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NCLB: Challenges & Opportunities

NCLB: Challenges & Opportunities. Prepared by the Santa Barbara County Education Office. No Child Left Behind. Secretary of Education Rod Paige.

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NCLB: Challenges & Opportunities

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  1. NCLB: Challenges & Opportunities Prepared by the Santa Barbara County Education Office

  2. No Child Left Behind

  3. 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

  4. We have moved from… the bell curve, where 50% of students are average or above - This constitutes a PARADIGM SHIFT in educational practice. to academic standards, where ALL students will reach proficiency or above.

  5. 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 systemlearning curve

  6. 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

  7. Discussion… • What do you currently see as the larger issues surrounding the implementation of NCLB?

  8. 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.

  9. 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.

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

  11. Research-Based Improvement Districts must use effective methods and instructional strategies grounded in scientifically based research for: • Schoolwide and targeted assistance programs • School improvement plans • Professional development • Technical assistance provided by districts to low performing schools

  12. 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

  13. Title I Improving the Academic Achievement of the Disadvantaged

  14. 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 Two Systems

  15. 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 • CAPAfor 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

  16. Elementary/Middle E/LA 60% E/LA NRT 12% Reading 6% Language 3% Spelling 3% E/LA CST48% Math 40% Math NRT 8% Math CST32% 2002-03 API Cycle :Grades 2-8 Base & Growth

  17. High School E/LA 48% NRT 6% Reading 3% Language 3% CST 32% CAHSEE 10% Math 24% NRT 3% CST 16% CAHSEE 5% Science 8% NRT 3% CST 5% H/SS CST 20% 2002-03 API Cycle : Grades 9-12 Base & Growth

  18. API 2002 Base (Feb. 2003) Elementary & Middle School • NRT 20% • CST 80% High School • NRT 12% • CST 73% • CAHSEE 15% 88% of high school API is standards-based

  19. Adequate Yearly Progress (AYP) Reform AYP

  20. 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 2013-2014 • 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

  21. 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.)

  22. 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 • AYP introduced in 3 phases this year -August, November and early February

  23. 4 Parts to Meeting AYP • AMOs - Annual Measurable Objectivesin English-language arts and mathematics (schoolwide and subgroups) • Participation Rateof 95% (schoolwide and subgroups) • Growth in APIof at least one point or minimum API score • Graduation Rateimproved one-tenth of 1% from the prior year (districtwide and schoolwide)

  24. 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 Annual Measurable Objectives (AMO’s) NCLB prohibits the use of norm-referenced test data in measuring student achievement

  25. 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 NEW

  26. Percent Proficient Targets

  27. AMO’s: English language artsElementary and Middle Schools and Elementary Districts

  28. AMO’s: MathElementary / Middle Schools / Elementary Districts

  29. AMO’s: English language artsHigh Schools / High School Districts

  30. AMO’s: MathHigh Schools / High School Districts

  31. *K-6, 6-8 and 7-8 use chart on Slide 27 AMO’s: English language arts*Unified Districts / High School Districts with Grades 7/8

  32. *K-6, 6-8 and 7-8 use chart on Slide 28 AMO’s: Math*Unified Districts* & High School Districts with Grades 7/8

  33. The API as the “Other” Indicator

  34. 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 a how to solve the issues surrounding this requirement

  35. 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)

  36. 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

  37. Program Improvement If a district and/or school receiving Title I funds does not achieve AYP in one subject area (math or E/LA) for two consecutive years, immediately at the start of the next year, the district/school enters Program Improvement (PI) status and is subject to the following:

  38. PI Interventions PI Year 1 Revise school plan to cover two years 1 School choice 1 High quality professional development 1 Inform parents of PI status 2 Supplemental Educational Services 3 Corrective Action…

  39. District Selects One Option… • Replace the school staff that is relevant to the school failure. • Institute and fully implement a new and effective research-based curriculum. • Decrease the school site management authority. • Appoint an outside expert to advise • Extend the school year or school day for the school. • Restructure the internal organization of the school.

  40. 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, inc. principal Outside mgmt. State takeover State Action

  41. 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.

  42. 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

  43. 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

  44. 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

  45. Discussion… What do you see as the positives and negatives of NCLB accountability?

  46. Highly Qualified Teacher Requirements

  47. 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) - CURRENTLY IN DRAFT FORM

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

  49. Demonstrating Subject Matter Competence

  50. 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)

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