Wisconsin Department of Public InstructionMarch 30 2004
Welcome Welcome 2r Charter Schools2r Charter Schools
ESEA & NCLB Overview
22
Welcome and Welcome and IntroductionsIntroductions
Shirley MoutryShirley Moutry
Diana KasbaumDiana Kasbaum
Myrna ToneyMyrna Toney
Janice ZmrazekJanice Zmrazek
Department of Public Instruction Consultants:
33
AgendaAgenda
ESEA and NCLB Pillars of NCLB
Accountability Overview of Titles II-V Consolidated Application and Claims Title I and Schoolwide Questions
44
No Child Left BehindNo Child Left BehindSometimes referred to as the NCLB Act, or ESEA Reauthorization, or HR1
Originally enacted in 1965 (ESEA)Reauthorized January 8, 2002
55
No Child Left BehindNo Child Left Behind
Purpose – provide all children with a fair, Purpose – provide all children with a fair, equitable, and significant opportunity to obtain a equitable, and significant opportunity to obtain a high quality educationhigh quality education
CharacteristicsCharacteristics AccountabilityAccountability High quality teachers and paraprofessionalsHigh quality teachers and paraprofessionals Parent options Parent options Research based practicesResearch based practices FlexibilityFlexibility
66
Federal Performance Goals
1. By 2013-14, all students proficient or better in reading and math.
2. All LEP students proficient in English and in reading and math.
3. By 2005-06, highly qualified teachers.
4. All students educated in safe and drug-free learning environments.
5. All students will graduate from high school.
AccountabilityAccountability
77
AccountabilityAccountability
Single Statewide
Accountability System
Adequate Yearly Progress
Testing
More Data Collection and Reporting
Highly Qualified Teachers
88
NCLB AccountabilityNCLB AccountabilityMeans More TestingMeans More Testing
Reading at 3rd Grade (WRCT)
Reading, Language Arts (Writing), Math, Science, and Social Studies at 4, 8, and 10 (WKCE Enhanced)
NAEP was optional prior to 02-03
Testing grades 3, 4, 5, 6, 7, 8, and high school (10th grade) in Reading and Mathematics by 2005-06
NAEP participation required starting 2002-03
Currently we test: ESEA requires:
Testing grades 4, 8, and 10 in Language Arts, Science, and Social Studies (State Law)
99
Adequate Yearly ProgressAdequate Yearly Progress%
Pro
fic
ien
t/A
dva
nc
ed
Proficient by 2013-14 = 100%
ReadingMath
All states must achieve…
1010
Proficient by 2013-14 = 100%
% P
rofi
cie
nt/
Ad
van
ced
Adequate Yearly ProgressAdequate Yearly Progress
Accelerated annual gains
beginning 2010-11
Wisconsin
61%
37%
0
20
40
60
80
100
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
2007
-08
2008
-09
2009
-10
2010
-11
2011
-12
2012
-13
2013
-14
ReadingMath
1111
Adequate Yearly ProgressAdequate Yearly Progress
Reading Math
Starting Point 2001-02 61% 37%
2002-03 61% 37%
2003-04 61% 37%
Intermediate Goal 2004-05 67.5% 47.5%
(Begin new 3-8 tests) 2005-06 67.5% 47.5%
2006-07 67.5% 47.5%
Intermediate Goal 2007-08 74% 58%
2008-09 74% 58%
2009-10 74% 58%
Intermediate Goal 2010-11 80.5% 68.5%
Intermediate Goal 2011-12 87% 79%
Intermediate Goal 2012-13 93.5% 89.5%
Goal: All Proficient 2013-14 100% 100%
Annual Measurable Objectives
% P
rofi
cie
nt/
Ad
van
ced
Wisconsin
1212
1. Test Participation (95 %)
2. Other Academic Indicator
Attendance rate for elementary
and middle school
Graduation rate for high school
Academic Achievement Indicators:
3. Reading
4. Math
Determining AYP
Adequate Yearly ProgressAdequate Yearly Progress
Based on Full Academic Year
Based on total enrollment
1313
1. Test Participation (95 %)
Determining AYP
Adequate Yearly ProgressAdequate Yearly Progress
Determine whether 95% of students enrolled were tested in each subgroup meeting minimum cell size.
All students 40
Subgroups: Economically disadvantaged students 40 American Indian/Alaska Native 40 Asian/Pacific Islander 40 Black, not of Hispanic Origin 40 Hispanic 40 White, not of Hispanic Origin 40 Students with disabilities (SwD) 50
Students with limited English proficiency (LEP) 40
Minimum cell size
1414
At the elementary or middle school level, 90% of the statewide average or growth in attendance rate.
At the high school level, 90% of the statewide average or growth in graduation rate.
Determining AYP
Adequate Yearly ProgressAdequate Yearly Progress
2. Other Academic Indicator
1515
Determine if the number of students enrolled for a full academic year (FAY) meet the minimum cell size in each subgroup.
Determining AYP
Adequate Yearly ProgressAdequate Yearly Progress
Academic Achievement Indicators:3. Reading 4. Math
All students 40
Subgroups: Economically disadvantaged students 40 American Indian/Alaska Native 40 Asian/Pacific Islander 40 Black, not of Hispanic Origin 40 Hispanic 40 White, not of Hispanic Origin 40 Students with disabilities (SwD) 50
Students with limited English proficiency (LEP) 40
Minimum cell size
1616
If minimum cell size is NOT reached...
All students
Determining AYP
Adequate Yearly ProgressAdequate Yearly Progress
Roll 2 years of data together
Roll 3 years of data together
Still not reached?
Still not reached?
Alternate evaluation process.
Academic Achievement Indicators:3. Reading 4. Math
1717
The identification…
Adequate Yearly ProgressAdequate Yearly Progress
Missing AYP two consecutive years in:Test ParticipationOther IndicatorReadingMathematics
Schools: SIFI
Districts: DIFI
1818
What happens if schools don’t make AYP?
Adequate Yearly ProgressAdequate Yearly Progress
No AYP for 2 consecutive years: Must write an improvement plan
Must receive technical assistance from district
School choice option for parents
1919
Adequate Yearly ProgressAdequate Yearly Progress
No AYP for 3 consecutive years: Must write an improvement plan
Must receive technical assistance from district
School choice option for parents
Supplemental educational services
What happens if schools don’t make AYP?
2020
Adequate Yearly ProgressAdequate Yearly Progress
No AYP for 4 consecutive years: Must write an improvement plan
Must receive technical assistance from district
School choice option for parents
Supplemental educational services
Corrective Action
What happens if schools don’t make AYP?
2121
Adequate Yearly ProgressAdequate Yearly Progress
No AYP for 5 consecutive years: Must write an improvement plan
Must receive technical assistance from district
School choice option for parents
Supplemental educational services
Corrective Action
Develop plan for alternative governance
What happens if schools don’t make AYP?
2222
Adequate Yearly ProgressAdequate Yearly Progress
No AYP for 6 consecutive years: Must write an improvement plan
Must receive technical assistance from district
School choice option for parents
Supplemental educational services
Corrective Action
Develop plan for alternative governance
Implement alternative governance
What happens if schools don’t make AYP?
2323
What happens if districts don’t make AYP?
Adequate Yearly ProgressAdequate Yearly Progress
2 years –Develop a plan for improvement
3 years –Implement plan and State may direct corrective action
4 years –Continue plan and State may direct corrective action
5 years and beyond – Mandated corrective action as prescribed in federal law
2424
All teachers hired after January 8, 2002 and teaching in a program supported by Title I funds be highly qualified and all teachers teaching “core academic subjects” are to be highly qualified by 2005-06..
Core academic subjects means English, reading or language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography.
Teacher QualityTeacher Quality
2525
All Title I paraprofessionals newly hired after January 8, 2002 must have: at least 2 years of higher education or an associates
degree; or passed formal state or local tests/assessments
designed to demonstrate knowledge and ability in certain subject areas.
All Title I paraprofessionals hired before January 8, 2002 must meet the above requirements by the end of the 2005-06 school year.
ParaprofessionalsParaprofessionals
2626
FlexibilityFlexibility
Transferability – use money from Transferability – use money from one title for the purposes of one title for the purposes of another – based on local needs and another – based on local needs and prioritiespriorities
Parent OptionsParent Options
2727
Parent Options Under Parent Options Under NCLBNCLB
Parents may request information about Parents may request information about teacher qualifications -teacher qualifications -http://www.dpi.state.wi.us/dpi/esea/bul_0209.htmlhttp://www.dpi.state.wi.us/dpi/esea/bul_0209.html
Must be notified if child is provided Must be notified if child is provided services by paraprofessionalsservices by paraprofessionals
Must be notified if the school has been Must be notified if the school has been identified as in need of improvementidentified as in need of improvement
Must be given options for school choice if Must be given options for school choice if school is in need of improvementschool is in need of improvement
2828
Parent Options Under Parent Options Under NCLBNCLB
Must be informed of their child’s Must be informed of their child’s achievement on state assessmentsachievement on state assessments
Title II and Title V $s available to train Title II and Title V $s available to train teachers about how to involve parentsteachers about how to involve parents
Requirements for Title I $sRequirements for Title I $s
2929
Research-Based Research-Based ProgramsPrograms
Scientific research-based practices are mentioned throughout the legislation, in every title
All programs, strategies, professional development, and technology activities should be based on proven research with these characteristics: Scientific Method Replicated Generalized Meets Rigorous Standards Convergent Findings
3030
Data Collection and Data Collection and ReportingReporting
Development of an individual student record system in order to collect the required data.
This system will eliminate the need for local districts to develop costly data summarization systems.
The Wisconsin Information Network for Successful Schools (WINSS) will be used to meet all of the state and local district reporting requirements
3232
VII VIII
IX X
IV V VI
II III
II-Improving Academic
Achievement of the DisadvantagedII-Preparing,
Training, and Recruiting High Quality Teachers and Principals
III-English Language Acquisition, Language
Enhancement, and Academic Achievement Act
IV-21st Century Schools
V-Promoting Informed Parental
Choice and Innovative Programs
VI-Flexibility and Accountability
VII-Native Americans &
Alaskan Education
VIII-Impact Aid
IX-General Provisions
X-Amendments to Other Statutes
Titles Under NCLBTitles Under NCLB
3333
VII VIII
IX X
IV V VI
Funding for SchoolsFunding for Schools
II III
I
VIII
VII
IV
X
VIV
II III
I
3434
VII VIII
X
IV V VI
Funding for SchoolsFunding for Schools
II III
I
VIII
VII
IV
X
VIV
II III
I
Districts access these funds through entitlements and
competitive grants
3535
Title I, Part A—Improving the Academic Title I, Part A—Improving the Academic Achievement of the Disadvantaged - Achievement of the Disadvantaged -
Basic ProgramsBasic Programs
Funding - $145 M to WI in 2003-04 Allocations to LEAs - based on number of low
income children Use of funds – for programming provided by the
district; or allocated to school buildings based on the number of low income children
Allowable activities - a variety of services and activities, most commonly for instruction in reading and math.
3636
Title I, Part C, Part DTitle I, Part C, Part D
Title I, Part C—Migrant Education - addresses the special educational needs of migrant children to better enable migrant children to succeed academically. This grant makes funds available to districts to address the unique needs of migrant students.
Title I, Part D—Neglected and Delinquent - assists districts and agencies to address the academic and support needs of at-risk children and youth living in residential institutions. Enables students to make successful transition from institutional status to further schooling and employment
3737
Title II, Part A—Teacher and Title II, Part A—Teacher and Principal Training and Principal Training and
RecruitingRecruiting Funding - $43.7 M to WI in 2003-04
Allocations to LEAs - based on enrollment and number of low income children
Use of funds – LEAs assure priority in allocating funds to schools with fewest highly-qualified teachers, largest class sizes, or identified for improvement (SIFI)
Allowable activities - a wide variety of professional development activities for teachers, paraprofessionals, and administrators; and class size reduction.
3838
Title II, Part D—Enhancing Title II, Part D—Enhancing Education through TechnologyEducation through Technology
Funding - $3.6 M to WI in 2003-04
Allocations to LEAs – linked to LEA eligibility for Title I A
Use of funds – support use of technology in elementary and secondary schools, assist every student to become technologically literate by the end of eighth grade, effective integration of technology resources and systems with professional development and curriculum development
Allowable activities – at least 25% for professional development, purchase of computers and software
3939
Title III, Part A—English Title III, Part A—English Language Acquisition and Language Acquisition and Language EnhancementLanguage Enhancement
Funding - $4.7 M to WI in 2003-04
Allocations to LEAs – based on census of ELL students the prior year
Use of funds – help ELL students become proficient in English and achieve high academic standards
Allowable activities – high quality English language instruction programs, bilingual instruction in core subjects, promote parent involvement
4040
Title IV, Part A – Safe and Drug Title IV, Part A – Safe and Drug Free Schools and CommunitiesFree Schools and Communities
Funding - $5.5 M to WI in 2003-04
Allocations to LEAs – 60% of prior year and enrollment
Use of funds – coordinate with other school and community services and programs to promote safe and drug free learning environment to support academic achievement – using programs consistent with Principals of Effectiveness
Allowable activities – AODA prevention programs, peer intervention, safety equipment
4141
Title V, Part A—Promoting Title V, Part A—Promoting Informed Parental Choice Informed Parental Choice
and and Innovative ProgramsInnovative Programs
Funding - $6.1 M to WI in 2003-04 Allocations to LEAs – based on enrollment and
number of low income children Use of funds – improve student achievement
and educational quality thorough a wide variety of activities, programs, or services
Allowable activities – instruction, specialized services, professional development, materials, technology, parent involvement
4242
Supplement not Supplement not SupplantSupplant ESEA funds must be used to enhance ESEA funds must be used to enhance
the regular program that the LEA is the regular program that the LEA is required to provide to all studentsrequired to provide to all students
Funds cannot be allocated to replace Funds cannot be allocated to replace money the LEA formerly provided to the money the LEA formerly provided to the activity or serviceactivity or service
4343
How to Apply for ESEA How to Apply for ESEA FundsFunds
WISline Web training – April 1, 8, 13WISline Web training – April 1, 8, 13http://www.dpi.state.wi.us/dpi/esea/pdf/2-11-
04trainingmemo.pdf Electronic Application
http://www.dpi.state.wi.us/dpi/esea/conapp/default.html
DPI Title-Specific Staff Contactshttp://www.dpi.state.wi.us/dpi/esea/pdf/contacts.pdf
4444
ESEA Application ESEA Application ComponentsComponents
Paper Documents – print out, sign, Paper Documents – print out, sign, return to DPIreturn to DPI Assurances, Debarment, Internet Safety, Assurances, Debarment, Internet Safety,
Application Requirements ChecklistApplication Requirements Checklist Contact Persons – update/complete on Contact Persons – update/complete on
lineline Consolidated Program Plan – overall Consolidated Program Plan – overall
description of how ESEA money will be description of how ESEA money will be usedused
Budgets by TitleBudgets by Title
4545
ESEA Application ESEA Application TimelineTimeline
March 31 – work on paper documents, March 31 – work on paper documents, involve parents and community members in involve parents and community members in planning, start budgets with estimates of planning, start budgets with estimates of aid and carryoveraid and carryover
May/June – DPI will enter official allocationsMay/June – DPI will enter official allocations July 1 – submit applications with plans and July 1 – submit applications with plans and
budgets based on official allocationsbudgets based on official allocations November 1 – revise budgets as needed November 1 – revise budgets as needed
after DPI enters official carryoverafter DPI enters official carryover
4646
ESEA Application ESEA Application ChangesChanges
Transferability – will be part of the Transferability – will be part of the electronic applicationelectronic application
Editing – items can be changed Editing – items can be changed without deleting and reenteringwithout deleting and reentering
Budget Summaries – consistent Budget Summaries – consistent summaries will be generated from summaries will be generated from detail entered by the LEAdetail entered by the LEA
Management Options – manage own Management Options – manage own funds, join a consortium, use a fiscal funds, join a consortium, use a fiscal agent to complete application and agent to complete application and revisions, coordinate programrevisions, coordinate program
4747
Claiming ESEA FundsClaiming ESEA Funds Fiscal year July 1-June 30Fiscal year July 1-June 30 DPI Approval – application must be DPI Approval – application must be
submitted and approved before LEA submitted and approved before LEA can get reimbursed for costscan get reimbursed for costs
Claims – PI 1086 form must be used - Claims – PI 1086 form must be used - http://www.dpi.state.wi.us/dfm/sms/pi-http://www.dpi.state.wi.us/dfm/sms/pi-1086.html1086.html
Final Claims – due no later than Final Claims – due no later than September 30September 30
4848
Title I A - Eligibility for Title I A - Eligibility for FundsFunds
Economic data determines eligibility Economic data determines eligibility for funds.for funds.
The charter school has 10 formula The charter school has 10 formula children (5-17 year olds from low children (5-17 year olds from low income families) and a poverty rate income families) and a poverty rate greater than 2% of its total greater than 2% of its total enrollment.enrollment.
4949
Service Service PopulationPopulation
Purpose of Title I A funds is to Purpose of Title I A funds is to provide support to students failing provide support to students failing or those at risk of failing to attain or those at risk of failing to attain high academic standards. high academic standards.
Focus is on students residing in Focus is on students residing in areas of concentrated low-income; areas of concentrated low-income; educationally disadvantaged educationally disadvantaged young children and youth.young children and youth.
5050
Service PopulationService Population
Specifically cited as priority students Specifically cited as priority students are the:are the:
Educationally disadvantagedEducationally disadvantaged HomelessHomeless MigrantMigrant LEPLEP Neglected/DelinquentNeglected/Delinquent Young children with high need for Young children with high need for
assistance with reading.assistance with reading.
5151
Providing Additional Providing Additional InstructionInstruction
Congress established the Title I A funding Congress established the Title I A funding source to give additional time, source to give additional time, instruction, and attention to special instruction, and attention to special needs of the high need student needs of the high need student populations.populations.
Title I A, therefore is supplementary Title I A, therefore is supplementary support and does not replace the regular support and does not replace the regular curriculum of the school.curriculum of the school.
5252
Key Implementation Key Implementation StrategiesStrategies
Eligible Schools plan for and serve the Eligible Schools plan for and serve the most in need students.most in need students.
Data-driven -decision making determines Data-driven -decision making determines needs and guides action plans. needs and guides action plans. Curriculum, instructional strategies and Curriculum, instructional strategies and assessments are aligned.assessments are aligned.
Scientifically-based research related to Scientifically-based research related to best practices is employed.best practices is employed.
5353
Key Implementation Key Implementation StrategiesStrategies
Student progress is monitored. Student progress is monitored.
Effort is intensified to elevate the quality Effort is intensified to elevate the quality of instruction through opportunities for of instruction through opportunities for professional development.professional development.
Parents are afforded meaningful Parents are afforded meaningful educational opportunities to participate educational opportunities to participate in the education of their children.in the education of their children.
5454
Service Delivery ModelsService Delivery ModelsTargeted Assistance SchoolsTargeted Assistance Schools
Schools with less than 40% poverty rate must
operate as targeted assistance schools.
Student identification through multiple achievement measures and selection on a priority-basis is required.
Services are provided only to eligible students.
Instructional services are to be coordinated with regular program. In-class programs are encouraged.
5555
Service Delivery ModelsService Delivery ModelsSchoolwide ProgramsSchoolwide Programs
The schoolwide program model is an option that a school with a poverty rate of at least 40 per cent may elect to design.
This model offers opportunities for schoolwide educational improvement efforts.
Schoolwide programs vary from the targeted assistance school model. All children may be considered eligible.
The school wide model offers more flexibility in the use of Title I A resources, in combination with other local, state, and federal funds.
5656
Schoolwide ProgramsSchoolwide Programs A school is eligible if it has a poverty level A school is eligible if it has a poverty level
(eg. f/r lunch) of at least 40%.(eg. f/r lunch) of at least 40%. Must develop a comprehensive plan for how Must develop a comprehensive plan for how
the total instructional program of the school the total instructional program of the school will make use of all available resources to will make use of all available resources to help all students meet high standards.help all students meet high standards.
The centerpiece of the planning process.The centerpiece of the planning process. Presents a profile of the school that includes Presents a profile of the school that includes
all factors influencing student achievement.all factors influencing student achievement.
5757
Schoolwide Programs Schoolwide Programs (cont)(cont)
Identifies school strengths and Identifies school strengths and challenges.challenges.
Asks specific “data questions” about:Asks specific “data questions” about: Student achievementStudent achievement Curriculum and instructionCurriculum and instruction Professional developmentProfessional development Family and community involvementFamily and community involvement School climate and organizationSchool climate and organization
5858
SWP ComponentsSWP Components
1.1. A comprehensive needs assessmentA comprehensive needs assessment
2.2. A comprehensive plan describing A comprehensive plan describing coordinationcoordination
3.3. Use best-practices, school reform strategiesUse best-practices, school reform strategies
4.4. Highly qualified instructional staffHighly qualified instructional staff
5.5. Professional development for all members Professional development for all members of the school communityof the school community
6.6. Strategies to attract highly qualified Strategies to attract highly qualified teachers to high-needs schoolsteachers to high-needs schools
5959
SWP Components (cont.)SWP Components (cont.)
7.7. Parent involvementParent involvement
8.8. Help preschool children with transition from Help preschool children with transition from preschool programs to elementary schoolpreschool programs to elementary school
9.9. Teachers involved in assessment decisionsTeachers involved in assessment decisions
10.10. Intensive assistance to all students who Intensive assistance to all students who have difficulty in mastering state standardshave difficulty in mastering state standards
11.11. Coordination and integration federal, state, Coordination and integration federal, state, and local services and programsand local services and programs
6060
Professional Professional DevelopmentDevelopment
Ongoing training of all staffOngoing training of all staff Highly trained staff providing Highly trained staff providing
instruction in the content areasinstruction in the content areas Content of training based on teacher Content of training based on teacher
input and identified needinput and identified need
6161
Parent/Family Parent/Family InvolvementInvolvement
Written policy distributed to parentsWritten policy distributed to parents Use of school-parent compactsUse of school-parent compacts Build capacity for increased Build capacity for increased
involvement of parents in planning & involvement of parents in planning & evaluationevaluation
Parents Rights to Know PolicyParents Rights to Know Policy
6262
Schoolwide PlanSchoolwide Plan
Provides the blueprint for operation of the school.
Is developed using data obtained from the needs assessment; addresses the critical area of need identified by the needs assessment.
Is developed in consultation with staff in the school, parents, external technical assistance providers, and others in the community.
6363
Schoolwide Plan (cont)Schoolwide Plan (cont)
Is reviewed and revised regularly by the school planning team.
Is evaluated annually to determine its effectiveness in upgrading the entire education program, and improving student achievement.
Intensive assistance to all students who have difficulty in mastering state standards.
6464
http://www.ed.gov/programs/transferability/legislation.html?exp=0
http://www.ed.gov/programs/transferability/guidance.doc
Transferability
Information and ResourcesInformation and Resources
6565
DPI Office of Educational Accountability –http://www.dpi.state.wi.us/oea/index.html
Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) – http://www.dpi.state.wi.us/dlsea/een/assmt-waa.html
WAA Pre-Requisite English (WAA-LEP) - http://www.dpi.state.wi.us/dlsea/equity/biling.html#waalep
DPI Toll-free: 1 (800) 441-4563
Testing
Information and ResourcesInformation and Resources
6666
DPI’s NCLB Web site http://www.dpi.state.wi.us/dpi/esea/index.html
ESEA Information Update Bulletins http://www.dpi.state.wi.us/dpi/esea/bulletins.html
USED Web site - http://www.ed.gov Schoolwide web site
http://www.dpi.state.wi.us/dpi/dlsea/title1/sst/schoolwide.html
Title I, Part A Guidance web site http://www.ed.gov/programs/titleiparta/legislation.html?exp=0
ESEA/NCLB
Information and ResourcesInformation and Resources
Top Related