No Child Left Behind

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No Child Left Behind

• Consolidated Applications at a Building Level

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No Child Left BehindThe Premise

• Designed to produce fundamental reforms.
• Will provide officials and educators at the
  school, district, and State levels substantial
  flexibility to plan and implement school programs
  that will help close the achievement gap between
  disadvantaged and minority students and their
  peers.
• Will hold school officials accountable--to
  parents, students, and the public--for achieving
  results.

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Four key principles

• (1) Accountability for results
• (2) Expanded State and local flexibility
• (3) Expanded choices for parents, and
• (4) Focusing resources on proven
  educational
  methods, particularly in reading instruction. 

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Not business as usual

• Title programs are sources of funding that impact
  the achievement of performance goals and
  indicators.
• Unified purpose.
• LEA level flexibility and accountability.
• No responsibilities assigned or assumed to be
  that of a single program.
• Directly related to what we are accountable to
  accomplish.

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Framework (Goals and Indicators)

• By 2013-2014 all students will reach high
  standards, at a minimum attaining proficiency or
  better in reading and math (disaggregated by
  major sub-group)
• The percentage of students in the aggregate and
  for each subgroup, who are reading at or above
  the proficient level in reading on the States
  assessment.
• The percentage of students, in the aggregate and
  for each subgroup, in Title 1 schools who are at
  or above the proficient level in math.
• The percentage of Title 1 schools that make
  adequate yearly progress.

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Framework (Goals and Indicators)

• All limited English proficient students will
  become proficient in English and reach high
  academic standards, at a minimum attaining
  proficiency in reading and mathematics.
• The percentage of children identified as limited
  English proficient, by cohort, that have attained
  English proficiency by the end of the school
  year.
• The percentage of LEP students who are at or
  above the proficient level in reading/language
  arts on the States assessment.
• The percentage of LEP students who are at or
  above the proficient level in math on the States
  assessment.

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Framework (Goals and Indicators)

• By 2005-2006, all students will be taught by
  highly qualified teachers.
• The percentage of classes being taught by highly
  qualified teachers in the aggregate and in
  high-poverty schools.
• The percentage of teachers receiving high-quality
  professional development.
• The percentage of paraprofessionals who are
  qualified. (Excludes those with sole duties as
  translators and parental involvement assistants.)

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Framework (Goals and Indicators)

• All students will be educated in learning
  environments that are safe, drug free, and
  conducive to learning.
• The of persistently dangerous schools, as
  defined by the State.

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Framework (Goals and Indicators)

• All students will graduate from high school.
• The percentage of students who graduate from high
  school with a regular diploma, disaggregated by
  poverty, disability, English proficiency, migrant
  status race and ethnicity.
• of students who drop out of school,
  disaggregated by poverty, disability, English
  proficiency, migrant status race and ethnicity.

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What does it mean?

• How well are my students doing?
• Disaggregate
• Ethnicity
• Language
• Poverty
• Disability
• Above proficiency (near mastery)
• Number and percent

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What does it mean?

• How well qualified are my teachers?
• Licensed
• Endorsed
• Highly skilled
• Recently informed
• Research-based practice

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What does it mean?

• What seems to be working?
• What isnt working?
• Why isnt it working?
• Am I doing what I should to get better outcomes?
• Am I contributing to STUDENT success by the way I
  use my budget?
• Do my teachers know and implement the research?
  How do I know?

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How do you make decisions?

• Tradition.
• Peace keeping mission.
• Community pressure.
• If it isnt broken-dont fix it.
• Lesser of two evils.
• It is the best that can be done with the
  resources we have.
• Students do better when

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What makes a good school?
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What makes a good teacher?
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How do I help teachers to keep improving?
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What matters most?
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What will it look like?
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What am I doing now?