Clash of the Titans:

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• Clash of the Titans
• NCLB, IDEA QPA

NCLB
QPA
IDEA
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NCLB, IDEA QPA Similarities

• Focus on student results
• Ensure highly qualified educators
• Provide professional development
• Ensure programs and services that support student
  learning
• Make an annual determination of performance
• Identify schools on improvement
• Focus on data
• Focus on prevention

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Focus on Student Results

• NCLB includes all students and all student
  subgroups
• QPA includes all student subgroups for accredited
  status
• IDEA has always required progress toward meeting
  educational goals
• All 3 require annual performance reporting to the
  public, parents, and/or the federal government

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Focus on Student Results

• Revised QPA holds all schools to the same
  academic achievement standards e.g., same levels
  of performance, same definition of proficient
• NCLB holds all schools to the same academic
  achievement standards e.g., same levels of
  performance, same definition of proficient
• IDEA requires improved individual achievement

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Ensure Highly Qualified Educators

• 94.7 of our educators are fully qualified, yet
• 2,050 new teachers were licensed in 2000 as
  compared to 1,501 in 2004
• 6,538 e-sub certificates were issued in 2001 as
  compared to a half-year total of 6,823 in 2004
• Waivers increased from 197 in 2000 to 331 in 2004

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Ensure Highly Qualified Educators

• 42 of our teachers leave the field after seven
  years
• 51 of reported licensed personnel are over 45
  36 are over 50
• Waivers comprise 0.6 of all licensed personnel
  in Kansas 91 of all waivers are issued for
  special education

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Provide Professional Development

• NCLB requires schools on improvement to set aside
  10 of their allocation to provide professional
  development
• IDEA has long required a comprehensive system of
  professional development KS SIG is now based on
  professional development
• QPAs quality criteria requires formal training
  for teachers regarding the state assessments and
  curriculum standards.

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Ensure Programs and Services

• IDEA requires special education services to
  ensure an appropriate public education and
  educational progress
• NCLB requires programs and services to ensure
  100 of all students are proficient by 2013-14
• QPA requires all schools to provide access to the
  same programs and services
• Revised QPA raised the graduation requirements to
  include 3 credits of math, 3 credits of science
  and 1 credit in fine arts

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Make an Annual Determination

• QPA and AYP are based upon annual performance
  progress on IEP goals and benchmarks are required
  annually
• NCLB requires annual measurable objectives based
  on a federal formula
• Revised QPA requires an annual accreditation
  status
• IDEA requires an annual performance report

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Identify Schools on Improvement

• NCLB and QPA identifies schools as being on
  improvement
• NCLB and QPA identify schools as being on
  improvement based on assessments, graduation
  rate, attendance rate and participation rate
• IDEA requires the reporting of graduation rate,
  attendance rate and participation rate

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Focus on Intervention

• NCLB focused on being accountable for results by
  providing appropriate interventions
• QPA focused on being accountable for results
  based on ensuring quality criteria
• IDEA focused on being accountable for results
  based on providing appropriate programs and
  services

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NCLB, IDEA QPA Differences

• Being accountable vs. individual needs
• Ensuring highly qualified staff
• Determining the content of the professional
  development
• Ensuring resources for the needed programs and
  services
• Annual determinations versus annual paperwork
• Accrediting and labeling schools sanctions
• Focusing on intervention versus prevention

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Individual Needs

• For students with disabilities the n is now 40
• This may change next year
• The scores of students with disabilities who take
  an alternate assessment scored against grade
  level standards (modified) will now be part of
  the 3 cap
• Districts that exceed the 3 cap will submit
  data, program and procedural information to a
  waiver review committee

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Ensure Highly Qualified Educators

• NCLB defines highly qualified as content
  knowledge
• QPA defines highly qualified as fully qualified,
  or holds a valid license to teach
• IDEA and state regulation requires special
  education licensure which may or may not be
  content specific
• Content knowledge and skills alone do not qualify
  a teacher to meet the diverse needs of students
  served in special education or the complexity of
  individualized learning environments

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Ensure Highly Qualified Educators

• Excessive paperwork, threat of litigation, and
  increased movement from special education to
  general education settings exacerbate the
  shortage of personnel
• Ensuring access to teachers with expertise in the
  core content areas is needed which may include
  oversight or team teaching with a teacher deemed
  highly qualified in the core content areas

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Provide Professional Development

• NCLB requires schools on improvement to provide
  professional development using scientifically-base
  d research and ensure content knowledge
• IDEA needs to assist teachers in meeting the
  diverse and often complex needs of students in
  varying learning environments it may or may not
  be content related
• QPA, at a minimum, must ensure assessment and
  standards development it does not preclude other
  areas

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Ensure Programs and Services

• Students with disabilities are provided the
  special education services because they are not
  proficient to begin with
• While there are additional federal resources for
  NCLB and IDEA, they are not sufficient
• Federal funding currently falls well short of the
  promised 40 of costs for IDEA It funds it at
  less than half at approximately 18
• Kansas Title I allocation for 2004 was reduced by
  8 million leaving 21,000 for all school
  improvement activities, 20,000 of which must be
  allocated to the districts
• There are no state funds for QPA
• Even though QPA raised the graduation
  requirements, there is no assurance that all
  courses are created equal

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Grade 10 Writing Assignment
A frequent theme in literature is the conflict
between the individual and society. From
literature you have read, select a character who
struggled with society. In a well-developed
essay, identify the character and explain why
this characters conflict with society is
important.
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Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on
Martin Luther Kings most important contribution
to this society. Illustrate your work with a
neat cover page. Neatness counts.
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Ensure Programs and Services

• In terms of IDEA
• Medicaid funding has resulted in fewer federal
  dollars
• IDEA places a cap on the state administrative set
  aside while additional responsibilities require
  additional staff with no new dollars allocated to
  hire staff
• Additional responsibilities include new data
  systems, risk pools, professional development
  systems, focused monitoring and technical
  assistance, other alternate assessments, and
  increased early interventions
• Lack of increased federal dollars have meant
  states and locals have absorbed additional costs
  as the federal funds increase and the fiscal
  responsibility is redistributed, states and
  districts must be able to reduce their
  expenditures without being penalized to maintain
  their fiscal efforts as long as the requirements
  of IDEA are being met

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Its the Money
The final Title I allocations issued in late May
are spreading fiscal pain across the
nationleading the pack of losing states is
Minnesota with a loss of 10.5, followed by
Massachusetts (10) and Kansas (5.8). Title I
Monitor, July 2004
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Its the Money
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Make an Annual Determination

• NCLB requires the meeting of an absolute bar
  students with disabilities do not learn the same
  amount of material in the same amount of time or
  in the same way
• While an annual determination is made, annual
  paperwork is not required in QPA
• IDEA recommends a three-year IEP
• A school improvement plan is not required in NCLB
  until the school is identified as being on
  improvement

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Make an Annual Determination

• Students with an IEP who take more than four
  years to complete their course of study are
  included in the graduation rate
• NCLB excluded students who took longer than 4
  years to complete the requirements

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Labeling Schools

• IDEA does not require the identification of
  schools on improvement the focus is the
  individual student
• NCLB requires identifying Title I schools and
  districts on improvement based on subgroup as
  well as total group performance
• QPA identifies schools on improvement by subgroup
  as well as in total, however, no school will be
  conditionally accredited or not accredited based
  on subgroup performance

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Accreditation
Quality Performance Accredited

• Meets the minimum performance and quality
  criteria
• For two consecutive years fails to meet AYP (for
  all students or by subgroup) or three or more of
  the quality criteria
• For three consecutive years, fails to meet AYP
  for all students (NOT SUBGROUPS) or four or more
  quality criteria
• For five consecutive years, fails to meet AYP for
  all students (NOT SUBGROUPS) or four or more
  quality criteria

Accredited Accredited on improvement Conditional
ly accredited Not accredited

Leadership and Support for Student Learning
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Labeling States

• NCLB labels states as being on improvement
• IDEA requires a state performance plan that
  includes rigorous targets
• QPA is based on a high standard of quality and
  performance for all schools in the state

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Sanctions

• NCLB clearly delineates sanctions for Title I
  schools, districts and states
• IDEA delineates possible loss of funds if out of
  compliance
• QPA delineates sanctions based on loss of
  accreditation

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Focusing on Prevention versus Intervention

• NCLB focuses on intervention programs and
  services assessments must show need
• QPA focuses on intervention after a school has
  failed to show progress
• IDEA focuses on response to intervention prior to
  determination of eligibility

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Benefits of Response to Intervention (RTI)

• Systematically improves instruction for
  struggling students
• Provides teams with evidence-based procedures to
  measure student progress
• Assists in the prevention of the development of
  significant academic deficiencies by intervening
  early

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Benefits of Response to Intervention (RTI)

• Improves instructional practices of students in
  general education
• Increases fairness in the assessment process,
  especially for minority students
• More closely matches assessment and effective
  instruction

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NASP

• NASP appreciates the new emphasis on the need
  for scientific research-based interventions to be
  implemented and evaluated within general
  education settings as part of the evaluation
  process.
• Letter to Troy Justensen in support of the
  revised IDEA regulations, September 2, 2005

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Moving From Gatekeeper to Team Member

• Does the response to interventions indicate the
  need for intense or sustained resources?
• Are the resources needed beyond those available
  through general education?
• Is there evidence of a severe discrepancy?
• Is the presence of an exceptionality
  substantiated by convergent data from multiple
  sources?

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Their minds are in our hands.