No Child Left BehindNo Child Left BehindReauthorization Reauthorization

UpdateUpdate

Presented by Reginald FeltonDirector, Federal Relations

National School Boards Association

October 5, 2007

New Jersey Principals and Supervisors AssociationLegislative ConferenceTrenton, New Jersey

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NSBA Position

• Current provisions in NCLB would hurt rather than help our schools’ efforts to raise student achievement

• Current accountability framework does not accurately or fairly assess student, school, or school district performance

• Overbroad negative labeling is unproductive

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• Local school boards remain committed to the original goal of NCLB to improve academic performance of each child

• Goals cannot be achieved without specific changes to the law

• Reauthorization should not be delayed

NSBA Position

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NSBA Actions To Date

2005• Unveiled draft legislation addressing over

40 recommendations

2006• H.R. 5709 introduced incorporating all

NSBA recommendations• 14 additional bills introduced supporting

NSBA key recommendations

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NSBA Actions to Date

2007• H.R. 648 introduced incorporating all

NSBA recommendations• S. 348 and S. 1913 introduced

incorporating key NSBA recommendations• 14 additional bills introduced supporting

key NSBA recommendations• Over 500 local school boards pass

resolutions endorsing H.R. 648

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H.R. 648NCLB Improvements Act of 2007

• Increases the flexibility for states to use additional types of assessments for measuring AYP, including growth models

• Grants states more flexibility in assessing students with disabilities and students not proficient in English for AYP purposes

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H.R. 648NCLB Improvements Act of 2007

• Targets resources to those student populations who need the most attention by applying sanctions only when the same student group fails to make AYP in the same subject for two consecutive years

• Ensures that students are counted properly in assessment and reporting systems

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• Allows supplemental services to be offered in the first year of improvement

• Strengthens federal responsibility for funding

• Requires NCLB testing and reporting for non-public schools receiving Title I services

H.R. 648NCLB Improvements Act of 2007

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House Education & Labor Committee Actions

March – June 2007Series of Hearings• March 13 – Reauthorization• March 21 – AYP• March 23 – English Language Learners• March 29 – Students with Disabilities• April 18 – Flexibility • June 7 – Supplemental Educational Services

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August 27, 2007• Release of Miller-McKeon discussion draft on

Title I

September 6, 2007• Release of Miller-McKeon discussion draft on

Titles II-XI

September 10, 2007• Hearing held on Miller-McKeon discussion

draft

House Education & Labor Committee Actions

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Highlights of Discussion Draft

• Focuses most aggressive interventions on schools with greatest need (high priority schools)

• Increases data collection, reporting, and planning requirements for schools/school districts

• Provides more options for determining AYP (e.g. growth, indexing, multiple indicators)

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• Tightens some AYP factors (e.g. “N” size) and relaxes others (e.g. SWD and LEP)

• Establishes two categories of schools for AYP purposes: Priority and High Priority

Highlights of Discussion Draft

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Priority Schools

Threshold

• Same group must fail to make AYP in the same subject for two consecutive years

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High Priority Schools

• Threshold• H.S.: Overall fails AYP and < 60% graduation

rate• Overall 50% not proficient or fails growth test• Two or more groups < 50% proficient

• State alternative for designation of high priority

• Limit: Lesser of 10% or 50 of an LEA’s schools

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Requirements for Priority and High Priority Schools

Year 2• Develop 3-year plan• High priority schools must offer

choice/SES

Years 3 & 4• Implement plan/continue choice/SES

Year 5• 1 year extension if made AYP in year 4

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Requirements for Priority and High Priority Redesign Schools

Year 6• Priority schools become redesign schools

(corrective action) as well as high priority schools (restructuring – but “other” option eliminated)

Years 7 & 8• Implement year 6 redesign school

requirements

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LEA Improvement Plan

Overall Requirements• Systemic approach• Curriculum and standards/assessments

alignment• Professional development for teachers &

principals• Emphasis

• Targets groups not making AYP• Attention to students with disabilities, LEP

students

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LEA Improvement Plan

New Requirements• Review teacher assignment, out-of-field

teachers• Add principals to professional development• Use results of formative assessment• Review LEA’s capacity and resources• Project amount of funds for improvement, how

it will be spent• Require mentoring and induction for new

teachers• Require collaboration between core content

teachers and others

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School Improvement Plan

• Review LEA-related causes for missing AYP• Review teacher assignment/out-of-field• Add principals to professional development• Use results of formative assessments• Review school capacity to address problems• Require collaboration between core content

teachers and others

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Determining AYP

N size = 30Students with Disabilities• Credit for up to three years when student leaves

group• 1% extra allowance for 2% rule

English Language Learners• Two year ELP option for AYP (for state to develop

native language assessment)• Credit for up to three years when student leaves

group• Assessment in native language for five years

plus two on case-by-case basis

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Determining AYP

• Growth model with three year trajectory to proficiency

• Indexing with greater weight for making proficient than advanced

• Multiple indicators can be included in determining AYP for language arts and math

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Multiple Indicators

States can use any of the following:• Growth on: a) science, civics, history and

government; or b) writing• Indexing: Increased % of students moving

to proficient and advanced• Increased % of students passing core

subject test for college prep• Increased % going to a degree-granting

higher education institution• Decreased dropout rate

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Multiple Indicators

• End of course test must apply statewide (not state assess test)

• Upper 10% of LEAs to determine 10-year target

• Upper 20% of schools to determine annual growth rate

• Points given for making each indicator• Point limits: 15% elementary/25%

secondary• Partial credit/except graduation rate

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Supplemental Education Services

(SES)

• SES limited to high priority schools

• Option: Portion of set-aside for extended

day programs

• 20% set aside by school not school district

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Graduation Rates

• Standard definition (to be developed)• Disaggregate data for AYP• 2.5% annual growth up to 90%• 5 year students can count toward meeting

graduate rate goal• Close gap 2019-20• 15 points “other indicator” credit for AYP if

group meets target

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Highly Qualified Teachers

• Codifies flexibility for rural / multi-subject teachers (science)

• No new flexibility for special education teachers

• Eliminates HOUSSE

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Incentives on Teacher Quality(Title II)

Closing “Teacher Equity” Gap Via Incentives

• Premium pay for top principals/teachers in high-need schools

• Career ladders in high-need schools• Teacher residency program• Professional development/teacher centers

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Closing Teacher Equity Gap(Title II)

• Teacher quality state grants linked to equity

• State assurance on measuring equitable access

• LEA needs assessment within one year

• Heavy focus on professional development

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Teacher Effectiveness

• Must equalize teacher salaries between Title I and non-Title I schools

• The equalization requirement does not supersede collective bargaining agreements

• Federal financial assistance to promote equalized teacher assignment

• No student can be taught for two consecutive years by a novice / out-of-field teacher

• Enforcement: Not clear

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Other Features

• State incentives to develop college/work readiness standards with aligned assessments

• States must have longitudinal data systems in four years

• 15-state pilot to develop and implement local assessments

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NSBA Issues Not Addressed

AYP• Larger N size for LEAs• Reduced safe harbor threshold

ELL• At least three years for academic proficiency• Capacity to develop native language

assessments

Students with Disabilities• IEP team evaluation rather than being tied to

1% & 2% definition

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NSBA Issues Not Addressed

• Participation rate flexibility when excess number of students make AYP

• Retesting students for AYP• Sanctions

• Students in multiple groups• Targeting choice/SES sanctions• SES oversight

• Testing/Accountability for non-public schools

• Funding triggers

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Political Issues To Be Resolved

• Equalization/Comparability

• Multiple measures of academic achievement: beyond the single test

• Progress measures for ELLs and students with disabilities

• 2014 target date for 100% proficiency

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• Data collection and reporting requirements

• Supplemental educational services providers

• Funding

• Graduation rates (students with disabilities/alternative high school programs)

Political Issues To Be Resolved

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Reginald FeltonDirector, Federal

Relations703-838-6782

rfelton@nsba.orgwww.nsba.org/advocacy

Contact Information

Excellence and Equity in Public Education through School Board Leadership