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No Child Left Behind LEA Improvement

NCLB Sec 1116 (c)(3) Identification. State shall identify for improvement any LEA that, for 2 consecutive years, including the period immediately prior to the date of enactment of NCLB of 2001, failed to make AYP as defined in the State's plan under section 1111(b)(2).. . State Accountability Wo

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No Child Left Behind LEA Improvement

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    1. No Child Left Behind LEA Improvement August 5, 2004 the official results for North Carolina’s public schools were released announcing the performance of the schools and LEAs in regard to the NCLB measure of Adequate Yearly Progress for 2003-2004 school year. Out of 2,279 public schools in NC, 160 schools, including charters, are currently identified as being in School Improvement. Additionally, 43 school districts out of a 117 regular LEAs were identified as being in LEA Improvement. Both School Improvement and LEA Improvement require schools and school districts to implement specific changes for the purpose of improving student performance.August 5, 2004 the official results for North Carolina’s public schools were released announcing the performance of the schools and LEAs in regard to the NCLB measure of Adequate Yearly Progress for 2003-2004 school year. Out of 2,279 public schools in NC, 160 schools, including charters, are currently identified as being in School Improvement. Additionally, 43 school districts out of a 117 regular LEAs were identified as being in LEA Improvement. Both School Improvement and LEA Improvement require schools and school districts to implement specific changes for the purpose of improving student performance.

    2. NCLB Sec 1116 (c)(3) Identification State shall identify for improvement any LEA that, for 2 consecutive years, including the period immediately prior to the date of enactment of NCLB of 2001, failed to make AYP as defined in the State’s plan under section 1111(b)(2).

    3. State Accountability Workbook Change approved by SBE in April 2005 A school district could be placed in improvement if it missed AYP targets in each of the three grade spans (3-5, 6-8 and high school) in the same subject for two years in a row.

    4. Workbook Changes Earlier versions “Providing that an LEA could enter Improvement Status only if the LEA did not make AYP in the same subject in both the 3-8 and high school grade spans for two consecutive years.” 7/29/2004 “For a public school and LEA to make AYP, each student subgroup must meet or exceed the State’s annual measurable objectives.” 4/22/03

    5. NCLB Sec 1116c(7)(a) The Plan LEA shall not later than 3 months after being identified, develop or revise a local educational agency plan, in consultation with parents, school staff, and others

    6. Such plan shall: (i) incorporate SBR strategies that strengthen the core academic program of schools served by the LEA; (ii) identify actions most likely to improve achievement in meeting State student achievement standards;

    7. Such plan shall: (cont’d) (iii) address professional development needs of the instructional staff by committing to spend not less than 10% of the allocation for each fiscal year the agency is identified for improvement for professional development (excluding funds reserved for professional development under Section 1119);

    8. Such plan shall: (cont’d) (iv) include specific measurable achievement goals and targets for each of the groups of students identified in disaggregated data pursuant to section 1111(b)(2)(c)(v), consistent with AYP as defined in section 1111(b)(2);

    9. Such plan shall: (cont’d) (v) address the fundamental teaching and learning needs in the schools of the agency, and the specific academic problems of low-achieving students, including a determination of why the LEA’s prior plan failed to bring about increased student achievement;

    10. Such plan shall: (cont’d) (vi) incorporate, as appropriate, activities before school, after school, during the summer, and during an extension of the school year; (vii) specify the responsibility of the SEA (subparagraph 9) and LEA (Section 1120A) under the plan, including specifying technical assistance; (viii) include strategies to promote effective parental involvement in the school.

    11. Implementation The LEA shall implement the plan (including a revised plan) expeditiously, but not later than the beginning of the next school year after the school year in which the agency was identified for improvement.

    12. Let’s focus on some key components: So let’s take a look at this comprehensive component of the legislation in terms of how School Improvement shares some common elements of LEA Improvement in regard to compliance with specific requirements. In particular, we will focus on providing parents with specific information, revising School Improvement Plans and LEA Title I Plans, and providing professional development to meet the needs of both the individual schools and the school districts overall.So let’s take a look at this comprehensive component of the legislation in terms of how School Improvement shares some common elements of LEA Improvement in regard to compliance with specific requirements. In particular, we will focus on providing parents with specific information, revising School Improvement Plans and LEA Title I Plans, and providing professional development to meet the needs of both the individual schools and the school districts overall.

    13. LEA Improvement Embedded throughout the NCLB Act are references to providing parents with information and training to enable them to assist in making educational decisions about their child’s education.Embedded throughout the NCLB Act are references to providing parents with information and training to enable them to assist in making educational decisions about their child’s education.

    14. LEA Improvement Remember that LEA AYP is not determined by the number of schools making AYP in the district but rather a consideration of the subgroups at the district level.Remember that LEA AYP is not determined by the number of schools making AYP in the district but rather a consideration of the subgroups at the district level.

    15. LEA Improvement : PARENTS The SEA has made AYP results publicly available via internet and news to date. Letters to parents have been drafted and are posted at http://www.ncpublicschools.org/nclb/district/. The SEA has made AYP results publicly available via internet and news to date. Letters to parents have been drafted and are posted at http://www.ncpublicschools.org/nclb/district/.

    16. LEA Improvement : PARENTS

    17. LEA Improvement Plan revision at the district level is also required if a school district is identified for LEA Improvement. This refers to the LEA Title I Plan.Plan revision at the district level is also required if a school district is identified for LEA Improvement. This refers to the LEA Title I Plan.

    18. All planning should be done based on the LEA Comprehensive Needs Assessment Outcome Data Process Data Demographic Data LEA Improvement : REVISING PLANS An LEA Comprehensive Needs assessment should follow the same guidelines that were used to conduct the school level comprehensive needs assessment. LEAs should review all available data from a variety of resources to include outcome, process and demographic data. An LEA Comprehensive Needs assessment should follow the same guidelines that were used to conduct the school level comprehensive needs assessment. LEAs should review all available data from a variety of resources to include outcome, process and demographic data.

    19. LEA Improvement : REVISING PLANS Outcome Data EXAMPLE: Compare test data over time and from grade span to grade span. Outcome data at the school level included looking at student test scores. This will be true at the district level, but the “look” will be more global and should include some trend data as well.Outcome data at the school level included looking at student test scores. This will be true at the district level, but the “look” will be more global and should include some trend data as well.

    20. LEA Improvement : REVISING PLANS Demographic Data EXAMPLE: Examine the cultural needs and perspectives of the district. How do these needs differ from one community in the district to another? Demographic data at the district level is data that cannot be changed just as in the school level. However, these factors must be considered carefully when making decisions in order to enhance student success.Demographic data at the district level is data that cannot be changed just as in the school level. However, these factors must be considered carefully when making decisions in order to enhance student success.

    21. LEA Improvement : REVISING PLANS Process Data EXAMPLE: Does the organizational structure of the LEA promote collaboration within the administrative office and with central office staff and the schools? Process data, you will recall, are the kinds over which school personnel has the most control. Process data include structure of the organization, alignment of assessments across the district, equitable resource accessibility, and parent involvement opportunities.Process data, you will recall, are the kinds over which school personnel has the most control. Process data include structure of the organization, alignment of assessments across the district, equitable resource accessibility, and parent involvement opportunities.

    22. INCLUDE HOW THE DISTRICT WILL ANALYZE AND ADDRESS LEA INSUFFICIENCIES RELATED TO Leadership for schools Governance and fiscal infrastructures Curriculum and instruction LEA Improvement : REVISING PLANS

    23. Why were the LEA’s previous efforts to improve ineffective? What detailed action steps are needed to improve on these efforts? LEA Improvement : REVISING PLANS Just as with School Improvement plan revision, questions and subsequent discussions are essential components of the plan revision process.Just as with School Improvement plan revision, questions and subsequent discussions are essential components of the plan revision process.

    24. The BIG Question Will Be… Why did the LEA’s previous plan not bring about increased student academic achievement? LEA Improvement : REVISING PLANS

    25. The checklist in your handouts outlines the essential components to include when revising LEA Title I Plans as stated in the NCLB Act.The checklist in your handouts outlines the essential components to include when revising LEA Title I Plans as stated in the NCLB Act.

    26. LEA Improvement

    27. LEA Improvement : PROFESSIONAL DEVELOPMENT In many districts, this set-aside reflects a considerable amount of Title I funds. District leadership needs to be sure that funds are spent wisely in a way that affects change that will sustain improved achievement results over time.In many districts, this set-aside reflects a considerable amount of Title I funds. District leadership needs to be sure that funds are spent wisely in a way that affects change that will sustain improved achievement results over time.

    28. All planning should be done based on the LEA Comprehensive Needs Assessment Outcome Data Process Data Demographic Data LEA Improvement : PROFESSIONAL DEVELOPMENT All professional development planning should be a direct result of a district-wide comprehensive needs assessment. Districts will want to ensure that monies spent will most likely affect positive changes in student achievement for as many students as possible.All professional development planning should be a direct result of a district-wide comprehensive needs assessment. Districts will want to ensure that monies spent will most likely affect positive changes in student achievement for as many students as possible.

    29. LEA Improvement : PROFESSIONAL DEVELOPMENT The professional development plan should only contain actions that will change policies or procedures that will improve classroom teaching. The professional development plan should only contain actions that will change policies or procedures that will improve classroom teaching.

    30. High-Quality Professional Development: The Top Ten of professional development includes these principles as determined by the federal committee.The Top Ten of professional development includes these principles as determined by the federal committee.

    31. High-Quality Professional Development: (cont’d) focuses on teachers as central to student learning, yet includes all other members of the school community; focuses on individual, collegial, and organizational improvement; respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community; reflects best available research and practice in teaching, learning, and leadership;

    32. High-Quality Professional Development: (cont’d) enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards; promotes continuous inquiry and improvement embedded in the daily life of schools; is planned collaboratively by those who will participate in and facilitate that development; requires substantial time and other resources; is driven by a coherent long-term plan; is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning; and this assessment guides subsequent professional development efforts.

    33. LEA Improvement : PROFESSIONAL DEVELOPMENT The Secretary also supported an annual recognition of schools and school districts that had professional development practices that led to increases in student achievement. The National Awards Program for Model Professional Development advocated that applicants consider how professional development goals and outcomes promoted teaching and learning to high standards. These questions would be important to ask within LEAs prior to implementing any long-range professional development plans.The Secretary also supported an annual recognition of schools and school districts that had professional development practices that led to increases in student achievement. The National Awards Program for Model Professional Development advocated that applicants consider how professional development goals and outcomes promoted teaching and learning to high standards. These questions would be important to ask within LEAs prior to implementing any long-range professional development plans.

    34. LEA Improvement : PROFESSIONAL DEVELOPMENT Additional questions include…Additional questions include…

    35. LEA Improvement : PROFESSIONAL DEVELOPMENT One question in particular aligns to what the NCLB Act and subsequent guidance advocates as a result of any professional development activities conducted as a result of LEA Improvement.One question in particular aligns to what the NCLB Act and subsequent guidance advocates as a result of any professional development activities conducted as a result of LEA Improvement.

    36. Resources to have on hand: No Child Left Behind Act of 2001 (yellow book) LEA and School Improvement Non-Regulatory Guidance (http://www.ed.gov/index.jhtml)

    37. Handouts LEA Title I Plan Revision Checklist Title I LEA Improvement Plan (reformatted and without Assurances page) PowerPoint Notes

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