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No Child Left Behind
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HISTORY
President Lyndon B. Johnson signs Elementaryand Secondary Education Act, 1965
Title I and ESEA coordinated through
Improving Americas Schools Act, 1994 Reauthorization of ESEA -
No Child Left Behind, 2002
1965-2002
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Close the achievement gap withaccountability, flexibility, parental choices,and research-based reforms
PURPOSE
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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
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Testing Requirements
Adequate Yearly Progress (AYP)
Consequences
Public Reporting
Accountability
ACCOUNTABILITY
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States administer own tests which are:
Aligned
Valid and reliable
Inclusive: Limited English Proficient Students
Special Education Students
ACCOUNTABILITY
Testing Requirements
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ACCOUNTABILITY
Testing 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 assessed
annually for English language proficiency
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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 must
be included in the assessment
ACCOUNTABILITY
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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
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ACCOUNTABILITY
Consequences Failure to make AYP will result in
implementation of specific consequences
Each consecutive year, corrective
actions become more intensive
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ConsequencesSchool Improvement StatusFirst 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 allocated
for professional development
ACCOUNTABILITY
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ConsequencesSchool Improvement StatusSecond Year(Three consecutive years of not making AYP):
Continue actions from first year of school
improvement 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 approved
by the state
ACCOUNTABILITY
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ConsequencesSchool Improvement Status - Third Year(Four consecutive years of not making AYP)Corrective Action:
Continue actions from previous years of
school improvement Districts must take at least one of the following actions:
Replace relevant school staff
Implement a new curriculum and provideprofessional development
Significantly decrease management authority Appoint outside expert to advise on schoolimprovement plan
Extend school year or school day
Restructure internal organization of school
ACCOUNTABILITY
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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 schools governancethat makes fundamental reform
ACCOUNTABILITY
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ConsequencesSafe Harbor ProvisionSchools not meeting annual state objectivescan make AYP if:
Percentage of students not proficient for all
students and each subgroup is reduced by
10% from the previous year
ACCOUNTABILITY
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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
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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 assessments
with other students within the district and state
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PublicReportingNew requirements to provide parent notification on:
Teacher qualifications
Student performance on state assessments
School choice information
Limited English Proficiency student placementand program information
ACCOUNTABILITY
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Accountability
Teacher Quality
Options and Choices for Parents
Instructional Methods Flexibility
KEY POINTS
Key Points
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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 QUALITY
Teacher Quality
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Teacher QualityAll states must:
Develop a plan demonstrating how teachers will
become highly qualified by 2005-2006
Require annual increase in the percentage of
highly qualified teachers in each local district
beginning in 2002-2003
Increase annually the percentage of teachers
receiving high quality professional development
beginning in 2002-2003*
TEACHER QUALITY
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Teacher Quality Paraprofessionals hired after January 8, 2002
must meet requirements for qualification standards
Paraprofessionals hired prior to January 8, 2002
must meet requirements for qualifications by
January 8, 2006
TEACHER QUALITY
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Key Points Accountability
Teacher Quality
Options and Choices for Parents
Instructional Methods Flexibility
KEY POINTS
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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 outsidethe school day
OPTIONS
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Key Points Accountability
Teacher Quality
Options and Choices for Parents
Instructional Methods Flexibility
KEY POINTS
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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
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Key Points Accountability
Teacher Quality
Options and Choices for Parents
Instructional Methods Flexibility
KEY POINTS
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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 thefollowing programs can be transferred among these
programs 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
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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, school
improvement activities
FLEXIBILITY
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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
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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 ProgramsState Grants
(Title V, Part A) Rural Schools (Title VI)
OTHER AREAS
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KEY DATES2002-2003
Adequate Yearly Progress formula defined Public school options provided, including
parental 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
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KEY DATES2002-2003
Annual assessment of Limited EnglishProficient 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
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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
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KEY DATES2006-2007
Biennial NAEP testing in grades 4 and 8in 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
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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: [email protected] Contact your local Intermediate School District
MORE INFORMATION
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Ingham Intermediate School District
Michigan Association ofIntermediate Administrators
Michigan Department of Education
Oakland Schools
SPONSORS
S t b 2002