nclb overview

Slide1: 

No Child Left Behind (NCLB) An Overview

Resources: 

Resources Policy Guidance NCLB Brochures www.tea.state.tx.us/nclb/ nclb@tea.state.tx.us

Enacted January 8, 2002: 

Enacted January 8, 2002 Enacted January 8, 2002

Overview of NCLB: 

Overview of NCLB Increase Accountability for Student Performance Focus on What Works Reduce Bureaucracy and Increase Flexibility Empower Parents

Slide5: 

Increase Accountability for Student Performance

Increase Accountability for Student Performance: 

Increase Accountability for Student Performance State Standards Assessment System Accountability System Adequate Yearly Progress School Improvement

Standards: 

Standards Academic Standards Coherent, rigorous content of what children are expected to know and be able to do Encourage the teaching of advanced skills

Standards: 

Standards Student Academic Achievement Standards Aligned to State Academic Standards Includes a minimum of three levels of achievement (basic, proficient, and advanced)

Assessment System: 

Assessment System Aligned to State standards Measures what children should be able to do

Assessment System: 

Assessment System Reading and Mathematics—assess annually in Grades 3-8, and in high school Science—by 2007-08, at least in one grade in Grades 3-5, Grades 6-9, and Grades 10-12

Accountability System: 

Accountability System Criteria Based on State academic standards and State assessments Include sanctions and rewards Adequate Yearly Progress Single system for all public schools

Adequate Yearly Progress: 

Adequate Yearly Progress

AYP Targets: 

AYP Targets Academic Performance 95% participation in state assessments Other Indicator 70% Graduation Rate 90% Attendance Rate

School Improvement: 

School Improvement Failing to meet AYP for two consecutive years identifies the campus for School Improvement. Five levels of School Improvement. Meeting AYP for two consecutive years exits the campus from School Improvement status.

Five Levels of School Improvement: 

Five Levels of School Improvement Year 1—School Choice/Transportation Year 2—Supplemental Services Year 3—Corrective Action Year 4—Restructuring Year 5—Alternative Governance

Year 1 Campus: 

Year 1 Campus Revise Plan within 3 months for 2 year-period Provide School Choice Option Provide Transportation for School Choice Option

Year 2 Campus: 

Year 2 Campus Continue Year 1 interventions Provide Supplemental Educational Services

Year 3 Campus : 

Year 3 Campus Continue Year 1 and Year 2 interventions Take corrective action Publish and disseminate information regarding corrective action

Year 4 Campus : 

Year 4 Campus Continue Year 1 and Year 2 interventions Continue corrective action Develop plan for restructuring

Year 5 Campus : 

Year 5 Campus Implement alternative governance from restructuring plan

LEA Improvement: 

LEA Improvement Year 1—Revise District Improvement Plan Year 2—Implement the revised District Improvement Plan Year 3—Take corrective action

Slide22: 

Focus on What Works

Focus on What Works: 

Focus on What Works Scientifically Based Research High-Quality Teachers Paraprofessional Qualifications

Scientifically Based Research: 

Scientifically Based Research Research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valuable knowledge relevant to education activities and programs. NCLB requires six criteria be met to be scientifically based.

Highly Qualified Teachers: 

Highly Qualified Teachers A teacher meets NCLB definition if the teacher has— Full State Certification (a license to teach in the state), and a Bachelor’s Degree (or higher), and has Demonstrated Competency

When? Who?: 

When? Who? End of SY 2005-2006—All teachers in core academic subject areas When Hired—new Title I, Part A Teachers Schoolwide Campus—All teachers in core academic subject areas Targeted Assistance Campus—All teachers whose salary is paid in whole or in part with Title I, Part A funds

Core Academic Subjects: 

Core Academic Subjects English reading or language arts mathematics science foreign languages civics and government economics arts history geography

Title I, Part AParaprofessional Qualifications: 

Title I, Part A Paraprofessional Qualifications Any paraprofessional with instructional duties hired after January 8, 2002, and working in a Title I, Part A program must have a high school diploma or its recognized equivalent; and

Title I, Part AParaprofessional Qualifications: 

Title I, Part A Paraprofessional Qualifications 2 years of study at institution of higher education; OR Associate’s (or higher) degree; OR Meet a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment (continued)

Paraprofessional Qualifications: 

Paraprofessional Qualifications Knowledge of, and the ability to assist in instructing, in reading, writing, and mathematics; or Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate. (State or Local Assessment) of:

Title I, Part AParaprofessional Qualifications: 

Title I, Part A Paraprofessional Qualifications Paraprofessionals with instructional duties hired before January 8, 2002, must satisfy the requirements within 4 years (January 8, 2006).

Paraprofessional Qualifications: 

Paraprofessional Qualifications Exceptions: Paraprofessional who is proficient in English and a language other than English who provides services by acting as a translator; or Paraprofessional whose duties consist solely of conducting Title I, Part A parental involvement activities.

Title I, Part APrincipal Certification: 

Title I, Part A Principal Certification Written Annual Compliant with Section 1119 Available to general public for review Copies maintained— Each Title I, Part A campus; and LEA central office.

Slide34: 

Reduce Bureaucracy and Increase Flexibility

Reduce Bureaucracy and Increase Flexibility: 

Reduce Bureaucracy and Increase Flexibility Ed-Flex State Flex & Local Flex Demonstration Programs Funding Transferability

Ed-Flex: 

Ed-Flex Commissioner has authority to waive federal requirements that impede student performance NCLB increased the number of programs covered by Ed-Flex Texas has Ed-Flex authority through January 2006

State-Flex/Local Flex: 

State-Flex/Local Flex Demonstration Programs Maximum 7 states and 150 LEAs nationwide Flexibility in the use of identified program funds Increased accountability and performance agreements

Funding Transferability: 

Funding Transferability All LEAs not identified for improvement may transfer 50% of their allocations under selected programs. LEAs in improvement may transfer 30%. LEAs in corrective action are not eligible.

Slide39: 

Empower Parents

Empower Parents: 

Empower Parents LEA/Campus Responsibilities Parent Notifications Parents Right-to-Know School Safety Choice Option School Improvement School Choice Option Supplemental Educational Services

Slide41: 

LEA’s Written Policy Requirements Development Capacity building of schools and parents Annual evaluation of effectiveness

Slide42: 

Campus’s Written Policy Requirements Development School-parent compacts Capacity building

Slide43: 

LEA and Campus Responsibilities Assistance, materials and training to parents Education of teachers, principals, and other staff Information in format and language parent can understand Building Capacity through-

Parent Notification: 

Parent Notification A school receiving Title I, Part A funds must provide each individual parent— the child’s level of achievement in each state academic assessment, and timely notice if the child has been assigned or taught for 4 or more consecutive weeks by a teacher who is not highly qualified.

Slide45: 

informing how parents can be involved in education and assist child in obtaining English proficiency and meeting high standards, and providing opportunities for meetings. Notification Requirements LEAs implementing Title III programs must implement an effective means of outreach to parents of LEP students—

Slide46: 

Notification Requirements If Title I, Part A or Title III funds are used to provide a language instruction program for LEP students, parents of LEP students must be notified not later than 30 days after beginning of school—

Slide47: 

Notification Requirements reasons for identification as LEP and need for placement, child’s level of English proficiency, program’s methods of instruction , how program will meet strengths and needs of child and help child learn English and meet standards, specific exit requirements, if disability, how program meets IEP, and written guidance detailing parent’s right to remove, decline, or choose another program or method.

Slide48: 

Parents of students attending Title I, Part A campuses must be notified that they may request information regarding professional qualifications of their child’s classroom teachers. Parent’s Right-to-Know

School Safety Choice Option: 

School Safety Choice Option Parent may ask to transfer student if the student— Attends a school identified as persistently dangerous Has been a victim of a violent crime on campus

Parent Consultation: 

Parent Consultation Title I, Part A—use of parent involvement funds Title II, Part A—program planning and application development Title IV, Part A—program planning, application development, program evaluation Title V, Part A—program planning, design, and implementation

nclb@tea.state.tx.us: 

nclb@tea.state.tx.us For additional information, contact the Division of NCLB Program Coordination at TEA. www.tea.state.tx.us/nclb/