No Child Left Behind

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No Child Left Behind
Federal Programs Working Together Elementary
and Secondary Education Act (ESEA) Reauthorized
by the No Child Left Behind Act of 2001 -
Public Law 107-110 (NCLB)
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NCLB

• The major focus of No Child Left Behind 2001 is
  to provide all children with a fair, equal, and
  significant opportunity to obtain a high-quality
  education.
• The U.S. Department of Education is emphasizing
  four pillars within the bill
• Accountability
• Flexibility
• Research-based education
• Parent options
• NCLB emphasizes the implementation of
  educational programs and practices that have been
  demonstrated to be effective. It is a national
  extension of the standards-based education reform
  efforts undertaken across the states.

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Elementary Schools
State 2006 Results Adequate Yearly Progress
State made adequate yearly progress at the
elementary level in 29 of 37 categories (78).
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High Schools
State 2006 Results Adequate Yearly Progress
State made adequate yearly progress at the high
school level in 31 of 37 categories (84). Made
AYP by making significant improvement (safe
harbor).
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Middle Schools
State 2006 Results Adequate Yearly Progress
State made adequate yearly progress at the middle
school level in 28 of 37 categories (76).
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Why do federal programs need to work together?

• Provide supplemental services in order to
  improve student achievement that benefits
• students who are at risk of not meeting state
  standards and
• educators for their continued professional
  development.

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Supplement Not Supplant

• The provision requires that federal funds be
  used to augment the regular education program,
  and not substitute for funds or services that
  would otherwise be provided.

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Connections Across Programs
Title II, Part A Teacher Principal Quality
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Title I, Part A - Purpose

• The purpose of the federally-funded Title I
  program is to provide supplemental educational
  services to children who are most at risk of
  failing to meet the states student academic
  achievement standards in reading, language arts,
  and mathematics (and science in 2005-2006)

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Title I, Part A

• Title I Part A serves low-achieving students in
  high poverty schools including ELL, Migrant,
  Special Education, Homeless, Native American,
  Neglected Delinquent and young children.

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Title I, Part A Whos Eligible

• Children who are economically disadvantaged,
  children with disabilities, and migrant or
  limited English proficient children are eligible
  for services on the same basis as other children
  selected to receive services
• Children also eligible for services include
  homeless students, special education students,
  and former Head Start, Even Start and Early
  Reading First students
• Students Pre-K through grade 12 are eligible for
  Title I services

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Title I, Part A - Services

• Types of services
• Additional instruction either in class or in
  small groups
• Extended learning time (before and after school
  and in the summer)
• Family Literacy
• Pre-K readiness to learn
• Counseling
• Computer-assisted instruction
• Combination of services listed above

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Title I, Part A - Decisions

• Building staff decide subject areas and grade
  levels to be served with Title I funds, based on
  the greatest academic needs of the students
• Staff determine how many students can be served
  based on Title I funds allocated to the building

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Title I, Part A Targeted Assistance

• Targeted Assistance Programs
• NCLB Section 1115
• multiple, educationally-related, objective
  criteria established by the local educational
  agency and supplemented by the school is the
  basis for student selection

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Title I, Part A Targeted Assistance

• A selection matrix may use standardized test
  results, classroom and curriculum assessments,
  teacher recommendation, and other indicators
• Parents must be notified that their children are
  eligible for participation and given an
  opportunity to provide program input

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Title I, Part A Targeted Assistance

• Students must be rank-ordered and services
  provided to the most academically at risk
• Students enter and exit the program based on
  assessment analysis and criteria defined in their
  school improvement building plan

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Title I, Part A - Instruction

• Instruction for Title I students
• Must incorporate effective methods and
  instructional strategies based on scientifically
  based research
• Must be aligned with state Essential Academic
  Learning Requirements and Grade Level
  Expectations
• Must be incorporated into existing school
  planning

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Title I, Part A Schoolwide Program

• Schoolwide Program
• NCLB Section 1114
• Designed for high poverty schools (40 or higher)
• Does not require rank order list but targets most
  academically at risk students
• Requires a year of planning

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Title I, Part A Schoolwide Program

• A schoolwide plan must describe 10 required
  components
• Comprehensive needs assessment
• Schoolwide reform strategies
• Instruction by highly qualified staff
• Professional development activities
• Strategies to attract highly qualified teachers
• Strategies to increase parent involvement
• Transition plans for preschool to elementary
  school
• Inclusion of teachers in assessment decisions
• Strategies to assist struggling students
• Coordination and integration of federal, state
  and local services

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Title I, Part A Schoolwide Program

• The schoolwide plan must include the names and
  the dollar amounts of the federal, local, and
  state programs that have been combined into the
  schoolwide program
• All programs serving students should be addressed
  in the plan

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Title I, Part A Schoolwide Program

• The schoolwide plan must address the intent and
  purpose of each of the federal programs that have
  been included in the program
• Schoolwide programs must meet all requirements
  relating to health, safety, civil rights, student
  and family participation, private school
  services, maintenance of effort, and
  comparability of services

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Title I, Part A Schoolwide Program

• Although all students in the schoolwide program
  are eligible for Title I services, it is the
  students who are at greatest risk of not meeting
  the state academic achievement standards that are
  to be the main focus of the services
• Annual evaluation of the program/plan
  effectiveness is required of staff and parents

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Title I, Part A Schoolwide Program

• Schoolwide programs combining migrant (Title I,
  Part C) must be submitted to the Migrant Office
  of OSPI for approval
• Must show evidence that the needs of migrant
  students are addressed in all program elements
• Must be submitted annually for approval

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Title I, Part C Migrant Education

Support of high-quality and comprehensive
education programs for migratory children to
help reduce the educational disruptions and
other problems that result from repeated moves.
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Title I, Part C - Migrant Education

• Design programs to help migratory children
  overcome educational disruption, cultural and
  language barriers, social isolation, various
  health-related problems, and other factors that
  inhibit the ability of such children to do well
  in school.
• Ensure that migratory children benefit from state
  and local systemic reforms.

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Title II, Part A

• Teacher and Principal Quality

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Title II, Part A Purpose

• Increase student achievement through strategies
  such as improving teacher and principal quality
  and increasing the number of highly qualified
  teachers in the classroom and highly qualified
  principals and assistant principals in schools
• Assure funds will target schools that
• Have the lowest proportion of highly qualified
  teachers,
• Have the largest average class size,
• Identified for school improvement under section
  1116(b)
• Ensure equitable distribution of high quality
  teachers in high poverty, high minority, lower
  performing schools as in low poverty, low
  minority schools.

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Title II, Part A

• Recruitment - shortage areas of highly qualified
  teachers
• Strategies, mechanisms, initiatives
• Incentives (scholarships, signing bonuses,
  differential pay for teachers to teach in
  academic subjects in which there exists a
  shortage of HQT in the district or a school)
• Hiring
• Class size reduction grade levels where at risk
  students benefit
• Must meet HQT requirement

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Title II Part A

• Retention
• Strategies and initiatives for teachers to meet
  HQT requirements (professional development,
  coursework, assessment fee and other costs
  associated with completion of assessment,
• Professional development
• Aligned with state standards and focus on areas
  where students need additional learning support
• Includes subject area specialist who provides job
  embedded professional development for teachers in
  the subject area reading or mathematics coaches
• Induction programs
• Incentives (differential pay hard to place
  assignment areas)

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Title II, Part A

• Application for funding
• Who are your students?
• What are their learning needs?
• Differentiated and/or specialized instruction,
  smaller class size
• Who are the teachers teaching at-risk students
  and what are their professional learning needs?
• Greater understanding of the subject area,
  differentiated and/or specialized instructional
  strategies, working with parents to better
  support student learning
• How will the principal support teachers and is
  the principal prepared to provide the leadership
  and support for teachers?
• How will Title IIA funds be used to meet the
  learning needs of teachers, principals and
  students?
• How will success be measured impact on
  classroom instruction and student learning?

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Highly Qualified Teacher (HQT) Data - 2005-06
School Year

• 135,826 core academic classes taught in
  Washington public schools
• 33,045 Elementary Level
• 102,806 Secondary Level
• 95.6 of the classes are taught by teachers who
  meet HQT requirements
• 97.8 - Elementary Level
• 94.8 - Secondary Level
• There is a .2 difference in elementary classes
  taught by HQ teachers in high poverty and low
  poverty elementary schools 97.8 in high
  poverty vs. 98.0 at low poverty schools
• There is a 8.0 difference of secondary classes
  taught by HQTs in high poverty and low poverty
  high schools with 89.3 in high poverty and
  97.3 in low poverty schools
• All districts reported at 80 or above classes
  taught by HQT
• 159 of 296 school districts reported that 100
  classes taught by HQT
• 114 of 296 school districts reported that 90 to
  99.9 classes taught by HQT
• 23 of 296 school districts reported that 80 to
  89.9 classes taught by HQT

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Highly Qualified Teacher (HQT) Data 2005-06
School Year

• Elementary
• 27,146 elementary teachers who teach 33,045
  classes
• 340 teachers (1.3) who do not meet HQT
  requirements and teach 712 elementary classes
  (2.2)
• Secondary Teachers - Middle School and High
  School
• 22,009 secondary teachers who teach 102,806
  classes
• 1,567 secondary teachers (7.1) who do not meet
  HQT requirements and teach 5,315 classes (5.2)
• 1,017 middle/junior high teachers (4.6) who do
  not meet HQT requirements
• 550 high school teachers (2.5) who do not meet
  HQT requirements
• Subject areas reporting highest numbers of
  non-HQTs
• Mathematics
• Reading
• English/Language Arts
• History

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TITLE III, Part A - ENGLISH LANGUAGE ACQUISITION,
LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT
ACT

• Language Instruction
• for
• Limited English Proficient
• and
• Immigrant Students

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Purpose Title III, Part A
To ensure that limited English proficient (LEP)
students and immigrant children and youth develop
English proficiency and Meet the same academic
content and academic achievement standards that
other children are expected to meet.
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Planning for Services for Students

• Look at the data
• Determine services needed
• Define how federal programs can assist in
  meeting the identified needs.

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Scenario A

• Ricardo
• Ricardo has attended school in Texas and reads
  fluently in his native language, Spanish, however
  he does not speak English. His family moved to
  work in the farming industry.
• Ricardo qualifies for Migrant Education support
  and he is scheduled to attend a Title I Targeted
  Assistance School.

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Scenario A (continued)

• Ricardo
• After being assessed for reading in Spanish, he
  does not require remedial assistance. So the ELL
  program will take responsibility for assisting
  him in acquisition of English.
• He was also assessed in mathematics in Spanish
  and scored below grade level. He was added to
  the Targeted Assistance rank order list and
  received Title I math services.
• The Migrant Education Office met with Ricardos
  family to help them find health services in the
  community.

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Scenario B

• Tatiana
• Tatiana has recently arrived in Washington from
  Russia. She has been in school since Kindergarten
  and is now a tenth grade student. She excels in
  mathematics, but does not read in English. She
  speaks some English.

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Scenario B (continued)

• Tatiana
• After a transcript review, it was determined
  that she is proficient in reading. She is
  assigned to work with the ELL teacher for English
  language development. She will also be provided
  primary language tutorial and academic support.
• Since she excels in reading and mathematics, she
  does not qualify for Title I services.

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Scenario C

• Muhammad
• Muhammad has recently arrived from Somalia. He
  is ten years old and has never been in school.
  The lack of English and lack of academic
  experience are barriers to his school success. He
  is assigned to a Title I schoolwide.
• Services for him are to include additional
  support from the state bilingual program to help
  him acquire English.
• He will receive additional reading instruction
  from a Title I master teacher who has knowledge
  in assisting students who do not read. This is a
  specialized reading classroom set up in the
  school because of the high population of students
  that are low achieving. He will also receive
  mathematics support.

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Scenario D

• Noi
• Noi had been in the Title I Part A school before
  and has returned. She and her family are
  migratory as they moved to work in the fishing
  industry. She is a proficient reader, but does
  not do well in mathematics.
• Even though she is a migratory student, it is
  the responsibility of the school to provide Title
  I Part A supplemental math instruction to improve
  her math skills.

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School Improvement Planning

• Look at the data
• Determine services and support systems needed
• Define how federal programs can assist in
  meeting the identified needs

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AYP Guidance Scenario

• Step 3 School Improvement
• School A (Elementary)
• Scenario
• The school did not meet AYP because their fourth
  grade English Language Learners (ELL) and
  Hispanic students did not meet the states
  reading standard. The school developed a School
  Improvement Plan as required under Step 1 and
  Step 2. The plan focused on reading across the
  school but did not address the specific
  populations that did not meet standards (ELL and
  Hispanic students). The school had also entered
  into the states School Improvement support
  system with hiring a School Improvement
  Facilitator.
• .

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AYP Guidance Scenario (continued)

• Step 3 School Improvement - School A (Elementary)
  
• Actions
• The principal convened a group of teachers,
  parents the districts reading coach, the School
  Improvement Facilitator, and a national
  recognized reading expert on ELL to review the
  schools improvement plan.
• The group revisited the previous school
  improvement plan and specifically addressed the
  academic needs of their ELL and Hispanic
  populations.
• The school reallocated their professional
  development Title I set-aside funds to focus on
  reading instruction for ELL students for all
  staff.
• The principals with the teachers reviewed the
  schoolwide ten components and realized that they
  needed to focus federal and state program funds
  to provide adequate services for those students
  in most academic need.
• The district reassigned the Reading Coach from a
  school meeting AYP standards. It became the
  responsibility of the coach to work with teachers
  on lesson design and classroom based assessments
  to monitor student achievement.

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• TOGETHER
• We make a difference in the lives of our students
  and the FUTURE of our country!

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Contacts

• Bob Harmon - bob.harmon_at_k12.wa.us (360-725-6170)
• Assistant Superintendent Special Programs
• Gayle Pauley gayle.pauley_at_k12.wa.us
  (360-725-6100)
• Director Title I/LAP/V/CPR
• Dr. Alfonso Anaya alfonso.anaya_at_k12.wa.us
  (360-725-6146)
• Director Migrant and Bilingual Education
• Mary Jo Johnson maryjo.johnson_at_k12.wa.us
  (360-725-6340)
• Director Title II Teacher/Principal