No Child Left Behind for Indian Groups 2004

1. No Child Left Behind for Indian Groups 2004 Eva M. Kubinski Comprehensive Center – Region VI January 29, 2004 Home/School Coordinators’ Conference UW-Stout

2. Note The majority of the information listed in this presentation is taken directly from the US Department of Education website at http://www.ed.gov/nclb/landing.jhtml An updated version of this presentation will be available at http://www.wcer.wisc.edu/ccvi/Staff/home/?staff=kubinski EM Kubinski Comprehensive Center - Region VI

3. The NCLB Act’s Four Guiding Principles: • Accountability • Flexibility and Local Control • Parental choice • What Works EM Kubinski Comprehensive Center - Region VI

4. Titles of NCLB • Title I - Improving the Academic Achievement of the Disadvantaged • Title II – Preparing, Training, and Recruiting High Quality Teachers and Principals • Title III – Language Instruction for Limited English Proficient and Immigrant Students • Title IV – 21st Century Schools • Title V – Promoting Informed Parental Choice and Innovative Programs EM Kubinski Comprehensive Center - Region VI

5. Titles of NCLB continued • Title VI – Flexibility and Accountability • Title VII – Indian, Native Hawaiian, and Alaska Native Education • Title VIII – Impact Aid Program • Title IX – General Provisions • Title X – Repeals, Redesignations, and Amendments to Other Statutes EM Kubinski Comprehensive Center - Region VI

6. NCLB Critical Steps for Accountability • States create own standards for what children should learn and know • States test student progress towards standards • Each state, school district and school makes adequate yearly progress toward meeting state standards • School and district progress reported publicly via report cards • Schools/districts who continually fail to make AYP will be held accountable • http://www.ed.gov/nclb/overview/intro/execsumm.html EM Kubinski Comprehensive Center - Region VI

7. Guiding Principle: Accountability • Beginning in the 2002-03 school year, schools must administer tests in each of three grade spans: grades 3-5, grades 6-9, and grades 10-12 in all schools. • Beginning in the 2005-06 school year, tests must be administered every year in grades 3 through 8. • Beginning in the 2007-08 school year, science achievement must also be tested. EM Kubinski Comprehensive Center - Region VI

8. Why is this a concern? • http://www.ed.gov/nclb/overview/importance/edlite-index.html EM Kubinski Comprehensive Center - Region VI

9. Adequate Yearly Progress • Adequate yearly progress is the minimum level of improvement school districts and schools must achieve every year. • In technical terms, "adequate yearly progress" refers to the growth rate in the percentage of students who achieve the states definition of academic proficiency. • Each state will set the AYP gains every school must meet to reach 100 percent proficiency at the end of 12 years. EM Kubinski Comprehensive Center - Region VI

10. Again – why is this a concern? • Subgroups • Economic background • Race and ethnicity • English proficiency • Disability • If AYP is not met by a subgroup, then a school can be identified as failing EM Kubinski Comprehensive Center - Region VI

11. And if a school is “failing” • 2 years – public school choice • 3 years – public school choice & supplemental services • 4 years – public school choice, supplemental services and corrective actions • 5 years- above and school identified for restructuring EM Kubinski Comprehensive Center - Region VI

12. Wisconsin Specifics • The report cards include information on how students performed on state assessments, stated in terms of four levels:  advanced, proficient, basic and minimal. • WINNS is Wisconsin’s official Report Card site EM Kubinski Comprehensive Center - Region VI

13. Wisconsin Specifics cont. • The results are also disaggregated, or broken out, by student subgroups according to: • ethnicity, • English language proficiency, • students with disabilities, • low-income status (economically disadvantaged) EM Kubinski Comprehensive Center - Region VI

14. Wisconsin Specifics cont. • The report cards also show: • the percentage of each group of students NOT tested, • the graduation rates for secondary school students, • the attendance rates for elementary school students, • the performance of school districts on adequate yearly progress (AYP) measures, including the number and names of schools identified for school improvement, and • the professional qualifications of teachers. EM Kubinski Comprehensive Center - Region VI

15. AYP Determination • Achieve 95% student participation rate in WSAS for all students and for each student subgroup • Reach AYP targets in reading and math as a whole and for each subgroup • Meet or exceed other academic indicator for all students • Safe Harbor EM Kubinski Comprehensive Center - Region VI

16. WI Annual Measurable Objectives • 2001-2002 to 2003-2004 Reading – 61% Math – 37% • 2004-2005 to 2006-2007 Reading – 67.5% Math – 47.5% • 2007-2008 to 2009-2010 Reading – 74% Math – 58% • Etc. EM Kubinski Comprehensive Center - Region VI

17. Guiding Principle: Flexibility and Local Control • States have more freedom to direct more of their federal money • NCLB combines and simplifies programs so schools don’t have to go through as much red tape to get their money EM Kubinski Comprehensive Center - Region VI

18. Guiding Principle: Parental Choice • Parents with a child enrolled in a failing school will be able to transfer their child to a better performing public school or public charter school. • Parents with children in a failing school will be able to use federal education funds for "supplemental education services." EM Kubinski Comprehensive Center - Region VI

19. Guiding Principle: What Works • Federal dollars will be tied to programs that use scientifically proven ways of teaching children to read. • Communities will benefit from Early Reading First. This program will help develop language and reading skills for pre-school children. EM Kubinski Comprehensive Center - Region VI

20. Testing • Schools and districts will release report cards on student results • Currently testing in reading and math; science will be added • Going to yearly testing between grades 3 and 8 • Some states will be participating in NAEP EM Kubinski Comprehensive Center - Region VI

21. Research – Based Programs • Need to select educational programs and instructional approaches that have been proven to work • Consider the results of scientifically controlled studies before making instructional decisions EM Kubinski Comprehensive Center - Region VI

22. What do you think about NCLB? • Benefits? • Problems? • Need more information? EM Kubinski Comprehensive Center - Region VI

23. Attitudes about NCLB (NEA Survey) http://www.edweek.com/ew/ewstory.cfm?slug=19nea-b1.h23 EM Kubinski Comprehensive Center - Region VI

24. Other Parts of NCLB & Indian Students • Bilingual Education (Title III) • Impact Aid (Title VIII) • Teacher Preparation (Title II) • And Title I! EM Kubinski Comprehensive Center - Region VI

25. Role of Title I • Your Indian students are often part of the Title I count • Title I services should be primary • Title VII services should SUPPLEMENT not take the place of Title I services and support • Depending upon the number of Indian students in your school, district, their progress may become a factor in your school’s Adequate Yearly Progress (AYP) • Special rules come into play if you are considering a Schoolwide program and want to include Title VII monies • Issue of science-based research EM Kubinski Comprehensive Center - Region VI

26. Components of a Title VII Program • Instructional programs and support that address academic, behavioral and cultural progress • Parent committees • Training and professional development for teachers of Indian students EM Kubinski Comprehensive Center - Region VI

27. In order to succeed • For Indian students to succeed educationally: • Their language and culture need to be incorporated into the school program • Their community’s participation in their education needs to be encouraged • Instruction needs to be used to motivate them to use language actively to generate their own knowledge • Professionals involved in their assessment need to look at problems students have academically as originating from the school context rather than locating the problem within the student • From Teaching American Indian Students EM Kubinski Comprehensive Center - Region VI

28. In Order to Succeed continued • That means that you as parents and educators need to keep the issue of culture and language in the discussion as we all work to improve student achievement! EM Kubinski Comprehensive Center - Region VI

29. Resources cont. • Office of Indian Education http://www.ed.gov/about/offices/list/ous/oie/index.html • Comprehensive Center – Region VI http://www.wcer.wisc.edu/ccvi • Wisconsin Department of Public Instruction http://www.dpi.state.wi.us/ • National Clearinghouse for English Language Acquisition http://www.ncela.gwu.edu/index.htm • American Indian & Alaska Native Education Research http://www.indianeduresearch.net/index.htm EM Kubinski Comprehensive Center - Region VI

30. For Further Information or Assistance: • Contact Eva M. Kubinski Coordinator of Indian Education Services Comprehensive Center – Region VI 888-862-7763 kubinski@wisc.edu EM Kubinski Comprehensive Center - Region VI

31. Disclaimer • The activities reported in this document were supported by the U. S. Department of Education under grant number #S283A50012-95B funded by the Office of Elementary and Secondary Education, and by the Wisconsin Center for Education Research (WCER), School of Education, University of Wisconsin-Madison. The opinions expressed in this document are those of the author and do not necessarily reflect the views of OESE or of WCER. EM Kubinski Comprehensive Center - Region VI