No Child Left Behind (NCLB) An Overview. Resources Policy Guidance NCLB Brochures ...

No Child Left Behind (NCLB)

An Overview

Resources

• Policy Guidance

• NCLB Brochures

• www.tea.state.tx.us/nclb/

• nclb@tea.state.tx.us

Enacted January 8, 2002

Enacted January 8, 2002

Overview of NCLB

1. Increase Accountability for Student Performance

2. Focus on What Works

3. Reduce Bureaucracy and Increase Flexibility

4. Empower Parents

Increase Accountability for Student Performance

Increase Accountability for Student Performance

• State Standards

• Assessment System

• Accountability System

• Adequate Yearly Progress

• School Improvement

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

Student Academic Achievement Standards

– Aligned to State Academic Standards

– Includes a minimum of three levels of achievement (basic, proficient, and advanced)

Assessment System

• Aligned to State standards

• Measures what children should be able to do

Assessment System

1. Reading and Mathematics—assess annually in Grades 3-8, and in high school

2. Science—by 2007-08, at least in one grade in Grades 3-5, Grades 6-9, and Grades 10-12

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

Example

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08 2009-10

2010-11

2011-12

2012-132008-09

2013-14

33.4%—Math46.8%—Reading

Increase Increase Increase Increase

100%

Add Science Assessment

AYP Targets

• Academic Performance

• 95% participation in state assessments• Other Indicator

– 70% Graduation Rate– 90% Attendance Rate

100%91.5%83.2%74.9%66.6%58.3%50.0%41.7%33.4%Math

100%93.4%86.7%80.1%73.4%66.8%60.1%53.5%46.8%R/LA

2013-142012-132011-122010-112009-102008-092006-07

2007-08

2004-05

2005-06

2002-03

2003-04

School Year

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

Year 1—School Choice/Transportation

Year 2—Supplemental Services

Year 3—Corrective Action

Year 4—Restructuring

Year 5—Alternative Governance

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

• Continue Year 1 interventions

• Provide Supplemental Educational Services

Year 3 Campus

• Continue Year 1 and Year 2 interventions

• Take corrective action

• Publish and disseminate information regarding corrective action

Year 4 Campus

• Continue Year 1 and Year 2 interventions

• Continue corrective action

• Develop plan for restructuring

Year 5 Campus

• Implement alternative governance from restructuring plan

LEA Improvement

• Year 1—Revise District Improvement Plan

• Year 2—Implement the revised District Improvement Plan

• Year 3—Take corrective action

Focus on What Works

Focus on What Works

• Scientifically Based Research

• High-Quality Teachers

• Paraprofessional Qualifications

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

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?

• 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

• English

• reading or language arts

• mathematics

• science

• foreign languages

• civics and government

• economics

• arts

• history

• geography

Reduce Bureaucracy and Increase Flexibility

Reduce Bureaucracy and Increase Flexibility

• Ed-Flex

• State Flex & Local Flex Demonstration Programs

• Funding Transferability

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

• Demonstration Programs

• Maximum 7 states and 150 LEAs nationwide

• Flexibility in the use of identified program funds

• Increased accountability and performance agreements

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.

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

LEA’s Written Policy Requirements

• Development

• Capacity building of schools and parents

• Annual evaluation of effectiveness

Campus’s Written Policy Requirements

• Development

• School-parent compacts

• Capacity building

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

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.

• 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—

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—

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.

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

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

• 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

For additional information, contact the Division of NCLB Program Coordination at TEA.

www.tea.state.tx.us/nclb/