No Child Left Behind Act of 2001

1. San Bernardino County Superintendent of Schools No Child Left Behind Act of 2001 Special Presentation to Assistant Superintendents September 6, 2002 By Francisca S. Sánchez Assistant Superintendent, Curriculum & Instruction

2. Administrator Guidebook Preface & Overview Scientifically-Based Research Key Dates Assessment Overview NCLB At-A-Glance Title I-Part A (Disadvantaged) Overview & Major Changes Implications for English Learners School Improvement Staff Qualifications Parent Notification Consultation & Technical Assistance Services to Private School Students New Accountability Provisions Program Improvement Chart Title III-Part A (English Learners) Overview & Major Changes Allocations & Use of Funds Accountability Title VI-Part A (Flexibility) Transferability Local Flexibility Title IX (General Provisions) School Prayer Boy Scouts/Military Recruitment Unsafe School Choice Option Glossary Additional Resources Contacts

3. Reference Handbook Introduction Overview & Key Dates Program Improvement Chart Program Summaries Overview Program Description Major Changes in NCLB Accountability Provisions Allocations Set-Asides Additional Information Francisca’s Notes Fact Sheets State Standards Measuring Progress & Making Gains Every Year Getting Results & Investing in What Works Good Teachers Reading Achievement • Getting Students Help • 21st Century Technology & Learning • Faith-Based Efforts • Supporting Charters • School Safety • Local Control & Flexibility • Glossary • Your Notes • For More Information

4. The Lighter Side

5. Themes • Accountability for Results • Choice • Information • Qualifications • Flexibility • Consolidation EMPHASIS ON INCREASED STUDENT ACHIEVEMENT

6. Title IImproving Academic Achievement for the Disadvantaged • Part A – Basic Program • Part B – Reading First, Early Reading First, Even Start • Part C – Migratory Children • Part D- Neglected and Delinquent • Part E – National Assessment of Title I • Part F – Comprehensive School Reform • Part G – AP Programs • Part H – Drop Out Prevention • Part I – General Provisions

7. Other Titles Title II: Improving Teacher Quality Education Technology Math/Science Partnerships Title III: Language Instruction for LEP & Immigrant Youth Title IV: 21st Century Schools 21st CCLC Safe and Drug Free Schools Title V: Promoting Informed Parental Choice & Innovative Programs Magnets and Charters Title VI: Flexibility and Accountability Title VII: Native Alaskan, Hawaiian, and Indian Title VIII: Impact Aid Title IX: General Provisions Title X: Repeals, Redesignations McKinney Homeless Act

8. Today’s Focus Four Pillars of Accountability Standards & Assessment Inclusion of All Students Disaggregation of Data Test Reporting District Assurances/Report Cards Accountability & AYP Adequate Yearly Progress School Improvement School Plans Public School Choice Supplemental Services Corrective Action Restructuring Unsafe School Choice Staff Qualifications Parental Involvement Private School Students Scientifically-Based Research Title I: Improving the Academic Achievement of Disadvantaged Students

9. Think About . . . • As you listen to the presentation, make note of that which raises questions for you. • Record your questions/concerns for use later in your small group conversations.

10. Title I • Improving Academic Achievement of Disadvantaged (Poverty) Students. • Title I as a lever. • Chosen vehicle for enforcing equity and promoting excellence. • NCLB Message: • Time for consequences is here.

11. IASA NCLB AYP ASSESSMENT STANDARDS REPORT CARDS Four Pillars of Accountability

12. Standards • Same standards for all students. • Math, Reading/Language Arts, & Science • Challenging academic content and achievement standards

13. Assessments • General Requirements • High quality • Yearly • Apply to all students • Valid & reliable • Consistent with nationally recognized assessment standards • Multiple measures

14. Assessments Beginning 02 - 03 05 - 06 07 - 08 Grades Tested Academic Subjects Tested Once in each range: 3-5; 6-9; 10-12 Reading/Language Arts Mathematics Reading/Language Arts Mathematics 3, 4, 5, 6, 7, 8 PLUS, once in range 10-12 Reading/Language Arts Mathematics Reading/Language Arts Mathematics 3, 4, 5, 6, 7, 8 Once in each range: 3-5; 6-9 Science PLUS, once in range 10-12 Reading/Language Arts Mathematics

15. Inclusion of All Students • Students with Disabilities • Reasonable adaptations and accommodations. • IEP team decides if accommodations are necessary. • Alternative assessments for profound disabilities.

16. Inclusion of All StudentsEnglish Learners Academic Assessments Valid and reliable Reasonable accommodations L1 assessment Extra time Flexible scheduling Small group administration L1/simplified directions L1 responses Dictionaries Test in English If in US schools for 3 consecutive years L1 Assessment To the extent practicable Language and form most likely to yield accurate data Until English proficiency is achieved. State Requirements: Identify L1 languages of students Indicate languages for which yearly student academic assessments are not available and needed. Make every effort to develop these. English Language Proficiency

17. Inclusion of All Students • Less Than Full-Year Students • Attends district for a full academic year, BUT school for less than a full academic year. • Must be included in assessment. • Student performance used to determine district AYP, not school AYP.

18. Disaggregation of Data For every state, district, and school: • Gender • Each Major Racial/Ethnic Group* • English Proficiency Status* • Migrant Status • Disability Status* • Socioeconomic Status* *Used in determining AYP Status

19. Test Reporting • Interpretive • Descriptive • Diagnostic • Allow parents, teachers, and principals to understand and address the specific academic needs of students. • No later than the start of the next academic year. • Understandable and uniform format. • In a language the parents can understand.

20. District Assurances • Low income/minority students not taught at higher rates by unqualified, out-of-field, or inexperienced teachers • Use results of assessments to review annual progress of schools towards proficient level within 12 years.

21. District Report Cards • Beginning 2002-2003. • District and school level reporting. • Student achievement on state assessments. • Disaggregated by achievement levels and subgroups. • Comparison between actual subgroup achievement levels and annual measurable objectives. • Most recent 2-year trend in student achievement by subject area and grade level. • Aggregate information on other AYP indicators. • Percentage of students not tested, disaggregated.

22. District Report Cards • Percentage of students who graduate from high school • With regular diploma • In standard # of years. • Information on schools • Meeting AYP. • Identified for improvement and for how long. • Professional qualifications of teachers. • Emergency/provisional credentials. • Classes not taught by “highly qualified” teachers. • Aggregate. • Disaggregated by high poverty v. low poverty schools.

23. Adequate Yearly Progress • Accountability Framework • Ensure that states, districts, and schools are making satisfactory progress. • Designed to narrow the achievement gap: • All students must reach PROFICIENT achievement level within 12 years. • Single statewide accountability system. • Must include both sanctions and rewards. • Based on achievement of STUDENTS. • But measures the progress of INSTITUTIONS.

24. Adequate Yearly ProgressDefined by State Results in continuous and substantial improvement for all. Same standard applied to all. Uses 2001-2002 as baseline. Establishes 12-year timeline for all to meet or exceed proficient level on state assessments. Sets intermediate goals. Establishes annual measurable objectives for R/LA and Math. 95% of all students & subgroups must be assessed. Assessments are the primary factor. Measures progress based on academic assessments. Weights these most heavily. Includes separate measurable annual objectives for all students and subgroups. Economically Disadvantaged Major Racial and Ethnic Groups Students with Disabilities English Learners Includes other academic indicators Graduation rates for secondary. One other academic indicator for elementary. May include other valid indicators. Decreases in retention rates. Local assessments. % completing GATE, AP, college prep.

25. AYP Starting Point • Using data from 2001-2002, based on the HIGHER: • % students at PROFICIENT level in state’s lowest achieving subgroup. OR • % students at PROFICIENT level at school at 20th percentile in state • Based on enrollment • Among all schools ranked by % of students at proficient level.

26. California Example Method #1 Lowest achieving subgroup English Learners 4% at PROFICIENT level. Method #2 Total California enrollment = 6,147,375. Divide by 5 = 1,229,475. Schools ranked from lowest to highest % at PROFICIENT. Add up enrollment of schools until reach 1,229,475 (20th percentile) = Western Gardens Elementary School. Western Gardens Elementary School has 18% students at PROFICIENT level. Must select HIGHER of two percentages: In order to make AYP, school must have 18% of all students and each subgroup reach PROFICIENT level. REMEMBER: AYP calculated separately for Language Arts and Math.

27. Roadmapto 12-Year Deadline Goal: All Proficient Annual Measurable Objectives Intermediate Goals (3 Years Max.) (Equal Increments) First Increase (Within 2 Years) Starting Point 2001-2002 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14

28. Minimum Requirements • 95% of students must take assessments. • Subgroups must meet annual objectives • Safe Harbor Protection • Subgroup does not meet annual objectives. • DOES make significant progress: • Basic level DECREASES by 10% AND • Progress on one of “other academic indicators”

29. School Improvement Opportunity to challenge determination. School Plan Notice to Parents

30. Notice to Parents • What identification means. • Relative ranking of the school. • Reasons why the school is in need of improvement. • How school is addressing its achievement problems. • How parents can participate in addressing the academic issues that caused the school to be low-achieving. • Public school choice option, with paid transportation. • Supplemental educational services, paid by district. EXPLANATION INFORMATION NOTIFICATION

31. School Plan Consultation • Significant Scientifically-Based Research • Strengthen core academic subjects. • Address specific academic issues causing low achievement Professional Development • 10% of Title I, Part A funds. • Use of funds to remove school from PI status. • Teacher mentoring program required. Successful Policies & Practices • Greatest likelihood of ensuring all students meet proficiency within 12 years. School Plan

32. School Plan Specific Annual, Measurable Objectives • Roadmap for getting all students to proficient status. • Continual and substantial progress. Notice to Parents • Written; Format and language understandable to parents. • Strategies to promote effective parental involvement in school. Additional Time • Before/after school • Intersession • Summer school School Plan Shared Responsibility for Improvement • School, district, state responsibilities. • Technical assistance to be provided. • District fiscal responsibilities: • Supplement not supplant; Maintenance of effort; Comparability.

33. Consultation • Representatives of the school population • School Site Council/School Leadership Team members • Classified (paraprofessionals) • Certificated (teachers and administrators) • District representative • Universities and colleges (IHEs) • County offices of education • Private Consultants (not required) • District office staff PARENTS STAFF EXPERTS DISTRICT

34. Technical Assistance • Analyze data and student work. • Identify and address instructional problems. • Identify problems in implementing effective parent involvement. • Identify problems implementing professional development. • Identify barriers to implementing solutions. • Identify the appropriate professional development content. • Implement high quality professional development. • Determine effective instructional strategies and methodologies. • Analyze resources and resource allocation and impact. • Revise budgets to support activities most likely to increase academic achievement and remove school from Program Improvement status. ASSESSMENTS PROFESSIONAL DEVELOPMENT BUDGET

35. Professional Development • Research Design • Form • Study group. • Teacher network. • Internship. • Research project. • Duration • Total #of contact hours. • Span of time. • Collective • Group from same school. • Content Focus • Deepening knowledge. • Active Learning • Analysis of teaching. • Reviewing student work. • Coherence • Profess’l communication • Aligned to standards and assessments. • Title IX/Title I (§1119) • Address • Specific area that caused school to become PI. • Classroom management. • English Learners. • Special needs students. • Use of data and assessment to inform classroom practice. • Working more effectively with parents. • Technology. • Development • Extensive teacher, principal, parent input. • Funding • 10% of Title I site funds for each of two years. • Evaluation • Based on classroom impact. • Mentoring • Activities: • Regular and ongoing. • Improve teacher practice. • Develop instructional skills. • Part of induction process. • May include: • Assistance of exem- plary teachers. • Coaching. • Classroom observation. • Team teaching. • Reduced teaching loads. • Partnership/other organizations.

36. Program Improvement Year 1 Public School Choice Currently, AYP in California = API Growth Target Fail AYP for 2 Consecutive Years = Year 1 Program Improvement

37. Public School Choice All schools identified for improvement must provide public school choice. • Priority to lowest achieving children from low income families. • Option to transfer to another school in the district that has not been identified for improvement. • Includes charter schools. • District must pay for transportation • No cap. • Title I can only SUPPLEMENT; 20% rule. • Districts may establish “attendance zones.” • If all schools in district are low performing, choice can include schools in another district.

38. Program Improvement Year 1 Public School Choice Currently, AYP in California = API Growth Target Fail AYP for 2 Consecutive Years = Year 1 Program Improvement • Year 2 • Public School Choice • Supplemental Services

39. Supplemental Services • After 3 years of no AYP. • Private tutoring for eligible children. • “Eligible” child = low income. • District may prioritize services to lowest-achieving eligible children. • State approves “providers” or vendors. • For profit or nonprofit/religiously-affiliated. • District provides parents with list. • Parents choose provider from list. • District contracts with provider. • Performance goals for students. • High quality, research-based services designed to increase academic achievement. • Consistent with district’s instructional program and academic standards.

40. Program Improvement Year 1 Public School Choice Year 2 Public School Choice Supplemental Services Currently, AYP in California = API Growth Target Fail AYP for 2 Consecutive Years = Year 1 Program Improvement • Year 3 • Public School Choice • Supplemental Services • Corrective Action

41. Corrective Action • Replace the school staff. • Implement a new “scientifically based” curriculum and professional development program. • Decrease the school-level management authority. • Appoint an outside expert. • Extend the school year or school day. • Restructure the school.

42. Program Improvement Year 1 Public School Choice Year 2 Public School Choice Supplemental Services Year 3 Public School Choice Supplemental Services Corrective Action Year 4 Public School Choice Supplemental Services Plan for Alternative Governance Currently, AYP in California = API Growth Target Fail AYP for 2 Consecutive Years = Year 1 Program Improvement

43. Restructuring • Alternative Governance Plan • Reopen school as public charter school. • Replace all/most of the school staff, including principal. • Enter into contract with private management company to operate school. • Demonstrated record of effectiveness. • State takeover. • Other major restructuring of school’s governance.

44. Program Improvement Year 1 Public School Choice Year 2 Public School Choice Supplemental Services Year 3 Public School Choice Supplemental Services Corrective Action Year 4 Public School Choice Supplemental Services Plan for Alternative Governance Currently, AYP in California = API Growth Target Fail AYP for 2 Consecutive Years = Year 1 Program Improvement • Year 5 • Implement Alternative Governance OR • Other Fundamental Reform If AYP is achieved, school stays at current PI level. If the next year AYP is not achieved, school RE-ENTERS PI. If AYP is achieved 2 consecutive years, school EXITS PI.

45. Unsafe School Choice Option • State Policy: District must allow intra-district transfer if student is: • Victim of a violent crime on school grounds • Determined by State law • Attends a “persistently dangerous public school” • Determined by State in consultation with representative sample of LEAs • State certification of compliance is a requirement of funding

46. Staff Qualifications PARA- PROFESSIONALS TEACHERS

47. Paraprofessional Qualifications • Hired on or after 1/8/02 with Title I funds • Completed 2 years of college, OR • Earned Associates degree, OR • “Met rigorous standard of quality as demonstrated through state or local formal assessment” • Knowledge of and ability to assist in instructing reading, writing, and math • Current paraprofessionals • Must meet requirements within four years • Schoolwide Programs • Requirements apply to all paraprofessionals, including special education.

48. Teacher Qualifications • All teachers must be HIGHLY QUALIFIED. • DISTRICT w/ Title I Funds • Immediately for Title I teachers hired on or after first day of school year 2002-03 • All teachers by end of 2005-06 • STATE • All teachers teaching “core academic” subjects by end of 2005-06 • English, reading, math, science, foreign language, civics/government, economics, arts, history, geography

49. Highly Qualified • NEW Elementary Teachers • Rigorous Tests • Subject matter • Teaching skills • May be State licensing exam • NEW Middle/High Teachers • Rigorous Tests • Major Course Work • NOT NEW Teachers • Rigorous Tests • Major Course Work • Evaluation • Highly Objective • Uniform • State Aligned • Bachelors degree, AND • State certification/licensing exam, AND

50. Parental Involvement Strategy Policy Consumer • Design/oversee local programs. • Help their children to achieve. • School/parent compacts. • Home visits by school staff. • Enhanced school/home and home/school communication • Demand school improvement. • Punish failing schools and safeguard children. • Move children to better schools. • Provide additional educational services.