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No Child Left Behind: Overview


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Title: No Child Left Behind: Overview

(No Transcript)
Todays Webinar
  • Introductions
  • Jennifer DouglasDirector of New School
    DevelopmentColorado League of Charter
    Schools303-989-5356 x113jdouglas_at_coloradoleague.
  • Overview of webinar technology
  • Asking questions
  • Raising your hand
  • Muting/unmuting

Start with the Basics
  • Application Requirements C.R.S. 22-30.5-106 (g)
  • Evidence that the plan for the charter school is
    economically sound, a proposed budget for the
    term of the charter, a description of the manner
    in which an annual audit of the financial and
    administrative operations of the charter school,
    including any services provided by the state, a
    school district, or a third party, is to be
  • Charter School Act Financing Definitions and
    Guidelines C.R.S. 22-30.5-112

Highly Qualified Teachers
  • What is it?
  • Under NCLB all teachers teaching in core-academic
    content areas must meet Highly Qualified
    requirements as of the end of the 2006-07 school
  • Core-academic content areas include English,
    Reading or Language Arts Mathematics Science
    Foreign Languages Social Studies and the Arts
    (visual arts and music).

Highly Qualified Teachers
  • To be considered highly-qualified, all core
    content teachers must
  • - Hold a degree
  • Be fully licensed (except teachers in charter
    schools that have been waived from licensing by
    the State Board of Education)
  • Demonstrate subject matter competency

Highly Qualified Teachers
  • Subject matter competency is demonstrated by at
    least one of the following
  • Elementary (Grades K-6)
  • Passing a Colorado elementary content test (e.g.,
  • Passing an approved elementary content test in
    another state,
  • Earning National Board Certification in
    elementary, or
  • Passing the elementary HOUSSE (Highly Objective
    Uniform State Standard of Evaluation) provision
    (if eligible).
  • - Secondary (Grades 6-12)
  • Earning an endorsement in assigned field,
  • Holding a degree in assigned field,
  • Passing a Colorado content test in assigned field
    (e.g., PLACE, PRAXIS II),
  • Earning 24-semester hours in assigned field,
  • Earning National Board Certification in assigned
    field, or
  • Passing a secondary multi-subject HOUSSE
    provision (if eligible).

Highly Qualified Teachers
  • Considerations for charter schools
  • Did you or are you planning to waive teacher
    licensure (part of the automatic waiver package)?
  • Do you have a process in place to capture the
    necessary evidence of meeting HQ upon employment?
  • If you have a middle school or junior high
    program, HQ is flexible and can either be the
    elementary requirements or secondary requirements
    depending on your program.

Highly Qualified Teachers
  • Still have questions?
  • You can find a number of resources on the CDE
    website at http//
  • You can also contact Lisa Medler, Title II A -
    Principal Consultant, 303-866-6993,

Adequate Yearly Progress
  • Under the No Child Left Behind Act (NCLB) of
    2001, states and school districts are required to
    make annual Adequate Yearly Progress
    determinations for districts and schools,
    respectively. The ultimate goal of AYP is to have
    all students proficient in reading and math by
    the year 2014.
  • See AYP Overview and AYP Results (2009-10)
  • Additional resources http//

Colorado Basic Literacy Act (CBLA)
  • What is it?
  • The Colorado Basic Literacy Act was enacted in
    1997 by the Colorado General Assembly to ensure
    that all students by the third grade have the
    literacy skills essential for success in school
    and life.

Colorado Basic Literacy Act (CBLA)
  • Requirements
  • Each student in K, 1, 2, and 3, needs to be
    assessed with a state board approved literacy
    assessment (DIBELS, PALS, DRA2).
  • The purpose of the assessment is screening,
    progress monitoring and end-of-year proficiency.
  • CBLA proficiencies are based on the five
    components of reading phonemic awareness,
    phonics, fluency, vocabulary, and comprehension.
  • Schools should look at a body of evidence around
    a students reading ability.

Individual Literacy Plans
  • Requirements
  • Charter schools must use the same literacy
    assessment as the district unless an exemption is
  • If students are not reading at grade level, then
    they need to be placed on an Individual Literacy
    Plan (ILP).
  • The ILP defines the interventions and goals for
    that individual student. The family should be
    involved in the ILP process.
  • Students on ILPs remain on them until they are
    reading at or above grade level.

Colorado Basic Literacy Act (CBLA)
  • CBLA Beyond 3rd Grade
  • For those students required by CBLA to be on an
    ILP 4th12th grades, CSAP reading proficiency
    would provide initial screening information.
    Students who are not proficient at grade level on
    CSAP require additional assessment in the 5
    essential components of reading to determine the
    foundational skills needed and develop an
    appropriate intervention plan (ILP).

Colorado Basic Literacy Act (CBLA)
  • Considerations for Charter Schools
  • Do you understand your district/authorizer
    requirements related to CBLA?
  • If you serve K-3, have you selected a state- and
    district-approved assessment?
  • Do you have a process planned or in place to
    identify students reading below grade level and
    developing appropriate interventions with an ILP?
    How do you plan to monitor those plans?
  • Do you have a process/plan to gain access to a
    new students ILP once he/she enrolls in your

Colorado Basic Literacy Act (CBLA)
  • Still have questions?
  • CDE has a section of their website that includes
    a number of links and resources related to CBLA
    including CBLA proficiencies at
  • There are some resources available with
    strategies and tools
  • Readers Handbook http//
  • Pikes Peak Literacy Strategies
  • http//

Response to Intervention (RtI)
  • What is it?
  • The overarching purpose of RtI implementation is
    to improve educational outcomes for all students.
  • Exceptional Childrens Educational Act for
    Colorado adopted criteria in 2009 for identifying
    specific learning disabilities utilizing the
    Response to Intervention model. Districts should
    have a related plan utilizing the RtI model for

Response to Intervention (RtI)
  • Colorado adopted a multi-tiered model of
    instruction and intervention

Response to Intervention (RtI)
  • Is RtI just a way to avoid providing special
    education services?
  • No. RtI is a way to integrate the mandates of No
    Child Left Behind (NCLB) and IDEA so that all
    students receive high quality, effective
    instruction in the general education setting and
    beyond. Also, RtI is a framework of instruction
    for students who do receive special education
    services. The intent is to generate a seamless
    system of support that is available to all
    students at the first sign of need.
  • From CDE QA http//

Response to Intervention (RtI)
  • Criteria to identify a Specific Learning
    Disability under the Colorado Response to
    Intervention Model
  • The child must meet the following criteriaThe
    child does not achieve adequately for the childs
    age or to meet state-approved grade-level
    standards in one or more of the following areas
  • Oral expression Listening comprehension Written
    expression Basic reading skill Reading fluency
    skills Reading comprehension Mathematical
    calculation Mathematics problem solving.
  • The child does not make sufficient progress to
    meet age or state approved grade-level standards
    in one or more of the areas identified when using
    a process based on the childs response to
    scientific, research-based intervention as
    determined by a body of evidence demonstrating
    (I) Academic skill deficit(s) and (II)
    Insufficient progress in response to scientific,
    research-based intervention.

RtI Overview
  • RtI should be an all-school, all-student
  • There are 6 components related to effective
    implementation of RTI
  • Leadership
  • Problem Solving
  • Curriculum and Instruction
  • Assessment and Monitoring
  • Positive School Climate
  • Family/Community

Response to Intervention (RtI)
  • Considerations for Charter Schools
  • Do you know what your district/authorizers plan
    is around RtI?
  • Do you have a plan for implementation at your
  • How will you serve all students (English language
    learners, gifted and talented, special needs)

Response to Intervention (RtI)
  • Still have questions?
  • CDE RtI resources http//
  • CDE English Language Learner resources
  • http//
  • CDE special education resources specifically for
    charter schools http//

English Language Learners
  • A school/district must establish an effective and
    systematic procedure to identify all ELs. The
    identification, assessment, and placement
    procedure must include
  • 1. Home language surveys (HLS) to be completed
    as part of the registration process for all
    students to identify those whose Primary or Home
    Language is Other Than English (PHLOTE). Once
    completed, all surveys should be on file and
    easily accessible by school and district staff
    and available for state audits.
  • 2. Colorado English Language Assessment (CELA)
    Placement to be administered to all new to the
    district students identified as PHLOTE, within 30
    days of arrival to determine English language
  • 3. Parent notification for students identified
    for placement in a Language Instruction
    Educational Program (LIEP).
  • 4. Placement in LIEP services for students
    identified as ELs.
  • 5. On-going Assessment to monitor language and
    academic growth (including the CELA Proficiency

Advanced Learning Plans
  • ALPs are created for qualified gifted and
    talented learners
  • Assessment and information gathering
  • Collaborative development of an Advanced Learning
    Plan (ALP) see example
  • Ongoing monitoring
  • CDE Gifted and Talented resources
  • http//
  • Colorado Association for Gifted and Talented
  • http//

School Accountability Committee
  • What is it?
  • Colorado Revised Statutes 22-11-401 and
    22-11-402. These are new statutes replacing the
    School Advisory Council statutes (22-7-106 and
  • The statute includes creation, qualification,
    elections, powers and duties of the School
    Accountability Committees.

School Accountability Committee Composion
  • Each school accountability committee shall
    consist of at least seven members as follows
  • (I) The principal of the school or the
    principal's designee(II) At least one teacher
    who provides instruction at the school(III) At
    least three parents or legal guardians of
    students enrolled in the school(IV) At least
    one adult member of an organization of parents,
    teachers, and students recognized by the school
    and(V) At least one person from the community.

School Accountability Committee Duties
  • Each school accountability committee shall have
    the following powers and duties
  • (a) Make recommendations to the principal of its
    school priorities for spending school moneys.
  • (b) Advise the principal of the school
    concerning the preparation of a school
    performance or improvement plan, if either is
    required pursuant to section 22-11-210, and
    submit recommendations to the principal
    concerning the contents of the performance or
    improvement plan
  • (c) Advise the local school board concerning the
    preparation of a school priority improvement or
    turnaround plan, if either is required pursuant
    to section 22-11-210, and submit recommendations
    to the local school board concerning the contents
    of the priority improvement or turnaround plan
  • (d) To meet at least quarterly to discuss
    whether school leadership, personnel, and
    infrastructure are advancing or impeding
    implementation of the public school's
    performance, improvement, priority improvement,
    or turnaround plan, whichever is applicable, or
    other progress pertinent to the public school's
    accreditation contract with the local school
    board or the institute.

School Accountability Committee
  • Considerations for charter schools
  • Do you have or plan to have a committee to
    provide input for school improvement?
  • Do you have expectations or a description
    established for the role of this committee and
    reporting guidelines?
  • Does your school have a plan with your authorizer
    to ensure the authorizer provides the school
    with all student level data in an electronic
    form and in a timely manner?

School Accountability Committee
  • Still have questions?
  • Appendix I Understanding the Role of School
    Accountability Committees in Charter Schools
    Part of the CDEs District Accountability
    Handbook (http//
  • Board Member Buzz on Committees there are
    examples of SACs from other schools.

Re-Authorization of ESEA
  • The federal Elementary and Secondary Education
    Act, also known as No Child Left Behind, is
    currently being modified and re-authorized.
  • Colorado is working to ensure alignment of the
    new ESEA with our state accountability system.
  • See Colorado Associate Commissioner Richard
    Wennings testimony to the U.S. House of
    Representatives Committee on Education and
    Labor http//
  • The new system will be more growth-based. See DOE
    Power Point for more differences between NCLB and
    the new Blueprint for Reform.
  • DOEs Blueprint for Reform http//

Jennifer Douglasjdouglas_at_coloradoleague.org303-9
89-5356, ext. 113