No Child Left Behind

HISTORY

• President Lyndon B. Johnson signs Elementaryand Secondary Education Act, 1965

• Title I and ESEA coordinated throughImproving America’s Schools Act, 1994

• Reauthorization of ESEA -No Child Left Behind, 2002

1965-2002

Close the achievement gap withaccountability, flexibility, parental choices,and research-based reforms

PURPOSE

• ALL students will attain proficiency or betterin reading and mathematics by 2013-2014

• ALL limited English students will becomeproficient in English

• ALL teachers will be highly qualifiedby 2005-2006

• ALL students will be educated in safe,drug-free environments

• ALL students will graduate from high school

GOALS

Key Points• Accountability• Teacher Quality• Options and Choices for Parents• Instructional Methods • Flexibility

KEY POINTS

• Testing Requirements• Adequate Yearly Progress (AYP)• Consequences• Public Reporting

Accountability

ACCOUNTABILITY

• States administer own tests which are:– Aligned

– Valid and reliable

– Inclusive:• Limited English Proficient Students

• Special Education Students

ACCOUNTABILITYTesting Requirements

ACCOUNTABILITYTesting Requirements• Annual reading and math assessments at

grades 3-8 by 2005-2006• Science assessments by 2007-2008

– At least once at elementary, middle, andhigh school grades

• NAEP biennially starting 2002-2003in grades 4 and 8:– Random sampling– Mandatory participation

• Limited English students must be assessedannually for English language proficiency

Adequate Yearly Progress (AYP)• Demonstrate Proficiency:

– All schools reach 100% proficiency within 12 years

– Schools must meet annual state objectives for progress

• Continual Achievement:– States will determine annual objectives for progress

– All subgroups must meet annual objectives for progress

– 95% of all students and all subgroups of students mustbe included in the assessment

ACCOUNTABILITY

Adequate Yearly Progress - Example

20012002

20022003

20032004

20042005

20052006

20062007

20072008

20082009

20092010

20102011

20112012

20122013

20132014

100%

95%

90%

85%

80%

75%

70%

65%

60%

55%

50%

45%

40%

40%BaselineTarget

2001-2002

100%Target

2013-2014

ACCOUNTABILITY

ACCOUNTABILITYConsequences• Failure to make AYP will result in

implementation of specific consequences

• Each consecutive year, correctiveactions become more intensive

ConsequencesSchool Improvement Status–First Year(Two consecutive years of not making AYP):

– Technical assistance

– Must provide public school choice

– Two year School Improvement Plan

– 10% of Title I funds must be allocatedfor professional development

ACCOUNTABILITY

ConsequencesSchool Improvement Status – Second Year(Three consecutive years of not making AYP):

– Continue actions from first year of schoolimprovement status

– Provide supplemental services to low-achieving,disadvantaged students

• At least 5% of Title I funds for this purpose,if needed

• Supplemental service providers must be approvedby the state

ACCOUNTABILITY

ConsequencesSchool Improvement Status - Third Year(Four consecutive years of not making AYP)Corrective Action:

– Continue actions from previous years ofschool improvement

– Districts must take at least one of the following actions:• Replace relevant school staff• Implement a new curriculum and provide

professional development• Significantly decrease management authority• Appoint outside expert to advise on school

improvement plan• Extend school year or school day• Restructure internal organization of school

ACCOUNTABILITY

ConsequencesSchool Improvement Status - Fourth Year(Five consecutive years of not making AYP)Restructuring:

– Continue activities from school improvement andcorrective action

– Districts must take at least one of thefollowing actions:

• Reopen school as a charter school• Replace all or most of relevant school staff • Contract with outside entity to operate school• State takeover• Any other major restructuring of school’s governance

that makes fundamental reform

ACCOUNTABILITY

Consequences–Safe Harbor ProvisionSchools not meeting annual state objectivescan make AYP if:

– Percentage of students not proficient for allstudents and each subgroup is reduced by10% from the previous year

ACCOUNTABILITY

Public Reporting2002-2003 State Report Card requirements include:

– Dissemination at the beginning of school year – Disaggregated student MEAP data– Comparison of student achievement levels– Percentage of students not tested – Graduation rates– Number and names of schools in need of improvement– Comparison of actual academic achievement to annual

objectives for all subgroups– Teacher qualifications

ACCOUNTABILITY

Public Reporting

ACCOUNTABILITY

School and District Report Cards must include:– Same information as in State Report Card,

applied to the district and individual schools

– Comparison of student scores on state assessmentswith other students within the district and state

Public ReportingNew requirements to provide parent notification on:

– Teacher qualifications– Student performance on state assessments– School choice information – Limited English Proficiency student placement

and program information

ACCOUNTABILITY

• Accountability• Teacher QualityTeacher Quality• Options and Choices for Parents• Instructional Methods • Flexibility

KEY POINTSKey Points

• Beginning 2002-2003 all new Title I teachers must:– Be highly qualified

– Be certified and teaching in their content area(s)

– Not hold emergency credentials

– Have proven competency in teaching areas assigned

• All core academic subject area teachers nothighly qualified must meet the requirementsby 2005-2006.

• Title II funds can be earmarked for teacherand principal quality

TEACHER QUALITYTeacher Quality

Teacher QualityAll states must:

– Develop a plan demonstrating how teachers willbecome highly qualified by 2005-2006

– Require annual increase in the percentage ofhighly qualified teachers in each local districtbeginning in 2002-2003

– Increase annually the percentage of teachersreceiving high quality professional developmentbeginning in 2002-2003*

TEACHER QUALITY

Teacher Quality– Paraprofessionals hired after January 8, 2002

must meet requirements for qualification standards

– Paraprofessionals hired prior to January 8, 2002must meet requirements for qualifications byJanuary 8, 2006

TEACHER QUALITY

Key Points• Accountability• Teacher Quality• Options and Choices for ParentsOptions and Choices for Parents• Instructional Methods • Flexibility

KEY POINTS

Options and Choices for Parents• All Title I Schools:

– Increased parent notification and reportingrequirements for all districts

– Emphasis on parental involvement

• School Improvement Status Schools:– Transfer option to schools not identified

for improvement– Supplemental services provided outside

the school day

OPTIONS

Key Points• Accountability• Teacher Quality• Options and Choices for Parents• Instructional MethodsInstructional Methods • Flexibility

KEY POINTS

Instructional Methods• Resources concentrated on scientific,

research-based programs• Characteristics of scientific research-based studies:

– Uses scientific method– Has been replicated– Can be generalized to larger population– Meets rigorous standards– Other studies/programs point to same conclusion

METHODS

Key Points• Accountability• Teacher Quality• Options and Choices for Parents• Instructional Methods • FlexibilityFlexibility

KEY POINTS

FlexibilityLegislation allows for flexibility in use of funding

– Title I schools attaining AYP• Up to 50% of the funds allocated in one or more of the

following programs can be transferred among theseprograms or into Title I, Part A:

– Teacher and Principal Training and Recruiting(Title II, Part A)

– Enhancing Education Through Technology(Title II, Part D) formula grant only

– Safe and Drug-Free Schools and Communities(Title IV, Part A)

– Innovative Programs – (Title V, Part A)

FLEXIBILITY

FlexibilitySchools identified for School Improvement

– Up to 30% of funds allocated for Title II, Part A;Title II, Part D; Title IV, Part A; or Title V, Part Amay be transferred to support Title I, Part A, schoolimprovement activities

FLEXIBILITY

• Assessment for ALL students

• Accountability for ALL students

• Public reporting for ALL schools

• Increased options for ALL parents

• Highly qualified personnel in ALL schools

• Dollars to classrooms in ALL schools

SUMMARY

• Educational Technology (Title II, Part D)

• Language Instruction for LEP/Immigrant Students(Title III)

• Safe and Drug Free Schools/Communities(Title IV, Part A)

• 21st Century Community Learning Centers(Title IV, Part B)

• Innovative Programs – State Grants(Title V, Part A)

• Rural Schools (Title VI)

OTHER AREAS

KEY DATES2002-2003 • Adequate Yearly Progress formula defined

• Public school options provided, includingparental notification in Title I schools withschool improvement status

• All newly hired teachers and paraprofessionalsmust be highly qualified in Title I schools

• State will identify supplemental service providers

• Districts will provide supplemental services inTitle I schools in the second year of schoolimprovement status

KEY DATES2002-2003 • Annual assessment of Limited English

Proficient students

• Biennial NAEP testing in grades 4 and 8in reading and math

• States and districts distribute annual report cardsbased on NCLB requirements

• Annual assessment in math and reading/languagearts at least once in grades 3-5, 6-9, 10-12

KEY DATES2003-2004

2004-2005

2005-2006

• Districts failing to make AYP for previous 2 yearswill enter Year 2 School Improvement status

• Biennial NAEP testing in grades 4 and 8in reading, math, and science

• Annual assessments of reading and math ingrades 3-8 (fall)

• All public and charter school teachers must meetstandards of high quality

• States must have science standards established

• Paraprofessionals hired prior to January 8, 2002must meet new standards by January 8, 2006

KEY DATES2006-2007 • Biennial NAEP testing in grades 4 and 8

in reading, math, and writing

• Current reauthorization ends

• Annual assessment in science at least oncea year in grades 3-5, 6-9, 10-12

• Biennial NAEP testing in grades 4 and 8in reading, math, and science

• All students must be proficient in readingand math

2007-2008

2008-2009

2014

• MDE website @ www.michigan.gov/mde• United States Department of Education NCLB website

@ www.nochildleftbehind.gov• House Committee on Education and the Workforce website

@ http://edworkforce.house.gov orhttp://edworkforce.house.gov/democrats/hr1qanda.html(thorough Q&A document)

• NASDSE website @ www.nasdse.org(Special Education implications)

• North Central Regional Educational Laboratory website @www.ncrel.org (dates, timelines and policy issues by state)

• Education Commission of the States website@ www.ecs.org

• Email questions to: ESEA@michigan.gov• Contact your local Intermediate School District

MORE INFORMATION

• Ingham Intermediate School District

• Michigan Association ofIntermediate Administrators

• Michigan Department of Education

• Oakland Schools

SPONSORS

© September 2002