NCLB 2005

1
NCLB 2005

• Accountability
• Adequate Yearly Progress

2
Background
Review

• NCLB of 2001 implementation is complex- still
  evolving in 2005!
• Congress will now consider changes in the
  Reauthorization of NCLB 2007
• US Department of Education (DOE) continuing
  consideration of flexibility within the
  regulations
• Changes to state accountability systems through
  DOE that have been approved will be used for 2005
  reporting

3
NCLB AYP Elements
Review

• ALL students proficient by 2014
• Separate, measurable goals in reading and
  mathematics -- State Uniform Bars
• Separate, measurable objectives/disaggregated
  data and goals for
• All Children
• Racial/Ethnic Groups
• Students with Disabilities (Special Education)
• Students with Limited English Proficiency (ELL)
• Students from Low-Income Families

4
Other NCLB AYP Elements
Review

• Must include at least one other indicator
• Graduation rates, for high schools 66
• Attendance (unexcused absences) for
  elementary/middle schools K-8 1
• 95 of students in each group must be tested
• Groups make AYP if there is a 10 percent
  reduction in those not reaching proficiency --
  Safe Harbor
• Determination of personally identifiable and
  statistically reliable number(s)
• Personally identifiable 10
• Statistical reliable 30

5
Full Academic Year Requirement
Review

• Full academic year October 1st
• all students whose enrollment is continuous and
  uninterrupted on or before October 1st in the
  school year through the date the assessment is
  administered
• Determines which students are to be included in
  decisions about Adequate Yearly Progress
• Applies To
• Enrolled Full Academic Year in School
• Enrolled Full Academic Year in District
• Enrolled Full Academic Year in State

6
Amendments to the Washington State Accountability
Plan - 2004
Review

• AYP for N of 10-29 determined using only the all
  students group and only reading math. AYP for
  N less than 10 determined through submission of a
  local school board-approved school improvement
  plan.
• 99 confidence interval implemented (statistical
  probability of error 1 in 100)
• N 40 for LEP and special ed programs
• N 1 of total enrollment for schools and
  districts with more than 3000 students(1 when gt
  4000 for LEP and special ed)

7
Revise AYP and On-Time Graduation Rate Goals
Review

• Modify AYP goals to Stair step goals every
  three years large increases in 2005, 2008, 2011
  and 2014 (reaches 100).
• Special education students who finish their IEP
  graduation goals and requirements on time are
  considered on-time graduates.

8
(No Transcript)
9
(No Transcript)
10
Reading
Mathematics
11
The Concept of Averaging
Review

• Can average across tested grades
• (e.g., a district could average WASL results
  over grades 4, 7 and 10) in appeal
• Can average across multiple years(e.g., a school
  could average WASL results over 2002, 2003, and
  2004) in appeal

12
Fourth
Average Across 3-years
Seventh
Tenth
13
(No Transcript)
14
2005 Approved Accountability Changes for
Washington State

• AYP Determination Eliminate the need for appeals
  based on averaging options
• Average over all tested grades within one year
• Average participation rates for 3 years if rate lt
  95
• Appeal Topics Safe harbor over multiple
  years,Average WASL over multiple years (each
  group), exited special ed/ELL students, gt1 from
  WAAS, policy changes, unusual situations,

15
GRADE 4 STATE UNIFORM BAR GOALSBASELINE BASED ON
3-YEAR AVERAGE 20TH PERCENTILE (2000-2002)
16
GRADE 7 STATE UNIFORM BAR GOALSBASELINE BASED ON
3-YEAR AVERAGE 20TH PERCENTILE (2000-2002)
17
GRADE 10 STATE UNIFORM BAR GOALSBASELINE BASED
ON 3-YEAR AVERAGE 20TH PERCENTILE (2000-2002)
18
2005 Approved Accountability Changes for
Washington State

• Graduation Rate Modify graduation rate using 66
  goal
• with gradual increase over time to 85 in 2013-14
• 2-point increase from previous year now required
  if below the state graduation goal
• REPORT on required 4-year on time graduation
  rate but include ALL students successfully
  obtaining a HS diploma in determination of AYP
  graduation rates
• Allow more than 4 years for ELL and migrant
  students to graduate (on case-by-case basis
  need appeal)

19
Graduation Rates and AYP
20
State ONLY SubgroupGraduation Rate Goals
21
2005 Approved Accountability Changes for
Washington State

• Unusual High Schools Use annual dropout rate
  instead of graduation rate as the other indicator
  if school does not have capability to graduate
  students(lt 7 or a reduction from previous year)
• Early Testing Results for a 9th grader taking
  10th grade WASL early will not count if not
  meeting standard (not considered the first test
  for AYP), but it will count if they meet standard
  (score applied when reaching grade 10)
• Rounding Normal rounding rules apply to safe
  harbor, graduation rate, participation rate

22
2005 Approved Accountability Changes for
Washington State

• Sanction Change Districts will no longer be
  required to set aside 20 of their Title I
  funding to fund school choice and supplemental
  educational services. Instead, the district is
  able to reserve Title I, Part A funds as are
  reasonable and necessary to meet the need for
  choice and supplemental services.
• AYP For Grades 3, 5, 6, 8 2005-06 Baseline Year
  -State Uniform Bars established
• 2006-07 AYP Accountability
• Language Arts AYP New OPTION to use IF AYP is
  not reached in reading
• Results from writing averaged with reading
  Language Arts goal beginning 2005

23
READING/WRITING STATE UNIFORM BAR GOALSBASELINE
BASED ON 3-YEAR AVERAGE 20TH PERCENTILE
(2000-2002)
24
2005 Approved Accountability Changes for
Washington State

• Identification of District Step of Improvement
  Not move to next step unless all tested grades
  do not make AYP in the same column of matrix
• Safe Harbor If less than 10 in one year,
  reduction on average of 10 per year over 2-3
  years (19 in 2 years, 27 in 3 years) use
  appeal
• Clarification Safe Harbor CAN be accessed as
  long as the subgroups that did not make AYP make
  a 10 reduction in the percentage of students not
  meeting standard and meet the other indicator

25
Special Education 2 Persistent Academic
Disabilities

• Guidance for IEP Teams Identify special
  education students with persistent academic
  disabilities
• Developmentally Appropriate WASLs Identify the
  EALRs and GLEs that best match the students
  present levels of performance and match
  assessments against established state standards
• 2 in Addition to the 1 1 severe/profound
  (portfolio) remains 2 additional new category

26
Special Education 2 Persistent Academic
Disabilities

• Performance Expectations IEP teams determine the
  appropriate level on proficiency expected for the
  special education student to achieve
• Advanced WASL Level 4 and WAAS Level 4
• Proficient WASL Level 3 and WAAS Level 3
• Basic WASL Level 2 and WAAS Level 2
• Below Basic WASL Level 1 and WAAS Level 1

27
Special Education Students
One of the goals of the Special Education
guideline development
IEP Team Decision
G r a d e L e v e l E x p e c t a t i o n s
K 1 2 3 4
5 6 7 8
9 10
28
One of the goals of the Special Education
guideline development
10th Grade
IEP Team Decision
G r a d e L e v e l E x p e c t a t i o n s
K 1 2 3 4
5 6 7 8
9 10
29
Eligible Special Education StudentsParticipation
in State Wide Assessments
IEP Team Determination for each content area

• Instructional Program
• Progress Monitoring
• Statewide Assessment
• Normative Assessment
• Anticipated Post School
• Outcome

NO
Significant Cognitive Disability or Persistent
Academic Disabilities
YES
WASL With or without accommodations
OR
WAAS (Alternate Assessment System) DAW
WAAS (Alternate Assessment System) Portfolio
WAAS Washington Alternate Assessment System DAW
Developmentally Appropriate WASL IEP
Individualized Education Program
30
HB2195 CAA/CIA High School Graduation
Requirements Students Receiving Special
Education Draft June 2005
IEP Team Determination
If participation in either the WASL or WAAS is
not appropriate, a re-determination by the IEP
team should be done.
WASL With or without accommodations
Portfolio
YES
YES
NO
NO
DAW
Multiple Ways (2195 Only)
CAA
CIA
Retakes
YES
NO
Alternative Objective Measures
Retakes
YES
NO
YES
NO
Appeals
Appeals
YES
YES
NO
NO
No CIA
No CAA
CAA Certificate of Academic Achievement CIA
Certificate of Individual Achievement DAW
Developmentally Appropriate WASL IEP
Individualized Education Program WASL
Washington Assessment of Student Learning WAAS
Washington Alternate Assessment System HB2195
House Bill Number 2195 State law addressing high
school graduation requirements
31
School, District and the State Report Cards

• In addition to the current state reporting,
  schools, districts and the state must provide
  annual performance reports that include
• Student achievement at each proficiency level
• Assessment data by all demographic subgroups
  (statistically significant, not personally
  identifiable WA 10)
• Comparison of student achievement to district and
  state results
• Numbers and names of schools and districts that
  are identified for improvement
• Professional qualifications of the district
  teaching staff.
• Other Indicators - Elementary (Unexcused Absence
  Rates)
• Graduation rates Secondary (standard
  number of years)
• OSPI has provided school, district, and the state
  report card on-line as an option for schools and
  districts to use to meet this requirement.
• www.k12.wa.us

32
Rewards and Recognition

• Congratulatory letters and plaques for reaching
  state goals and monthly visits to schools by the
  Governor and our State Superintendent.
• NEW Criteria for rewards and recognition
  consistent with Washingtons Continuous Growth
  Model improved student achievement
• Statewide Plaque Project State and Federal
• NEW 750,000 in monetary awards presented to 55
  schools and 12 districts for making noteworthy
  academic improvements and helping narrow the
  achievement gap among their student ethnic groups

33
AYP Matrix (37 categories)
34
AYP TIMELINE FOR SCHOOLS (Consequences apply only
to schools receiving Title I funds) District
Responsibility
Implement
Plan

For
AYP
AYP
Alternative

Governance
WASL 2004
WASL 2003

1
2
AYP
AYP
AYP
AYP
AYP


2004-2005
1
2
3
4
5
Step
Step
Step
Step
Step
Identified for School Improvement
35
Parent Notification (LEA and School Improvement
Non-Regulatory Guidance B-6)

• An explanation of what identification means and
  how their childs school compares to other
  schools served by the LEA and SEA in
• terms of the academic achievement of its
  students
• The reasons for identification, such as one or
  more subgroups not meeting academic proficiency
  targets
• An explanation of what the school, district, and
  state are doing to support the schools
• An explanation of how parents can be involved in
  addressing the academic issues that led to
  identification and
• An explanation of the parents option to transfer
  their child to another school in the LEA or to
  access supplemental educational services.

36
Guidelines for Communicating with Parents

• Clarity and timeliness are essential and must be
• provided in an understandable and uniform format
• in a language parents can understand and
• provided directly to parents through regular mail
  or by e-mail and through broader means of
  communication, such as Internet, the media, and
  through public agencies serving students and
  their families.

37
What information must the LEA provide to both
parents and the public? (LEA and School
Improvement Non-Regulatory Guidance B-7)

• In addition to providing school improvement
  information to parents and the public, the LEA
  must publish and disseminate information
  explaining
• What the school is doing to address the problem
  of low achievement and
• What the LEA or SEA is doing to help the school
  address the problem.

38
School Improvement

• STEP 1
• A school that does not make AYP for two
  consecutive years, as defined by the States
  accountability system, must be identified for
  school improvement.
• Develop/Review School Plan
• Implement Public School Choice

39
School Improvement
Is An Ongoing Process
Nine Characteristics Of High Performing Schools

Based on Research
40
School Improvement

• STEP 2
• If a school in school improvement status does
  not make AYP for a second consecutive year, the
  school must be identified for Step 2 of school
  improvement.
• Review School Plan
• Continue Public School Choice
• Implement Supplemental Educational Services

41
Corrective Action

• STEP 3
• Revise School Plan
• Continue Public School Choice
• Continue Supplemental Educational Services

42
School Restructuring

• STEP 4
• Continue Public School Choice
• Continue Supplemental Educational Services
• Develop a Restructuring Plan and make necessary
  arrangements to carryout alternative governance
  in STEP 5

43
What is required of the school?

• The school must develop a required two-year plan
  that addresses the academic issues that caused
  the school to be identified for school
  improvement -
• within three months -
• in consultation with parents, school staff,
  district staff, and outside experts.

44
What topics must the plan address?

• The plan should be comprehensive, highly
  structured, specific, and focused on the schools
  instructional program.
• The plan must address
• core academic subjects and the strategies used to
  teach them
• professional development
• technical assistance
• parent involvement and
• measurable goals.

45
School Plan Requirements

• Incorporate strategies based on
  scientifically-based research, that strengthen
  core academic subjects and address the specific
  academic issues that caused the school to be
  identified.
• Assure that not less than 10 of the schools
  Title I funds are set aside for professional
  development and specify how those funds will be
  used.
• (Section 9101(34))
• Establish specific annual measurable objectives
  for continuous progress for each group of
  students.

46
School Plan Requirements

• Describe how parents of enrolled students will be
  informed and promote effective parent
  involvement.
• Define the responsibilities of the school, LEA,
  and SEA.
• Incorporate activities before and after the
  regular school day.
• Incorporate a teacher mentoring program.

47
Public School Choice Supplemental Services

Adequate Yearly Progress
48
Public School Choice

• Public School Choice allows a parent to transfer
  their child out of a school that has been
  identified for school improvement into a school,
  served by the LEA, that has not been identified
  for school improvement. This option must be
  given to parents no later than the first day of
  the school year following such identification.
• Section 1116(b)(1)(E)(i)

49
Who must offer choice

• LEAs receiving funds under Title I are required
  to make choice available to all students in
  qualifying schools.
• Students who are enrolled in Title I schools are
  eligible to transfer to another school if their
  school has been identified as in
• school improvement
• corrective action or
• restructuring.

50
Duration of the transfer

• Once a child has transferred to another school as
  a result of school choice, the school district
  must permit the child to remain in that school
  until the child has completed the highest grade
  in that school.
• HOWEVER
• The obligation to provide or pay for
  transportation for the child ends at the end of
  the school year when it is determined that the
  school from which the child transferred is no
  longer identified for school improvement.

51
Eligible Students

• All students enrolled in Title I schools
  identified for school improvement, corrective
  action, or restructuring are eligible to transfer
  to another public school that is not in school
  improvement.
• This requirement applies whether the school in
  which a child is enrolled administers Title I as
  a schoolwide program Section 1114 or as a
  targeted assistance program Section 1115.

52
Notification to parents

• An LEA must provide an explanation of the choice
  option to all parents of students enrolled in
  Title I schools that have been identified for
  school improvement, corrective action, or
  restructuring.
• This notification must be in a comprehensive,
  easy-to-understand format and, to the extent
  practicable, in a language the parents can
  understand.

53
Notification to parents

• The notification must
• Inform parents that their child is eligible
• Identify each school parents can select
• Include information on the academic achievement
  of the schools that the parents may select
• Explain that services are free to the parents
• Explain how students become eligible
• Explain how the district will notify parents
  about enrollment dates and start dates
• Give information regarding who parents should
  contact with questions.

54
No options within district

• If there are no options within a school district,
  parents must still be notified that their childs
  school is identified for improvement.
• Notification may also inform parents of the
  option of receiving supplemental educational
  services for those children who are eligible.

55
Choice options

• Students must be given the option to transfer to
  other public schools, within the LEA.
• The choices made available to students may not
  include schools identified for improvement (or
  corrective action or restructuring) under Title
  I.

56
Choice outside the district

• If all schools in a grade level are in school
  improvement within the district or the district
  has only one school, the district must make
  reasonable attempts to contact surrounding
  districts that can accept transfers. The
  surrounding districts are not obligated to accept
  the transfers.

57
Schools receiving students

• A school that receives students under this
  program must ensure that transferring students
  are enrolled in classes and other activities in
  the school in the same manner as all other
  students in the school Section 1116(b)(1)(F).

58
Supplemental Educational Services

• Supplemental educational services are additional
  academic instruction designed to increase the
  academic achievement of students in schools in
  need of improvement. These services must be
  consistent with the content and instruction used
  by the local education agency (LEA).
• 
  Section 1116(e)(12)(C)

59
Definition of services

• Supplemental Educational Services can include
• Tutoring
• Remediation
• Other educational intervention
• Must be high quality, research based and
  specifically designed to increase student
  academic achievement
• Must occur outside the regular school day

60
LEA Responsibilities

• An LEA must
• Notify parents about the availability of
  services, at least annually Section
  1116(e)(2)(A).
• Help parents choose a provider, if requested
  Section 1116(e)(2)(B).
• Determine which students should receive services
  if not all students can be served Section
  1116(e)(2)(C).
• Assist the SEA in identifying potential providers
  within the LEA Section 1116(e)(4)(A)).
• Protect the privacy of students who receive
  supplemental educational services Section
  1116(e)(2)(D).

61
Notice to Parents

• In general, an LEA should work to ensure that
  parents have comprehensive, easy-to-understand
  information about supplemental educational
  services Section 1116(e)(2).
• At least annually, an LEA must provide notice to
  the parents of each eligible student regarding
  the availability of supplemental educational
  services.

62
Contents of the Notice

• This notice must
• Identify each approved service provider within
  the LEA or in its general geographic location
  Section 1116(e)(2)(A)(ii). The notice should
  also identify providers that are accessible
  through technology, such as distance learning
• Describe the services, qualifications and
  evidence of effectiveness for each provider
  Section 1116(e)(2)(A)(iii)
• Describe the procedures and timelines that
  parents must follow in selecting a provider to
  serve their child Section 1116(e)(2)(A)(i) and
• Be easily understandable, in a uniform format,
  including alternate formats upon request, and to
  the extent practicable, in a language the parents
  can understand Section 1116(e)(2)(A).

63
Deadlines

• An LEA may establish a reasonable deadline by
  which parents must request services.
• An LEA should make certain that parents have
  sufficient time, information, and opportunity to
  make these decisions.

64
Eligible Students

• Eligible students are all students from
  low-income families who attend Title I schools
  that are in their second year of school
  improvement, in corrective action, or in
  restructuring.
• In either a schoolwide or a targeted assistance
  program, all low-income students are eligible.
• If sufficient funds are not available to serve
  all eligible children, an LEA must give priority
  to the lowest-achieving eligible students (See
  A-5 of the Supplemental Educational Services
  Guidance) Section 1116(b)(10)(C).

65
Disclosure of Student Info.

• An LEA may disclose a list of students eligible
  to receive supplemental educational services to
  possible providers only with the prior written
  consent of the students parents. LEAs must
  comply with the prior written consent
  requirements of the Family Educational Rights and
  Privacy Act (FERPA) when disclosing information
  on students under the supplemental educational
  services program.
• (For more information, please see 34 CFR 99.30,
  available at http//www.ed.gov/policy/gen/reg/fer
  pa/index_pg4.html9930.)

66
Parent Selection of Providers

• Parents may select any provider from the
  State-approved list, as long as that provider is
  able to provide services in or near the area
  served by the LEA, which may include approved
  providers that use e-learning, online, or
  distance learning technology to provide
  supplemental educational services.
• If requested by parents, LEAs must assist parents
  in the selection of a provider. However, parents
  are not required to accept the LEAs
  recommendation for a supplemental educational
  service provider.

67
LEA/Provider Agreement

• Once parents select a provider for their child,
  the LEA must enter into an agreement with the
  provider that includes the following
• Specific achievement goals for the student, which
  must be developed in consultation with the
  students parents Section 1116(e)(3)(A)
• A description of how the students progress will
  be measured and how the students parents and
  teachers will be regularly informed of that
  progress Section 1116(e)(3)(A) and (B)
• A timetable for improving the students
  achievement Section 1116(e)(3)(A)

68
LEA/Provider Agreement

• A provision for termination of the agreement if
  the provider fails to meet student progress goals
  and timetables Section 1116(e)(3)(C)
• Provisions governing payment for the services,
  which may include provisions addressing missed
  sessions Section 1116(e)(3)(D)
• A provision prohibiting the provider from
  disclosing to the public the identity of any
  student eligible for or receiving supplemental
  educational services without the written
  permission of the students parents Section
  1116(e)(3)(E) and
• An assurance that supplemental educational
  services will be provided consistent with
  applicable health, safety, and civil rights laws
  Section 1116(e)(5(C).

69
Provider Responsibilities

• A provider is responsible for meeting the terms
  of its agreement with the LEA (See G-2 of the
  Supplemental Educational Services Guidance),
  including
• Enabling the student to attain his or her
  specific achievement goals (as established by the
  LEA, in consultation with the students parents
  and the provider) Section 1116(e)(3)(A)
• Measuring the students progress, and regularly
  informing the students parents and teachers of
  that progress Section 1116(e)(3)(A) and (B)

70
Provider Responsibilities

• Adhering to the timetable for improving the
  students achievement that is developed by the
  LEA in consultation with the students parents
  and the provider Section 1116(e)(3)(A)
• Ensuring that it does not disclose to the public
  the identity of any student eligible for or
  receiving supplemental educational services
  without the written permission of the students
  parents Section 1116(e)(3)(E)
• Providing supplemental educational services
  consistent with applicable health, safety, and
  civil rights laws Section 1116(e)(5)(C) and
• Providing supplemental educational services that
  are secular, neutral, and non-ideological
  Section 1116(e)(5)(D).

71
Extreme Demand

• If there are no approved providers that offer
  services in an LEA, the LEA may request an
  exemption from the SEA of all or part of the
  supplemental educational services requirement.
• An SEA may only grant an exemption if it
  determines that
• (1) none of the approved providers can make their
  services available in the LEA or within a
  reasonable distance of that area and
• (2) the LEA provides evidence that it cannot
  provide these services Section 116(e)(10)(A).

72
SEA Responsibilities

• The SEA has a number of responsibilities in
  ensuring that eligible students receive
  additional academic assistance. The SEA must
  identify providers, maintain a list of providers,
  and monitor services.
• Section 1116(e)(4)

73
SEA Responsibilities

• Specifically, the SEA must
• Consult with parents, teachers, LEAs, and
  interested members of the public to promote
  maximum participation by providers to ensure, to
  the extent practicable, that parents have as many
  choices as possible.
• Provide and disseminate broadly, through an
  annual notice to potential providers, the process
  for obtaining approval to be a provider of
  supplemental educational services.
• Develop and apply objective criteria for
  approving potential providers.

74
SEA Responsibilities

• Maintain an updated list of approved providers,
  across the State, by school district, from which
  parents may select.
• Develop, implement, and publicly report on
  standards and techniques for monitoring the
  quality and effectiveness of services offered by
  approved supplemental educational services
  providers, and for withdrawing approval from
  providers that fail, for two consecutive years,
  to contribute to increasing the academic
  proficiency of students served by the providers.
• An SEA should also give school districts a list
  of approved providers in their general geographic
  locations.

75
SEA options

• As part of its process to approve providers and
  ensure that supplemental educational services are
  of the highest quality, an SEA may establish
  certain program design criteria for providers to
  meet. For example
• Setting a range for an acceptable student/tutor
  ratio
• Establishing a range for acceptable rates that
  providers may charge
• Developing a policy for providers use of
  financial incentives

76
Important Note

• While SEAs do have this authority, it is
  important to note that LEAs may not impose
  requirements on program design.
  
• For more information see sections B-3 and B-4 of
  the Supplemental Educational Services Non
  Regulatory Guidance.

77
Identification and Approval of Providers

• An SEA must develop and apply objective criteria
  for approving supplemental educational service
  providers. The criteria for approving providers,
  as well as the list of approved providers, must
  be published.

78
Identification and Approval of Providers

• In conducting its approval process, the SEA must
  ensure that each provider it approves
• Has a demonstrated record of effectiveness in
  increasing student academic achievement Section
  1116(e)(12)(B)(i)
• Will use instructional strategies that are high
  quality, based upon research, and designed to
  increase student academic achievement Section
  1116(e)(12)(C)
• Provides services that are consistent with the
  instructional program of the LEA and with State
  academic content and achievement standards
  Sections 11116(e)(5)(B) and 1116(e)(12)(B)(ii)

79
Identification and Approval of Providers

• Is financially sound Section 1116(e)(12)(B)(iii)
  and
• Will provide supplemental educational services
  consistent with applicable Federal, State, and
  local health, safety, and civil rights laws
  Section 1116(e)(5)(C).
• The criteria that an SEA uses should be developed
  in
• consultation with LEAs, parents, teachers, and
  other
• interested members of the public in order to
  promote
• participation by the maximum number of providers
  and to
• ensure, to the extent practicable, that parents
  have as many
• choices as possible Section 1116(e)(4)(A).

80
Maintaining and Updating the Provider List

• An SEA must maintain a list of all approved
  providers in the State. This list must
• Identify which providers have been approved to
  deliver supplemental educational services in each
  LEA
• Identify those providers whose services are
  accessible through technology such as distance
  learning.
• Include a brief description of the services,
  qualifications, and demonstrated effectiveness of
  each provider

81
Approved providers

• A list of providers can be obtained on the OSPI
  web site.
• 1. go to www.k12.wa.us
• 2. see the blue bar approximately 1 inch from
  the top of the screen
• 3. move the curser to programs and click on
  Title I/LAP
• 4. on upper left hand side look for Title I and
  then click on supplemental services
• 5. open the document listed approved
  providers

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Obligations under IDEA or 504

• SEAs and LEAs that arrange for supplemental
  educational services must ensure that eligible
  students with disabilities and students covered
  under Section 504 may participate. Furthermore,
  the supplemental educational services program
  within each LEA and within the State may not
  discriminate against these students. Consistent
  with this duty, an LEA may not, through
  contractual or other arrangements with a private
  provider, discriminate against an eligible
  student with a disability or an eligible student
  covered under Section 504 by failing to provide
  for appropriate supplemental educational services
  with necessary accommodations. Such services and
  necessary accommodations must be available, but
  not necessarily from each provider.

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Who provides services

• Supplemental services providers may be
• public or private school entities
• public or private institutions of higher
  education
• for profit or nonprofit organizations, or
• faith based organizations.
• Organizations that provide distance learning
  technology are also eligible.
• All potential providers must submit an
  application and be approved by OSPI

84
LEAs as Providers

• If an LEA is in need of improvement or corrective
  action, the LEA may not be a supplemental
  educational service provider.
• Schools within such an identified LEA that are
  not identified for improvement, corrective
  action, or restructuring may apply to be approved
  providers.
• If an LEA has been approved as a supplemental
  educational service provider and is then
  identified as in need of improvement, the SEA
  must require the LEA to cease offering its
  supplemental educational services.

85
Teachers as Providers

• Teachers who work in a school or an LEA
  identified as in need of improvement may be hired
  by any State-approved provider (including an LEA
  provider that is not in need of improvement) to
  serve as tutors in its program.

86
Demonstrated Record of Effectiveness

• An SEA must determine what constitutes suitable
  evidence of a demonstrated record of
  effectiveness for the purposes of approving
  providers Section 1116(e)(4)(B).
• An LEA may not refuse to permit a State-approved
  provider to serve because the LEA disagrees with
  the providers program design.

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Highly Qualified Staff

• The highly qualified teacher requirements of
  Sections 1119 and 9101(23) of the ESEA do not
  apply to supplemental educational service
  providers.
• Section 200.47(b)(3) of the Title I regulations
  (34 C.F.R. 200.47(b)(3)) specifically prohibits
  an SEA from requiring a provider to hire only
  staff who meet these requirements.

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Monitoring Providers

• An SEA must develop and implement standards and
  techniques for monitoring the quality,
  performance, and effectiveness of the services
  offered by approved supplemental educational
  service providers.
• These quality control standards and techniques
  should be consistent with the initial criteria
  developed for identifying potential providers
  Section 1116(e)(4)(D).

89
Termination of Providers

• The statute requires an SEA to remove from the
  approved list any provider that fails, for two
  consecutive years, to contribute to increased
  student proficiency relative to State academic
  content and achievement standards Section
  1116(e)(4)(D).
• A provider must be removed from the list if, at
  any time, it fails to provide supplemental
  educational services consistent with applicable
  health, safety, and civil rights requirements.

90
Resources

• Public Law 107-110 Section 1116
• Public School Choice Non-Regulatory Guidance
  http//www.ed.gov/policy/elsec/guid/schoolchoicegu
  id.doc
• Supplemental Education Services Non-Regulatory
  Guidance http//www.ed.gov/policy/elsec/g
  uid/suppsvcsguid.doc

91
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92
District Improvement

• NCLB
• Requirements
• Gayle Pauley
• March 9, 2005

93
ONE District AYP Matrix
94
Title I RegulationsSec.200.51 Notice of SEA
Action

• Identification for Improvement
• SEA must promptly provide to parents of each
  student enrolled in a school served by the LEA
• 1. reasons for identification and
• 2. how parents can participate in
  improving the LEA

95
Sec.200.51 Notice of SEA Action

• (B)(2)(i) If the State does not have access to
  individual student addresses, it may provide
  information to the District for distribution to
  parents.

96
200.52 LEA Improvement

• Improvement Plan
• (1) Not later than 3 months after
  identification.
• (2) Must consult with parents, school staff,
  and others in developing or revising its
  improvement plan.

97
LEA Improvement Plan

• 3. The District must implement the improvement
  plan no later than the beginning of the school
  year following the year in which the District was
  identified for District Improvement

98
LEA Improvement Plan

• The LEA improvement plan must
• (i) Incorporate strategies, grounded in
  scientifically based research, that will
  strengthen instruction in core academic subjects
  in schools served by the LEA
• (ii) Identify actions that have the greatest
  likelihood of improving the achievement of
  participating children in meeting the States
  academic achievement standards
• (iii) Address professional development needs of
  the instructional staff (10 of the SEA Title I
  annual allocation)
• (A) May include funds reserved by schools in
  improvement for professional development but
• (B) May not include funds reserved for
  professional under section 1119 of ESEA

99
LEA Improvement Plan

• (iii) Address professional development needs of
  the instructional staff (10 of the SEA Title I
  annual allocation)
• (A) May include funds reserved by schools in
  improvement for professional development but
• (B) May not include funds reserved for
  professional under section 1119 of ESEA

100
LEA Improvement Plan

• (iv) Include specific measurable achievement
  goals and targets
• (A) For each of the groups of students
  identified in AYP and
• (B) That are consistent with AYP
  requirements

101
LEA Improvement Plan

• (v) Address
• (A) The fundamental teaching and learning needs
  in the districts schools and
• (B) The specific academic problems of
  low-achieving students, including a determination
  of why the Districts previous plan did not meet
  with success.

102
LEA Improvement Plan

• (vi) As appropriate, incorporate activities
  before school, after school, during the summer,
  and during any extension of the school year.

103
LEA Improvement Plan

• (vii) Specify the responsibilities of the SEA and
  District under the plan, including the
  technical assistance the SEA provides under
  paragraph (b) and the LEAs responsibilities
  under section 1120A and
• (viii) Include strategies to promote effective
  parental involvement in the districts schools.

104
SEA Responsibility

• If requested, the SEA may provide technical
  assistance to the LEA in
• development and implementation of the districts
  plan and/or
• working with schools needing improvement.
• State assistance must focus on scientifically-
  based methods and instructional practices.

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Sec. 200.53 Corrective Action

• Implement a system of corrective action
  consistent with
• state law
• Continue to make available technical assistance
  and
• Take at least one of the following actions
• Defer program funds
• Require curriculum based on state standards and
  require staff to participate in professional
  development
• Replace personnel
• Remove schools from the LEAs jurisdiction
• Appoint administrators to replace district
  superintendent and school board
• Restructure LEA and
• Public School Choice.

106
District
Improvement
Support
System
Instructional Leadership
Building an Aligned Educational System
107
CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS
CONCEPTUAL FRAMEWORK
Quality Teaching and Learning
High Expectations and Accountability for Adults
Coordinated and Aligned Curriculum and Assessment
Coordinated Embedded Professional Development
Quality Classroom Instruction
Effective Leadership
Sustained Improvement Efforts Over Time
Focus on All Students Learning
Improvement
Dynamic Distributed Leadership
Clear and Collaborative Relationships
Support for Systemwide Improvement
Professional Culture Collaborative Relationships
Effective Use of Data
Clear Understanding of School District Roles
Responsibilities
Strategic Allocation of Resources
Policy and Program Coherence
Interpreting and Managing the External Environment
Time
108
AYP TIMELINE FOR STATES (Consequences apply only
to states receiving Title I funds)
State
Improvement Plan
AYP
AYP
U.S. Department of Education
Offers Technical Assistance
WASL 2003
WASL 2004
AYP
1
2


2004-2005 school year
1
Step
Identified for State Improvement
109
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110
High Priority Changes Commitment To Continue
on Behalf of Washington State

• Continuous Growth Model 3-year goals for every
  school, district, and the state (Unique Uniform
  Bars)
• Appropriate Program Measure English Language
  Learners Accountability for Language
  Proficiency for AYP 3-years
• Identification of Improvement Two years same
  category / same subgroup

111
High Priority Changes

• Funding
• Professional Development needs
• Assessment system requirements, data collection
  and reporting requirements, and professional
  development / school and district improvement
  needs
• 13 State Consortium
• Ongoing Data Analysis and Reporting
• Legislative Support

112
We Can Make A Difference
TOGETHER