Are Iowa schools boards ready

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Are Iowa schools boards ready?

• No Child
• Left Behind Act
• Reauthorization of the Elementary and Secondary
  Education Act (ESEA)

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• Prepared by the Iowa Association of School Boards
• January 2003

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• Never in the history of human civilization has a
  society attempted to educate all of its children.
  Under this new law, we will strive to provide
  every boy and girl in America with a high-quality
  educationregardless of his or her income,
  ability or background.
• Rod PaigeU.S. Secretary of Education

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Are Iowa children being left behind?
Data from the Iowa Condition of Education
Report, 2002
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4 Gateway Points

• 4th grade reading
• 8th grade math
• 11th grade reading
• High school
• graduation

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4th Grade Reading

• 40,000 Iowa 4th graders
• Those not proficient
• 3 of 10 white students
• 5.5 of 10 Hispanic students
• 6 of 10 African American
• 5 of 10 low-income students

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Whats at stake for these kids?

• 85 of curriculum after 4th grade taught by
  reading
• Reading is critical skill to future success in
  school
• Reading is the new civil right.

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12,400 Iowa 4th graders

• 500 4th grade classrooms
• 206 busloads

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Eighth Grade Math

• 40,000 Iowa 8th graders, ITBS
• 1 in 4 (26.9 percent) not proficient in math

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8th Grade Iowa NAEP Math Results

• Compared to white students
• Latinos 1 year behind
• African American 3 years behind
• Low-income 1 year behind
• Source The Education Trust

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Whats at stake?

• College

10,760 Iowa students 180 busloads
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11th Grade Reading

• 37,000 11th graders tested
• Low-performing category, ITEDs
• 2 of 10 white students
• 4.5 of 10 Latino students
• 5 of 10 African American students
• 4 of 10 low-income students

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Whats at stake?

• Time is almost up!
• Lack basic life skills, such as
• Filling out a job application
• Reading Sports Illustrated
• Reading notes or written instructions

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High School Graduation

• In Iowa classrooms today
• 489,732
• students
• 1 in 10
• wont graduate from
• high school
• (Iowa has an 89.2
• graduation rate)

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White 90.3

• 42,571 students left behind
• Every student in Adair, Adams, Allamakee,
  Appanoose, Audubon, Benton, Black Hawk, Boone,
  Bremer and most of Buchanan County OR
• Combined enrollment of Des Moines and Council
  Bluffs School Districts

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African American 70.7

• 5,927 students left behind
• Every student in Lee County
• OR
• Population of a county seat town like
  Centerville, Cherokee or Clarinda

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Latino 66.0

• 6,663 students left behind
• Every student in Jasper County
• OR
• Entire population of a town like Shenandoah,
  Maquoketa or Red Oak

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Low-Income Students

• No Iowa data on graduation rate by income, but
• 1 in 4 (26.7) Iowa students are eligible for
  school meal assistance
• This equals 130,758 students pre K-12
• Less likely to be proficient in all subjects, at
  all grades

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NationallyLow-Income Students Attend
Postsecondary at Lower Rates
Source The Education Trust--NELS 88, Second
(1992) and Third Follow up (1994) in, USDOE,
NCES, NCES Condition of Education 1997 p. 64
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Nationally College Graduates by Age 24
Source The Education Trust--Tom Mortenson,
Research Seminar on Public Policy Analysis of
Opportunity for Post Secondary, 1997.
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In total, 52,891 Iowa students not graduating

• ISU Jack Trice Stadium OR
• Enrollments of Des Moines, Council Bluffs
  Waterloo school districts OR
• 13 County Seat Towns, combined
• New Hampton Winterset Maquoketa Storm Lake
  Grundy Center Ida Grove Independence
  Northwood Forest City Cresco Corning
  Tipton Greenfield

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Whats at stake?

• High school diploma extra quarter million
  dollars in lifetime earnings
• (U.S. Census Bureau)
• 13 billion in lost earnings for Iowa

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Iowa has much to be proud of

• We lead the nation in ACT scores and graduation
  rates
• Consistently high standardized test scores
• History of excellence and community support.
• But is it enough for todays challenges?

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• Im proud of Iowa public schools. On
  standardized tests, college entrance exams and
  graduation rates, our public schools are
  consistently at the head of the class in national
  comparisons. But its not enough. Many Iowa
  students are just not learning as well as they
  need to be. Its time to set our sights higher.
• Every child must succeed, no excuses. We must
  face that while many students are becoming
  shining stars, many others are being left in the
  dust by todays standards.

• --Jane Lichtenstein,
• IASB President, Durant

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Who is being left behind in your district?

• What does your data say?
• Annual Progress Report
• What goals do you have?
• Comprehensive School Improvement Plan
• Is it good enough
• for your kids?

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Understanding the Law

• Overview of the federal
• No Child Left Behind Act
• (also known as ESEA)

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Purpose

• to ensure that all children have a fair,
  equal, and significant opportunity to obtain a
  high-quality education and reach, at a minimum,
  proficiency on challenging academic achievement
  standards and academic assessments
• Iowa Department of Education, August 2002

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Programs

• Title I (Basic, Concentration, Targeted,
  Evenstart, Neglected and Delinquent,
  Comprehensive School Reform, Reading First)
• Title II (Teacher Quality, Ed. Technology)
• Title III (English Language)
• Title IV (Safe Drug Free Schools, Community
  Service, 21st Century)
• Title V (Innovative Programs)
• Title VI (State Assessments, Rural and Low-Income
  Schools)
• Iowa ESEA Total - 114,351,475
• (about 4 of total budget)

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Underpinnings of NCLB

• Accountability
• Standards, assessment, etc.
• Parental Choice
• Focus on What Works
• Flexibility

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Accountability

• Content Standards
• Assessment Measures
• Achievement Standards
• Adequate Yearly Progress

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AccountabilityContent Standards

• Same for all students
• Reading/language arts and mathematics
• Grades 4, 8, and 11 as defined in Iowa law
• If district does not have grade level benchmarks
  at 3,5,6, and 7, must develop them by May 2003
• Science
• Grades 8 and 11, as defined in Iowa law
• Must add grade level expectations at an
  elementary grade to be determined by May 2006,
  Iowa Legislature or State Board will determine
  grade level

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AccountabilityAssessment of Content
StandardsIowa Response

• Federal legislation defines three levels basic,
  proficient, and advanced
• Low, intermediate, and high in Iowa established
  for ITBS and ITED in grades 4, 8, and 11 in
  reading and mathematics
• Iowa will establish levels for grades 3, 5, 6,
  and 7 by 2005-06 for ITBS
• Iowa will establish levels for science in
  additional elementary grade by December 2006

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AccountabilityAssessment of Content Standards
Iowa Response

• State progress measured by Iowa Tests
• DE likely to propose to USDE that local progress
  be measured with a combination of Iowa Tests and
  local alternative assessments (pending)

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AccountabilityAssessment Measure Requirements

• Aligned with content standards (assumes that all
  school districts have them in place)
• Technically adequate
• Multiple measures, including measures of
  higher-order thinking and understanding
• At least three achievement levels

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AccountabilityMore Assessment Info

• Reasonable accommodations for ELL and students
  with disabilities
• English proficiency assessment in oral language,
  reading, writing, and comprehension for all ELL
  students
• Assessment of all ELL students in English in
  content area if student has been in US for 3 or
  more years

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AccountabilityAchievement StandardsAdequate
Yearly Progress (AYP)

• All students and all groups of students (ELL, low
  income, students with disabilities, major racial
  and ethnic groups) must reach proficiency by
  2013-14 in math, reading/language arts, and
  science
• First increase no later than 2004-05 and then
  annually

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Accountability Defining AYP

• First Checkpoint No
• Later Than This

Goal All Proficient
Starting Point
School Year
01- 02
02- 03
03- 04
04- 05
05- 06
07- 08
08- 09
09- 10
10- 11
11- 12
12- 13
06- 07
13- 14
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Accountability AYP Components

• Test Performance
• proficient in reading/language arts,
  mathematics, and eventually science
• Test Participation
• All kids (at least 95) and all kids (at least
  95) in all subgroups
• Other Components
• Graduation rates
• One other measure at elementary and middle school
  yet to be determined

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AccountabilityRewards for Making AYP

• From the US Dept. of Education Plaques and
  banners
• The intrinsic rewards are more important
• Kids are learning in your district
• Community development
• Rising incomes in your community

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Accountability Identification of Schools in
Need of Improvement

• States must annually review the progress of each
  school and school district receiving Title I
  funds to determine whether they are making AYP
• States must publicize and disseminate the results
  of the review
• Schools, districts, and states that fail to make
  AYP for 2 consecutive years are identified as
  schools in need of improvement

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AccountabilityConsequences for Failing to Make
AYP

• Sanctions increase over time for Title I Schools
  that fail to make AYP
• Public School Choice
• Supplemental Educational Services
• Technical Assistance
• Required Professional Development
• Corrective Actions, including replacing school
  staff, curriculum, school management, or
  governance
• Restructuring

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Accountability Failure to Make AYP Funding
Requirements

• School required to spend an amount equal to 20
  of their Title I, Part A, funds to pay for
  supplemental services and for transportation for
  choice unless a lesser amount is required
• Funds may be provided from other school funds,
  public or private
• Must spend at least 10 of their Title I, Part A
  funds on professional development for schools
  teachers and principals (may spend 100)

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Accountability District Reporting Requirements

• Student achievement for district and for each
  school
• Subgroup data
• Identification of schools in need of improvement
• Qualifications of teachers
• Notification to parents of school(s) in need of
  improvement

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Accountability State Reporting Requirements

• Information on how students are achieving
  overall, disaggregated
• Performance of schools on AYP measures, including
  number and names of schools in need of
  improvement
• Professional qualifications of teachers
• And others
• Will be included in state Condition of Education
  Report

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Enhanced Parental Choice

• For students in schools in need of improvement
• Public school choiceoption to transfer
• Supplemental services

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Enhanced Parental Choice Public School Choice

• Students in schools which for the 2nd year fail
  to make AYP must be given the option to transfer
  to another PUBLIC school that has not been
  identified
• Transportation must be provided for the student

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Enhanced Parental Choice Supplemental Services

• Students in schools which for the 3rd year fail
  to make AYP must be given the option to use Title
  I funds to obtain supplemental services from a
  public or private sector provider, selected from
  those approved by the state

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Flexibility and Local Control

• Can consolidate up to 50 of funds from federal
  programs
• Reduces from 50 to 40 amount of students
  qualifying for free and reduced in order for
  school to have school-wide Title I

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Focus on What Works

• Scientifically based instruction
• Highly qualified staff

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Focus on What Works Scientific Research

• Federal What Works Clearinghouse will be
  established
• Systematic review process will be used to report
  on the quantity, quality, and relevance of
  evidence and magnitude of effects of specific
  educational interventions

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Focus on What Works Highly Qualified Teachers

• All teachers of core subjects must be highly
  qualified (English, reading or language arts,
  mathematics, science, foreign languages, civics
  and government, economics, arts, history, and
  geography)
• All new hires must meet qualifications
• All teachers in core areas must meet requirements
  by end of 2005-06 school year
• Teachers must be licensed
• Districts must provide to parents, upon request,
  the qualifications of students teacher

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Focus on What WorksHighly Qualified
Paraprofessionals

• All new hires must be highly qualified
• All paraprofessionals must be highly qualified by
  Jan. 8, 2006
• All must have HS diploma now
• Highly qualified 2 years of postsecondary
  education or demonstration of skills on formal
  state or local assessment
• Iowa paraprofessional certificate acceptable for
  highly qualified

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Implementation in IowaKey Requirements for
2002-03

• Standards and benchmarks in reading/language arts
  and math must be in place
• Assessments must align with standards and
  benchmarks
• Determine technical adequacy of all assessments
• Must assess students in reading and math at one
  grade level at elementary, middle, and high
  school

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More Key Requirements for 2002-03

• Title I reading instruction must include phonics,
  phonemic awareness, fluency, vocabulary, and
  comprehension
• Report cards must be issued
• New teachers supported by Title I must be highly
  qualified
• All new paraprofessionals supported by Title I
  must be highly qualified

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More Key Requirements for 2002-03

• Using results of 2002-03 assessment, school
  districts must identify failing schools
• Districts must identify plans to help failing
  schools
• Professional development that incorporates
  scientifically based research integrated into
  federal programs
• Choice, and in some cases, supplemental services
  must be offered for students whose schools were
  identified as failing under the old law

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More Requirements for 2002-03

• Limited English Proficient students must be
  assessed in their English language capability
• Boards must align policies with new law
• Boards must pay close attention to work at the
  state level
• Schools must participate in NAEP if selected

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Beyond the lawIs high achievement for all
students possible?
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An Example
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Another Example
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Everett Accelerated School Sioux City, Iowa

• Free and Reduced Lunch 82
• Children of Color 69
• Total ESL Students 25

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4,500 more examples

• Dispelling the Myth studyhigh poverty, high
  minority schools beating the odds
• Available from The Education Trust
• www.edtrust.org

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What Needs to Happen to Raise Student Achievement

• Boards of education must lead
• Believe that all children will learn to higher
  levels
• Establish the conditions to make that possible
• Focus on instruction in an academic area
• Quality professional development
• Time to do the work
• Clear content standards and benchmarks

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What next?

• Watch for final rules and technical information
  from state Department of Education.
• www.state.ia.us/educate/
• Check IASB Web site for updates
• www.ia-sb.org
• Contact IASB with questions
• Susie Olesen, 1-800-795-4272

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• Prepared by the Iowa Association of School Boards
• January 2003