No child left behind in pennsylvania
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No Child Left Behind in Pennsylvania. Pennsylvania Department of Education Core Team Presentation NCLB P.L. 107-110 Signed by President Bush on January 8, 2002. Emphasis and Themes in NCLB. All children can achieve to high standards Accountability for results State and local flexibility

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No Child Left Behind in Pennsylvania

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No child left behind in pennsylvania

No Child Left Behind in Pennsylvania

Pennsylvania Department of Education

Core Team Presentation


P.L. 107-110

Signed by President Bush on January 8, 2002

Emphasis and themes in nclb

Emphasis and Themes in NCLB

  • All children can achieve to high standards

  • Accountability for results

  • State and local flexibility

  • A focus on what works; scientifically based research

No child left behind brings reforms based on the president s priorities for schools

No Child Left Behind Brings Reforms Based on the President’s Priorities for Schools:

  • Strong accountability for results

  • Most sweeping reform of the ESEA since 1965 by turning federal spending on schools into an investment in improved student performance

  • Redefines the federal role in K-12 education for an estimated 1.8 million students in PA by requiring high achievement standards & an accountability system to measure results

  • Requires states to set high standards for achievement in reading & math, the building blocks of learning, and test every child in

    grades 3-8 to ensure that students make progress

Greater flexibility and local control

Greater Flexibility and Local Control

  • Offers school tools to provide the best possible education to all children - especially the most needy – by cutting federal red tape, reducing the number of federal education programs, creating larger, more flexible programs that place decision-making at the local level

  • Trusts local parents, educators and school boards to make the best decisions for their children

  • Frees local school districts to spend up to half their federal education dollars as they see fit.

Public input process

Public Input Process

  • Inter-active website

    •, PA Keyword:


  • Public input sessions and comment period

  • Committee of Practitioners

  • Stakeholder Groups

Public input process cont d

Stakeholder Groups

Business Roundtable and NFIB

PSEA and PA Federation of Teachers


Black Alliance for Education Options

PA Elementary and Secondary Principals Association

PA Association of Intermediate Units

Education Law Center

Educational Foundation

Committee of Practitioners

Pennsylvania League of Urban Schools

Teachers and Administrators

PA Association of Pupil Services

Intermediate Units

Parent Education Network

PA Association of School Administrators

State PTA

Public Input ProcessCont’d.

Consolidated application

Consolidated Application

  • One application for state funding of 14 formula grant programs

  • Requirements cut across programs and provide for integrated program planning and service delivery

  • Sets the stage for a consolidated annual performance report. Baseline data in the application aligns to data elements of performance report

Programs in consolidated application

Programs in Consolidated Application

  • Title I, Part A:

  • Title I, Part B, Subpart 3: Even Start

  • Title I, Part C: Migrant

  • Title I, Part D:Programs for Youth who are Neglected, Delinquent or At Risk

  • Title I, Part F: Comprehensive School Reform

  • Title II, Part A: Teacher and Principal Training and Recruitment

  • Title II, Part D: Enhancing Education through Technology

  • Title III, Part A: English Language Acquisition

Programs in consolidated application cont d

Programs in Consolidated Application (cont’d.)

  • Title IV, Part A, Subpart 1: Safe and Drug Free Schools

  • Title IV, Part A, Subpart 2: Community Service Grants

  • Title IV, Part B: 21st Century Community

    Learning Grants

  • Title V, Part A: Innovative Programs

  • Title VI, Part A, Section 6111: State Assessment Program

  • Title VI, Part A, Section 6112: Enhanced

    Assessment Instruments Competitive Grants

  • Title VI, Part B, Subpart 2: Rural and Low Income Schools

Adequate yearly progress

Adequate Yearly Progress

NCLB Requirements for AYP:

  • Proficiency Level

  • Calculation of Starting Point

  • Implementation Method

  • Disaggregated Student “n” Count

  • Other Progress Indicators

Proficient level

“Proficient” Level

  • Section 1111 (G) NCLB -measurable objectives mandates meeting state’s proficient level of academic achievement

  • Calculation: school ranking of proficiency (by content) and identifying school at the 20th percentile by enrollment (2002 assessment results)

Ayp proficiency level

AYP Proficiency Level

  • Maintain PA Proficiency level

    Proficient defined as:

    “Satisfactory academic performance indicating a solid understanding and adequate display of the skills included in Pennsylvania’s Academic Standards”

Adequate yearly progress1

Adequate Yearly Progress

  • Baseline year: Spring 2002 PSSA

  • Calculation: School ranking of proficiency (by content area) and identifying school at the 20th percentile by enrollment

    • Reading: 45%

    • Math: 35%

  • Average annual gains necessary for all students to reach proficient level in 12 years:

    • Reading AYP: 4.6%

    • Math AYP: 5.4%

  • Adequate yearly progress2

    Adequate Yearly Progress

    • Intermediate Method (stepped goals)

      • Provides districts greater flexibility in implementation

      • More reflective of student performance

      • PDE will provide yearly targets to assist districts in measuring progress within this method

    No child left behind in pennsylvania

    Adequate Yearly Progress:


    Intermediate Method




















    No child left behind in pennsylvania

    Adequate Yearly Progress:


    Intermediate Method




















    Required proficiency percents reading and math intermediate stepped

    Required Proficiency Percents Reading and Math Intermediate (stepped)

    Reading(I) Math(I)

    2002 45 35

    2003 4535

    2004 54 46

    2005 54 46

    2006 5446

    2007 68 62

    2008 68 62

    2009 68 62

    2010 82 78

    2011 82 78

    2012 82 78

    2013 95 94

    2014 100 100

    • Note: Schools are evaluated for School Improvement every year

    Adequate yearly progress3

    Adequate Yearly Progress

    • Disaggregated Student Data…

      Separate, measurable achievement goals for specific groups:

      • Economic Disadvantaged

      • Major Racial and Ethnic Groups

      • Students with Disabilities

      • Students with Limited English Proficiency

    Adequate yearly progress4

    Adequate Yearly Progress

    “n” count is the necessary number of students tested at school building level to form a “measurable” disaggregated group

    “n” = 75 students with test results per Disaggregated Group is needed to examine that group’s test results

    (Set as a State’s choice item)


    • More closely aligns with scientific research

    • Limits over identification

    • Makes optimal use of resources

    Adequate yearly progress5

    Adequate Yearly Progress

    “95%” participationis the required tested rate at the school building level and in the “measurable” disaggregated groups

    75 students enrolled per Disaggregated Group is needed to calculate a participation rate for that group

    (Set as a State’s choice item)


    • More closely aligns with scientific research

    • Limits over identification

    • Makes optimal use of resources

    Adequate yearly progress6

    Adequate Yearly Progress

    “Safe Harbor” A school or measurable disaggregated group is considered to have made AYP if:

    The percentage of students in the two lowest achieving groups (basic and below basic) was:

    • reduced 10% or more from the prior year, AND

    • the school made progress on other academic indicators

      (Even if the school has not met or exceeded the state annual objective.)

    Adequate yearly progress7

    Adequate Yearly Progress

    Other IndicatorRequirements for AYP

    At secondary level, NCLB requires use of graduation rate

    At elementary level, attendance rate selected as the other AYP indicator

    Adequate yearly progress8

    Adequate Yearly Progress

    • Attendance rate at the elementary level because:

      • Children’s regular attendance at school and in the classroom is an indicator of

        their overall achievement

      • Attendance rate currently used as part of PA School Performance Funding Program

    Assessment model

    Assessment Model

    NCLB Requirement

    • Beginning no later than school year

      2005-2006, assess all students in math

      and reading at grades 3 – 8 and not less than once during grades 10th through 12th

    • Beginning Spring 2003, measure progress of students with Limited English Proficiency

    Assessment model1

    Assessment Model

    • Pennsylvania System of School Assessment (PSSA) currently administered in grades 3, 5, 8, 11

    • NCLB requires adding assessments at grades 4,6,7

    • Major Requirements:

      • Measures PA academic standards

      • Same measure for all children

      • Technically valid and reliable

    Assessment model2

    Assessment Model

    • Mixed State and Local Assessment System with Value Added Component

      • Administer PSSA in grades 3, 5, 8 and 11

      • Department approved limited number of national, norm-referenced tests for use at grades 4, 6 and 7, augmented to align with Pennsylvania Academic Standards

      • Integrate Valued Added Assessment component

    Assessment model3

    Assessment Model

    Pennsylvania Value Added Assessment System (PVAAS)

    • Provides valuable information to schools to focus program improvement and evaluate student growth

    • Recommended by:

      • PA League of Urban Schools

      • NCLB Committee of Practitioners

    Assessment model4

    Assessment Model

    English Language Proficiency

    • Assessment must meet the 5 domains of:

      • listening,

      • speaking,

      • reading,

      • writing and

      • comprehension

  • Requirement takes effect spring 2003

  • Assessment model5

    Assessment Model

    • Pennsylvania will participate and serve as lead state in multi-state consortium to develop an ELP assessment aligned with federal requirements

      • Applying for federal grant to cover costs

      • Consortium states are Michigan, Maryland, Tennessee

      • National partners include Accountability Works and Educational Testing Service

    • Transition year 2002-2003 – districts to use Department approved local assessments

    Minimum requirements for state report cards

    Minimum Requirements for State Report Cards

    • Aggregated achievement information on state assessments in math and reading/language arts

    • Disaggregated achievement information by subgroups (race/ethnicity, disability, socioeconomic level, gender, migrant status, English Language Learners)

    More state report card

    More State Report Card…

    • Percentage of students not tested, disaggregated

    • Information that can be used to compare actual achievement levels with state objectives for each group

    • Most recent two-year trend data of achievement by subject area and grade level in areas where assessments are required

    • Aggregate information on state indicators used to determine adequate yearly progress

    • Graduation rates for high school students

    • Attendance rates for elementary school

    More state report card1

    More State Report Card…

    • Information on districts making AYP, as well as the numbers and names of schools identified for school improvement

    • Teacher qualifications/credentials, including % of teachers with emergency credentials and % of classes not taught by “highly qualified” teachers, both in aggregate and disaggregate by high/low poverty

    Minimum requirements for lea report card

    Minimum Requirements for LEA Report Card

    • NCLB contemplates that LEA’s also provide a Report Card

    • Required by Section 1111(h)(2) of NCLB

    • “minimum requirements” set forth in Section 1111 (h)(2)(A)(i)(B)

    In the case of each lea

    In the case of each LEA

    • Number and percentage of schools identified for school improvement under section 1116 (c) and how long schools have been so identified

    • Information that shows how students served by the LEA achieved on the statewide academic assessment compared to students in the State as a whole

    In the case of each school

    In the case of each school

    • Whether the school has been identified for school improvement

    • School information that shows how the students’ achievement on the statewide academic standards and other indicators of adequate yearly progress compares to students in the LEA and in the State as a whole

    No child left behind in pennsylvania

    Title I Accountability Timeline(for schools not identified for school improvement as provided by USDE)

    2001-2002 -- Baseline

    2002-2003 -- Fail to make AYP

    2003-2004 -- Fail to make AYP

    2004-2005 -- 1st year of school improvement

    -- TA, public school choice

    2005-2006 --2nd year of school improvement

    -- TA, choice, supplemental


    Title i timeline continued

    Title I Timeline (continued)

    2006-2007 -- Corrective Action

    -- TA, choice, supplemental


    2007-2008 -- Plan for restructuring

    -- Choice, supplemental


    2008-2009-- Restructuring

    -- Choice, supplemental


    Exiting school improvement

    Exiting School Improvement

    If a school identified for improvement meets AYP for two consecutive years, the school is no longer subject to improvement.

    Highly qualified teachers

    Highly Qualified Teachers

    NCLB Requirements: Deadlines

    • Beginning SY 2002-03, all new teachers hired in Title I programs must be “highly qualified”

    • By the end of the 2005-06 year, all teachers teaching in core academic subjects in each public elementary and secondary school must be “highly qualified”

    • LEA’s must notify parents if their child is taught by a teacher who does not meet the definition of highly qualified

    Highly qualified teachers1

    Highly Qualified Teachers

    NCLB Requirements: Definitions

    • Highly qualified elementary (K-6) requires Bachelor’s degree and rigorous state test in reading, writing, mathematics, and other basic parts of elementary school curriculum.

    • Highly qualified middle/secondary requires Bachelor’s degree and either a core content test or academic major, graduate degree, or coursework equivalent to an undergraduate major in the subject area to be taught.

    Highly qualified teachers2

    Highly Qualified Teachers

    NCLB Requirements: Core Subject Areas







    Foreign Languages

    English, Reading or Language Arts

    Civics and Government

    Highly qualified teachers3

    Highly Qualified Teachers

    NCLB Requirements: Goals

    • State must establish annual percentage goals of LEA’s with 100% highly qualified teachers





    • Consequences

      Failure to achieve the “highly qualified” teachers’ goals could jeopardize state’s $100+ million Title II grant

    Highly qualified teachers4

    Highly Qualified Teachers

    The majority of teachers in Pennsylvania meet and exceed NCLB requirements of “highly qualified, ” but….

    Highly qualified teachers5

    Highly Qualified Teachers

    • Shortage of “highly qualified” teachers is most acute in larger urban school districts…

      • SY 2001-02 nearly 5,200 teachers teaching on an emergency permit (superintendent attests that there is no certified applicant available)

        • Roughly 70 percent found in large urban school districts

        • Balance scattered throughout the state

    • …And a statewide challenge as well

      • Estimate as many as 10,000 teachers impacted at middle school level

        • Grade 7 and 8 teachers must have passed specific content area test to meet NCLB requirements

    Highly qualified teachers6

    Workforce Demographic Trends

    Over 18,000 teachers in PA with 30 or more years service who can expect to retire in the next 5 years

    Nearly 35,000 teachers in PA with 25 or more years service who can be expected to retire in the next 10 years or sooner

    Highly Qualified Teachers

    Highly qualified teachers7

    Certification Trends in Core Subject Areas

    Over the past five years, there has been a decrease in Instructional I certificates issued in the following core subject areas:






    Highly Qualified Teachers

    Highly qualified teachers8

    Highly Qualified Teachers

    Current Initiatives

    • Teacher Quality Enhancement (TQE) and Accelerated Certification of Teachers (ACT) Grants

      • Partnerships among select school districts, preparing institutions and PDE focused on recruiting and certifying minority candidates and mid-career professionals to teach in targeted urban districts

    • Troops to Teachers

      • Accelerated certification program to bring former military personnel into the classroom

    Highly qualified teachers9

    Highly Qualified Teachers


    • Allow teachers already holding an Instructional certificate in Pennsylvania to obtain a second Instructional certificate by demonstrating competency on the appropriate subject area test

    • Modify the Interstate Agreement to accept teachers holding a comparable certificate issued by another state if the teacher has:

      • Three years of satisfactory teaching experience on that certificate within the last 7 years;

      • A bachelor’s degree in the subject;

      • A qualifying score on appropriate subject matter test; and

      • At least 18 years old and of good moral character

    Highly qualified teachers10

    Highly Qualified Teachers

    Recommendations (cont.)

    • Substitute preparing institution’s assessment of an applicant’s professional knowledge during the student teaching experience in lieu of the Principles of Learning and Teaching test

    • Recognize other teacher training programs that enable mid-career professionals and college graduates to obtain certification. Programs must demonstrate that candidates have both :

      • Competency in subject area to be taught; and

      • Professional knowledge needed for classroom effectiveness



    NCLB Requirements

    Instructional Paraprofessionals working in programs funded by Title I must:

    • Have a high school diploma or GED, and

    • Hold an Associate’s Degree or higher


    • Have completed at least two years of study at an institution of higher education


    • Meet rigorous standards of quality demonstrated through a state or local assessment



    NCLB Requirements: Deadlines

    • All Title I funded instructional paraprofessionals hired after January 8, 2002 must meet NCLB requirements

    • All Title I funded instructional paraprofessionals hired prior to January 8, 2002 must meet NCLB requirements by January 8, 2006



    NCLB Requirements: Exemptions

    • Paraprofessionals who are volunteers or perform non-instructional duties such as cafeteria duty, computer technician services, bus duty, personal care services, etc.

    • Paraprofessionals whose duties consist solely of translating or parent involvement activities




    • The Pennsylvania Department of Education will require rigorous standards of quality and assessments for instructional paraprofessionals working in programs funded by Title I, Part A only

    • PDE will develop professional standards for implementation and review of local assessment process

    • Local school districts will have the option of requiring ALL paraprofessionals to take part in the local assessment process

    No child left behind in pennsylvania

    What’s Next…

    • January State Board

    • - Persistently Dangerous Schools

    No child left behind in pennsylvania

    NCLB – More information

    •, PA Keyword: NCLB


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