In Order to Succeed continued That means that you as
parents and educators need to keep the issue of culture and language in the discussion as we all work to improve student achievement!
Winter 2004 EM KubinskiComprehensive Center - Region
VI
29
Resources cont. Office of Indian Education
http://www.ed.gov/about/offices/list/ous/oie/index.html Comprehensive Center – Region VI
http://www.wcer.wisc.edu/ccvi Wisconsin Department of Public Instruction
http://www.dpi.state.wi.us/ National Clearinghouse for English Language Acquisition
http://www.ncela.gwu.edu/index.htm American Indian & Alaska Native Education Research
http://www.indianeduresearch.net/index.htm
Winter 2004 EM KubinskiComprehensive Center - Region
VI
30
For Further Information or Assistance: Contact
Eva M. KubinskiCoordinator of Indian Education
Services
Comprehensive Center – Region VI
888-862-7763
Winter 2004 EM KubinskiComprehensive Center - Region
VI
31
Disclaimer The activities reported in this
document were supported by the U. S. Department of Education under grant number #S283A50012-95B funded by the Office of Elementary and Secondary Education, and by the Wisconsin Center for Education Research (WCER), School of Education, University of Wisconsin-Madison. The opinions expressed in this document are those of the author and do not necessarily reflect the views of OESE or of WCER.