NCLB: Challenges Opportunities Marin County Office of Education August 9, 2004

1. NCLB: Challenges & OpportunitiesMarin County Office of EducationAugust 9, 2004

2. 2 Secretary of Education Rod Paige "Our country is uniquely the product of two powerful forces: our love of freedom and our desire for knowledge. �With God's grace, every good thing in this country flows from these two rivers of human aspiration. �They become one mighty torrent: education is freedom. �Our economic wealth, our national security, our rich culture, and our immense technological abilities are the product of our educational enterprise. �Our educational endeavor will define our future. � 10/14/03 

3. 3 We have moved from� This constitutes a PARADIGM SHIFT in educational practice.

4. 4 Yes, we are working hard, but� �in the old system �If we always do what we�ve always done, we�ll always get what we�ve always got.� We are all on a standards-based system learning curve

5. 5 NCLB: Politics of Accountability Variability state-to-state Participation rate Expectations for Special Education & ELL High Quality Teacher and morale Lack of supplemental services providers Non-regulatory guidance

6. 6 NCLB Performance Goals 1. All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014. 2. All limited-English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

7. 7 NCLB Performance Goals 3. By 2005-2006, all students will be taught by highly qualified teachers. 4. All students will be educated in learning environments that are safe, drug free, and conducive to learning.

8. 8 NCLB Performance Goals 5. All students will graduate from high school.

9. 9 Research-Based Improvement

10. 10 We are in the �cold waters� of implementing a new system� Do we grab anything that floats� or get into the lifeboat and row ashore? Our �lifeboat� is�systemic reform Our �oars� are�effective teachers

11. 11 Title I Improving the Academic Achievement of the Disadvantaged

12. 12 Two Systems STATE API - Academic Performance Index Measures all schools in E/LA and math - All accountable Compensatory Measures on a scale with goal of 800 FEDERAL AYP - Adequate Yearly Progress Measures all schools in E/LA and math - only Title I schools under sanctions Sets a bar for all students to reach or exceed Schools must meet 4 measures to make AYP

13. 13 NCLB Title I Assessments Science assessments: Grade 5 by 2004-05; Middle and HS by 2007-08 California Standards Tests for Grades 2-8 in E/LA and mathematics CAHSEE for Grade 10 CAPA for severely involved students in special education - limited to 1% of district CAT/6 given only in Grades 3 & 8 commencing July 1, 2004 (AB 1485, Firebaugh) CA Standards Test Blueprints: www.cde.ca.gov/statetests/star/resources.html

14. 14 Adequate Yearly Progress (AYP)

15. 15 Adequate Yearly Progress (AYP) NCLB passed into law on January 8, 2002 All students are to reach proficiency in E/LA and mathematics no later than 2013-14 State 2001-02 assessment data have been used as a baseline for the 12-year timeline AYP information is available at http://www.cde.ca.gov/ayp http://ayp.cde.ca.gov

16. 16 NCLB Effect on API Used as �additional indicator� in AYP --> included in Phase 2 AYP report Still reported to assist public and schools to monitor improvement State currently resolving issues of any rewards/sanctions for non-Title I schools (Distinguished Schools, etc.)

17. 17 AYP is Key Component All schools and districts must meet AYP Schools receiving Title I funds face additional mandates and sanctions Districts face AYP accountability requirements in 2004-05

18. 18 4 Parts to Meeting AYP

19. 19 Annual Measurable Objectives (AMO�s) Elementary and Middle Schools are based on: The California Standards Tests (CSTs) in English language arts and math The California Alternate Performance Assessment (CAPA) for students with severe cognitive disabilities High Schools are based on: Results from the Grade 10 California High School Exit Exam (CAHSEE) administration The California Alternate Performance Assessment (CAPA) for students with severe cognitive disabilities

20. 20 Annual Measurable Objectives To achieve AYP, a school must meet or exceed Annual Measurable Objectives (AMOs) schoolwide and for each student subgroup: economically disadvantaged major ethnic and racial groups students with disabilities English language learners

21. 21 Percent Proficient Targets

22. 22 AMO�s: English language artsElementary and Middle Schools and Elementary Districts

23. 23 AMO�s: MathElementary / Middle Schools / Elementary Districts

24. 24 AMO�s: English language artsHigh Schools / High School Districts

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28. 28 The API as the �Other� Indicator

29. 29 Participation Rate At least 95% of the students enrolled in the school and in each of its subgroups must take the assessment Parent �opt outs� will be included in the denominator and will count against Participation Rate The State is looking at how to solve the issues surrounding this requirement

30. 30 Graduation Rate Graduation rate of 82.8% or Improvement in the graduation rate of at least 0.1% or Improvement of at least 0.2% in the average 2-year rate (change from the average of 2000-01 to 2002-03)

31. 31 MobilityFull year = CBEDS Day to the first day of testing Student enrolled in school full year? Counted in school score Student enrolled in district but not school for full year? Counted in district score Student not enrolled in school or district for full year? Counted in state score

32. 32 Program Improvement

33. 33 PI Interventions PI Yr 1 1 1 1 2 3 Action Revise school plan to cover two years School choice High quality professional development Inform parents of PI status Supplemental educational services Corrective action...

34. 34 District Selects One Option�

35. 35 State Action Year 4 PI - State Action SAIT Plan for Alternative Governance SMO option through State Board Action Year 5 PI - Alternative Governance Reopen School as Charter Replace all or most of staff, incl. principal Outside mgmt. State takeover

36. 36 Professional Development Schools identified for improvement must spend at least 10�percent of their Title I, Part A funds on professional development for the school�s teachers and principal, directly addressing the academic achievement problem that caused the school to be identified for improvement.

37. 37 PD for PI schools must be on: Specific areas causing school to become PI Use of data/assessments to inform instructional practice ELL instruction/language and support services Classroom management Special needs children Working effectively with parents Technology to improve teaching and learning

38. 38 Funded PD Opportunities AB 75 Principal Training Program AB 466 Instructional Materials Training Reading First & Early Reading First Grant Enhancing Education through Technology Grant (25%) Title I, Part A (5% or 10% for PI Schools) Title II, Part B: Mathematics & Science Partnerships Title III, English Learners Title IX, Part A: General Provisions

39. 39 For a CDE presentation on AYP, go to: http://www.cde.ca.gov/ope/eval/index.htm and select �NCLB Accountability Information� Presentation includes AYP percent proficient charts for E/LA and math

40. 40 Highly Qualified Teacher Requirements

41. 41 Highly Qualified Teacher All students will be taught by highly qualified teachers in core academic areas by July 1, 2006 �New� teachers (credential issued after July 1, 2002) must pass a subject matter competence exam �Not New� teachers must be certified through several options, including HOUSSE (Highly Objective Uniform State Standard of Evaluation)

42. 42 Core Academic Areas English Reading/Language Arts Mathematics Science Foreign languages Civics/Government Economics Arts History Geography

43. 43 Demonstrating Subject Matter Competence

44. 44 Top Priority to Meet Requirements: Teachers hired after the first day of class of the 2002-03 school year into Title I, Part A-supported programs Schoolwide - all core academic subject teachers Targeted Assistance - only teachers paid with Title I, Part A funds LEAs have until June �04 to ensure these �new hires� have demonstrated subject matter competency (if not already)

45. 45 Who Does not Meet Requirements? Teachers authorized under: Emergency permits Waivers Pre-intern certificates Planning requires knowing: When teacher was credentialed Grade span responsibilities Funding source

46. 46 �Not New� Teachers - Elementary Highly qualified (HQ) through: Graduate Degree (BA or BS) CA credential (or intern credential/certificate for no more than 3 years) Subject matter competence by Exam or HOUSSE

47. 47 �Not New� Teachers - Middle & HS HQ through: Graduate Degree CA credential (or intern credential/certificate for no more than 3 years) Subject matter competence by Exam or Coursework or National Board Certification or HOUSSE

48. 48 HOUSSE -  Highly Objective Uniform State System of Evaluation Part 1 - Objective is 100 points Up to 50 points for up to 5 years experience in core area 50 points for academic coursework 90 points for up to 3 years leadership and service to profession in assigned area (LEA can determine some of this area)

49. 49 HOUSSE Part 2 - Completes the 100 required points if not gained through Part 1: 20 points for the completion of each successful observation (focus on CA Standards for the Teaching Profession Standards 3.1 & 5) 100 points for completion of successful portfolio assessment

50. 50 Special Situations USDOE will soon be coming out with new Guidance for: Middle schools Small high schools Alternative education Some special educationprograms

51. 51 Notices to Parents Beginning of Year: Notification that parents may request information regarding the professional qualifications of their child�s teacher. During year: Timely notification to parents if student has been assigned or has been taught for 4 or more consecutive weeks by a teacher who does not meet NCLB requirements.

52. 52 HQT Resources The State Board of Education took action on HQT at their July 11, 2003 meeting. For full draft document, go to: http://www.cde.ca.gov/board/agenda/yr2003/ june/bluejun03item6.pdf Also find the NCLB Teacher Requirement Resource Guide and �Improving Teacher Quality� Web page at http://www.cde.ca.gov/pr/nclb/

53. 53 Paraprofessional Qualifications in Title I Programs/Schools Currently employed paraprofessionals have until January 8, 2006 to complete requirements of competency exam (selected by LEA). As of January 8, 2003, newly hired paraprofessionals must have two years of college and/or an AA degree. All paraprofessionals must possess a high school diploma.

54. 54 Paraprofessional Resources Refer to January �03 CDE NCLB Update, and letter from Jack O�Connell under �Correspondence� at http://www.cde.ca.gov/pr/nclb/ Find Draft Non-regulatory Guidance at http://www.ed.gov/ - Type �paraprofessionals� in the Search box.

55. Title III

56. 56 National Increase in EL Students Nineteen states have reported an increase of more than 50 percent in English language learners over the last three years-and that growth is expected to continue. NCLB provides $665 million to help EL students acquire English language skills. This is a 49 percent increase over 2001.

57. 57 English Language Learners in CA In the 2002-2003 school year there were 1,599,542 English learners in California public schools. This is 25.6% of the total CA public school enrollment. 68% of these students are in grades K-6.

58. 58 Title III Overview Requires that teachers be certified as English language proficient Requires that curricula be demonstrated to be effective Targets funds to the school (95%) Establishes annual measurable achievement objectives (AMAOs) for limited English proficient students in English language development

59. 59 Title III Overview Requires EL students to attain proficiency or greater on academic content and achievement standards Requires reading and language arts assessments of children in English Enforces accountability requirements for AYP Notifies parents about program placement within 30 days of start of school year Promotes high quality professional development

60. 60 Evaluation Must include: The progress of children in attaining English proficiency Attainment of the state�s content and achievement standards Progress in meeting accountability requirements

61. 61 Evaluation Assessment instrument: California English Language Development Test (CELDT) Language proficiency measured in listening, speaking, reading and writing + comprehension score to be derived for 2004 K-1 must be assessed in reading and writing - incorporated into the 2005 CELDT

62. 62 Language Proficiency Levels Beginning Early Intermediate Intermediate Early Advanced Advanced

63. 63 AMAOs Annual increases in the percentage of students making progress in learning English Gain of one proficiency level per year as measured by a percent of students in LEA Current target = 51%

64. 64 AMAOs Annual increases in the percentage of children attaining English language proficiency At their May 2003 meeting, the State Board approved the criteria used to determine English language proficiency on the CELDT: Early Advanced level overall AND Intermediate or higher on each individual skill area

65. 65 AMAOs Student cohort for measurement will be: Students with 2 years of CELDT scores who have been in U.S. school for 4 or more years Students at the Intermediate level or above who did not reach English proficiency the prior year Students below the Intermediate level the prior year who met English proficient level GOAL is 30% of the cohort reaching English proficiency

66. 66 Interventions Fail AMAOs for: Two consecutive years = Develop an improvement plan Four consecutive years = Modify the curriculum, program and method of instruction or cut Title III funds FAQ: www.cde.ca.gov/el/title3/faqs.html

67. 67 Parents of EL students participating in a language instruction program must be noticed not later than 30 days after the beginning of the school year about: Reasons for identification & placement English proficiency & academic levels Methods of instruction How program meets student needs Parental Rights How program will help child achieve proficiency in language and academics Program exit requirements If disability, how program meets IEP goals

68. 68 Title II: Parent Involvement

69. 69 Parent Involvement District & school parent involvement policies Meetings and dissemination of information School-Parent Compact, jointly developed www.cde.ca.gov/fc/family/compacts.html Capacity-building activities Communication of resources Volunteerism

70. 70 Parent Involvement Assistance understanding the state�s academic content and achievement standards Materials and training to help parents work with their children to improve academic achievement Training for school staff in how to reach out to, communicate with, and work with parents as equal partners Parental right-to-know their EL child�s progress (SB 1595 Escutia, 2001-2002)

71. 71 Parent Involvement Notice about the option to request the professional qualifications of the child�s teacher The school�s program improvement status and any failure to make progress Information about the school and the child�s progress communicated in a language the parents can understand Information about accessing the California Parent Center at http://parent.sdsu.edu

72. 72 Resources for Parents The LA newspaper, La Opini�n, has published �Padres en la Escuela� supplement to help families better understand NCLB (http://www.laopinion.com/supp5/). For an English translation, contact Families in Schools (http://www.familiesinschools.org/). The federal government Website (www.ed.gov/parents) has a wealth of resources available, many in Spanish. Select �Publications� at the above site and go to �Ed Pubs Online Ordering System� to order publications in quantity for parents, teachers, and administrators.

73. 73 Key Challenges of Reform Assessment & data-driven decisions Research-based programs State and federal accountability Teacher and principal quality Systems alignment Collaboration & shared leadership

74. 74 In closing� �What we have before us are some breathtaking opportunities disguised as insoluble problems.� - John Gardner