Title I Teacher Training Module No Child Left Behind Act of 2001
Title I Teacher Training Module Introduction
Purpose To deliver support to Title I teachers who interact with Title I students, helping them to achieve high academic performance. This module will do the following: • Provide a high-level framework of No Child Left Behind and Title I requirements. • Present the new accountability requirements • Provide instructional strategies based on data analysis. • Identify requirements and activities for parental involvement.
Role of Teachers • Teachers play a pivotal role in the process and successful implementation of NCLB. • First line of contact as the main link with parents. • Assess students’ needs and performance on a daily basis. • Evaluate programs’ success (tools, strategies, materials, programs & activities). • Direct activities of paraprofessionals.
Contents of Title I Teacher Training Module • General Overview of No Child Left Behind (NCLB) • Title I • Understanding Accountability • Data-Driven Analysis and Assessment • Data-Driven Decision-Making • Instructional Strategies for Student Achievement • Scientifically Based Research • Parental Involvement • Highly Qualified Teachers and High-QualityProfessional Development • Resources
Title I Teacher Training Module Understanding NCLB
NCLB No Child Left Behind • The No Child Left Behind Act of 2001 (NCLB) frames the structure of accountability in education to help all children reach proficiency by 2014. • NCLB embodies four key principles of education reform: Accountability, Flexibility, Choice, and Methodology.
Purpose of Title I Help children who are low achievers meet high academic standards.
Title I Requirements Under Title I, states and districts are required to close the achievement gap by the following methods: • Targeting dollars to low-performing students. • Placing a “highly qualified” teacher in every classroom. • Improving the qualifications of paraprofessionals.
Title I Requirements (cont.) • Offering professional development for staff. • Using instructional practices and programs based on research. • Involving the parents in their child’s education.
Title I Funding • Determined by number of low-income students in district. • Districts allocate their funds to schools based on the poverty level. • Schools serve the lowest-performing students to help them achieve academically.
Title I Funding (cont.) • Eligible low-performing private school students in attendance area of eligible school are also served. • Targeted assistance or schoolwide programs. • Districts apply for funds through the NCLB Consolidated Application process.
Title I Teacher Training Module Understanding Accountability: A Teacher’s Perspective
Understanding Accountability • New Jersey’s Single Accountability System • State Assessments • Disaggregating Results for Subgroups • AYP Calculations • Sanctions
Single Accountability System • New Jersey has a Single Accountability System, in compliance with NCLB requirements, to ensure that all schools will make “adequate yearly progress” (AYP) toward meeting the state’s academic achievement standards. • Students must score “Proficient” or “Advanced Proficient” levels on state assessments.
Single Accountability System (cont.) • AYP is based on assessment results and participation plus secondary indicators • Attendance for elementary and middle schools • Graduation rate (starting in 2004- 2005) for high schools • Student participation in state assessments must meet 95%. • The goal is that all students will be proficient by 2014.
State Assessments • Students are currently tested in grades 3, 4, 8, and 11 in language arts literacy (LAL) and mathematics using the state assessments. • Other grades will be phased in. By the 2005-2006 school year, LAL and mathematics tests will be administered in every year in grades 3 through 8 and once during grade span 10-12. • Science will be tested in all the above grades by the 2007-2008 school year.
State Assessments (cont.) • An Alternative Proficiency Assessment (APA) will be administered to eligible students with disabilities. • LEP students must be tested.
AYP Calculations Subgroups • Adequate Yearly Progress (AYP) is calculated for total district, total for each school, and the following student subgroups for each content area (LAL/math/science): • Racial/ethnic groups, including White, African-American, Hispanic, Asian/Pacific Islander, and Native American • Students with Disabilities • Economically Disadvantaged • Limited English proficient (LEP)
Purpose of Disaggregating Data • Accountability • Closing the Achievement Gap
Sample School ResultsSchool A Elementary School AYP Targets for2002-2003 School Year NJ ASK LAL 68% Math 53% __________________ New Jersey Professional Education Port
What Happens if AYP Is Not Met? • Year 1 − Early Warning: School did not meet AYP in at least one content area for total student population or one or more subgroups. • Year 2 − Choice: School did not meet AYP in the same content area for two consecutive years. School identified as in need of improvement and must offer intradistrict choice and prepare School Improvement Plan. • Year 3 − SES: School did not meet AYP again; it must continue to offer choice and also offer supplemental educational services (SES).
What Happens if AYP Is Not Met? (cont.) • Year 4 − Corrective Action: School did not meet AYP again; it must continue to offer choice and SES and also prepare a Corrective Action Plan. • Year 5− Planning for Restructuring: School did not meet AYP again; it must improve academic performance or go into restructure status. • Year 6 − Restructuring: School did not meet AYP again; it is identified for restructuring, which could result in state takeover.
Title I Teacher Training Module Data-Driven Analysis/Assessment
Data-Driven Decision-Making • NCLB requires schools to make critical decisions regarding instructional and academic services based on data analysis. • Collectively and interactively, data informs schools of the impact of current programs and processes on their students so that decision-making can occur.
Four Types of Data to Be Gathered There are four types of data that should be gathered: • Demographic Data • Perceptual Data • Student Learning Data • School Process Data Resource: firstname.lastname@example.org
State School Report Card • Information on aggregate student achievement at each proficiency level • Disaggregated information by ethnicity, gender, disability status, migrant status, English proficiency, and economically disadvantaged • Shows a comparison between the actual achievement of each group and the state’s annual measurable objectives
State School Report Card (cont.) • The percentage of students not tested • The most recent 2-year trend in student achievement • Aggregate information on indicators used to determine AYP • Attendance rates for elementary and middle schools • Graduation rates for secondary school students
State School Report Card (cont.) • Information on the performance of districts and if they made AYP • Information on the professional qualifications of teachers in the state • Web site for School Report Cards: http://education.state.nj.us/rc
Data Reports • School-Level Reports • District Summary Report • Individual Student Reports
Analysis of School-Level and Individual Reports • Analyze the results of the proficiency levels and the cluster reports in order to determine the strengths and deficiencies of the following: • Curriculum • Teaching strategies • Classroom environment • Culture • Parental support • Students’ affective needs
Other Assessments • Beginning of school year • End of school year • Mid year
Tools for School Improvement Planning • The Annenberg Institute for School Reform has a Web site that provides links to surveys and using data for school improvement. http://www.annenberginstitute.org/tools/
Title I Teacher Training Module Instructional Strategies for Student Achievement
Test Preparation–Providing Tools • Use Core Curriculum Content Standards as the basis for curriculum • Rely on the support of scientifically based research programs • Consult the list of approved Title I activities in the NCLB reference manual www.nj.gov/njded/grants/entitlement/nclb
Test Preparation (cont.) • Reference the test specifications for the NJ ASK, GEPA, and HSPA • Use sample test items and rubrics throughout the year • Incorporate assessment experiences in the classroom that simulate state assessments • Provide several picture prompts and other writing tasks to be done in a limited time frame
Test Preparation (cont.) • Provide open-ended questions • Simulate the physical test setting several times throughout the year • Discuss rubrics with the students and use them in your scoring
Strategies for At-Risk Students • Examine the nonacademic factors that may be affecting performance • Maintain high (but not frustrating) expectations • Use differentiated instruction strategies and assessment • Integrate strategies across the curriculum • Include cognitive strategies
Strategies for Limited English Proficient (LEP) Students • Use academic content to teach the language skills of listening, speaking, reading, and writing • Sheltered English • Used in an integrated setting • Each class has a language objective and a content area objective
Strategies for Students with Disabilities • Programs should be organized to promote the same high expectations for achievement established for nondisabled students • All programs, regardless of setting (general education class, resource center, special class) should provide access to the district’s comprehensive general education curricula, materials, and assessments as well as supplementary services provided to other students (e.g., tutoring) www.state.nj.us/education
Title I Teacher Training Module Scientifically Based Research
Scientifically Based Research Programs Title I programs must be • Research-based • Proven to work www.ed.gov/nclb/methods/whatworks/doing.html
Evaluating an Educational Intervention for Research Worthiness Is the intervention backed by “strong” evidence of effectiveness? • Randomized controlled trials that are well-designed and implemented • Trials showing effectiveness in 2 or more typical school settings • Trials in schools similar to your school
Examples of Effective Evidence-Based Interventions • Tutoring by qualified tutors for at-risk readers Grades 1-3. • Life skills training for junior high students effective in reducing smoking and substance abuse. • Reduced class size Grades K-3 raises Stanford scores in reading & math.