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No Child Left Behind in Pennsylvania

No Child Left Behind in Pennsylvania. Pennsylvania Department of Education Core Team Presentation NCLB P.L. 107-110 Signed by President Bush on January 8, 2002. Emphasis and Themes in NCLB. All children can achieve to high standards Accountability for results State and local flexibility

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No Child Left Behind in Pennsylvania

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  1. No Child Left Behind in Pennsylvania Pennsylvania Department of Education Core Team Presentation NCLB P.L. 107-110 Signed by President Bush on January 8, 2002

  2. Emphasis and Themes in NCLB • All children can achieve to high standards • Accountability for results • State and local flexibility • A focus on what works; scientifically based research

  3. No Child Left Behind Brings Reforms Based on the President’s Priorities for Schools: • Strong accountability for results • Most sweeping reform of the ESEA since 1965 by turning federal spending on schools into an investment in improved student performance • Redefines the federal role in K-12 education for an estimated 1.8 million students in PA by requiring high achievement standards & an accountability system to measure results • Requires states to set high standards for achievement in reading & math, the building blocks of learning, and test every child in grades 3-8 to ensure that students make progress

  4. Greater Flexibility and Local Control • Offers school tools to provide the best possible education to all children - especially the most needy – by cutting federal red tape, reducing the number of federal education programs, creating larger, more flexible programs that place decision-making at the local level • Trusts local parents, educators and school boards to make the best decisions for their children • Frees local school districts to spend up to half their federal education dollars as they see fit.

  5. Public Input Process • Inter-active website • www.state.pa.us, PA Keyword: NCLB • Public input sessions and comment period • Committee of Practitioners • Stakeholder Groups

  6. Stakeholder Groups Business Roundtable and NFIB PSEA and PA Federation of Teachers PSBA Black Alliance for Education Options PA Elementary and Secondary Principals Association PA Association of Intermediate Units Education Law Center Educational Foundation Committee of Practitioners Pennsylvania League of Urban Schools Teachers and Administrators PA Association of Pupil Services Intermediate Units Parent Education Network PA Association of School Administrators State PTA Public Input ProcessCont’d.

  7. Consolidated Application • One application for state funding of 14 formula grant programs • Requirements cut across programs and provide for integrated program planning and service delivery • Sets the stage for a consolidated annual performance report. Baseline data in the application aligns to data elements of performance report

  8. Programs in Consolidated Application • Title I, Part A: • Title I, Part B, Subpart 3: Even Start • Title I, Part C: Migrant • Title I, Part D:Programs for Youth who are Neglected, Delinquent or At Risk • Title I, Part F: Comprehensive School Reform • Title II, Part A: Teacher and Principal Training and Recruitment • Title II, Part D: Enhancing Education through Technology • Title III, Part A: English Language Acquisition

  9. Programs in Consolidated Application (cont’d.) • Title IV, Part A, Subpart 1: Safe and Drug Free Schools • Title IV, Part A, Subpart 2: Community Service Grants • Title IV, Part B: 21st Century Community Learning Grants • Title V, Part A: Innovative Programs • Title VI, Part A, Section 6111: State Assessment Program • Title VI, Part A, Section 6112: Enhanced Assessment Instruments Competitive Grants • Title VI, Part B, Subpart 2: Rural and Low Income Schools

  10. Adequate Yearly Progress NCLB Requirements for AYP: • Proficiency Level • Calculation of Starting Point • Implementation Method • Disaggregated Student “n” Count • Other Progress Indicators

  11. “Proficient” Level • Section 1111 (G) NCLB -measurable objectives mandates meeting state’s proficient level of academic achievement • Calculation: school ranking of proficiency (by content) and identifying school at the 20th percentile by enrollment (2002 assessment results)

  12. AYP Proficiency Level • Maintain PA Proficiency level Proficient defined as: “Satisfactory academic performance indicating a solid understanding and adequate display of the skills included in Pennsylvania’s Academic Standards”

  13. Adequate Yearly Progress • Baseline year: Spring 2002 PSSA • Calculation: School ranking of proficiency (by content area) and identifying school at the 20th percentile by enrollment • Reading: 45% • Math: 35% • Average annual gains necessary for all students to reach proficient level in 12 years: • Reading AYP: 4.6% • Math AYP: 5.4%

  14. Adequate Yearly Progress • Intermediate Method (stepped goals) • Provides districts greater flexibility in implementation • More reflective of student performance • PDE will provide yearly targets to assist districts in measuring progress within this method

  15. Adequate Yearly Progress: Reading Intermediate Method 100 80 60 40 20 0 2002 2005 2008 2009 2010 2013 2003 2004 2006 2007 2011 2012 2014

  16. Adequate Yearly Progress: Math Intermediate Method 100 80 60 40 20 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

  17. Required Proficiency Percents Reading and Math Intermediate (stepped) Reading(I) Math(I) 2002 45 35 2003 4535 2004 54 46 2005 54 46 2006 54 46 2007 68 62 2008 68 62 2009 68 62 2010 82 78 2011 82 78 2012 82 78 2013 95 94 2014 100 100 • Note: Schools are evaluated for School Improvement every year

  18. Adequate Yearly Progress • Disaggregated Student Data… Separate, measurable achievement goals for specific groups: • Economic Disadvantaged • Major Racial and Ethnic Groups • Students with Disabilities • Students with Limited English Proficiency

  19. Adequate Yearly Progress “n” count is the necessary number of students tested at school building level to form a “measurable” disaggregated group “n” = 75 students with test results per Disaggregated Group is needed to examine that group’s test results (Set as a State’s choice item) Rationale: • More closely aligns with scientific research • Limits over identification • Makes optimal use of resources

  20. Adequate Yearly Progress “95%” participationis the required tested rate at the school building level and in the “measurable” disaggregated groups 75 students enrolled per Disaggregated Group is needed to calculate a participation rate for that group (Set as a State’s choice item) Rationale: • More closely aligns with scientific research • Limits over identification • Makes optimal use of resources

  21. Adequate Yearly Progress “Safe Harbor” A school or measurable disaggregated group is considered to have made AYP if: The percentage of students in the two lowest achieving groups (basic and below basic) was: • reduced 10% or more from the prior year, AND • the school made progress on other academic indicators (Even if the school has not met or exceeded the state annual objective.)

  22. Adequate Yearly Progress Other IndicatorRequirements for AYP At secondary level, NCLB requires use of graduation rate At elementary level, attendance rate selected as the other AYP indicator

  23. Adequate Yearly Progress • Attendance rate at the elementary level because: • Children’s regular attendance at school and in the classroom is an indicator of their overall achievement • Attendance rate currently used as part of PA School Performance Funding Program

  24. Assessment Model NCLB Requirement • Beginning no later than school year 2005-2006, assess all students in math and reading at grades 3 – 8 and not less than once during grades 10th through 12th • Beginning Spring 2003, measure progress of students with Limited English Proficiency

  25. Assessment Model • Pennsylvania System of School Assessment (PSSA) currently administered in grades 3, 5, 8, 11 • NCLB requires adding assessments at grades 4,6,7 • Major Requirements: • Measures PA academic standards • Same measure for all children • Technically valid and reliable

  26. Assessment Model • Mixed State and Local Assessment System with Value Added Component • Administer PSSA in grades 3, 5, 8 and 11 • Department approved limited number of national, norm-referenced tests for use at grades 4, 6 and 7, augmented to align with Pennsylvania Academic Standards • Integrate Valued Added Assessment component

  27. Assessment Model Pennsylvania Value Added Assessment System (PVAAS) • Provides valuable information to schools to focus program improvement and evaluate student growth • Recommended by: • PA League of Urban Schools • NCLB Committee of Practitioners

  28. Assessment Model English Language Proficiency • Assessment must meet the 5 domains of: • listening, • speaking, • reading, • writing and • comprehension • Requirement takes effect spring 2003

  29. Assessment Model • Pennsylvania will participate and serve as lead state in multi-state consortium to develop an ELP assessment aligned with federal requirements • Applying for federal grant to cover costs • Consortium states are Michigan, Maryland, Tennessee • National partners include Accountability Works and Educational Testing Service • Transition year 2002-2003 – districts to use Department approved local assessments

  30. Minimum Requirements for State Report Cards • Aggregated achievement information on state assessments in math and reading/language arts • Disaggregated achievement information by subgroups (race/ethnicity, disability, socioeconomic level, gender, migrant status, English Language Learners)

  31. More State Report Card… • Percentage of students not tested, disaggregated • Information that can be used to compare actual achievement levels with state objectives for each group • Most recent two-year trend data of achievement by subject area and grade level in areas where assessments are required • Aggregate information on state indicators used to determine adequate yearly progress • Graduation rates for high school students • Attendance rates for elementary school

  32. More State Report Card… • Information on districts making AYP, as well as the numbers and names of schools identified for school improvement • Teacher qualifications/credentials, including % of teachers with emergency credentials and % of classes not taught by “highly qualified” teachers, both in aggregate and disaggregate by high/low poverty

  33. Minimum Requirements for LEA Report Card • NCLB contemplates that LEA’s also provide a Report Card • Required by Section 1111(h)(2) of NCLB • “minimum requirements” set forth in Section 1111 (h)(2)(A)(i)(B)

  34. In the case of each LEA • Number and percentage of schools identified for school improvement under section 1116 (c) and how long schools have been so identified • Information that shows how students served by the LEA achieved on the statewide academic assessment compared to students in the State as a whole

  35. In the case of each school • Whether the school has been identified for school improvement • School information that shows how the students’ achievement on the statewide academic standards and other indicators of adequate yearly progress compares to students in the LEA and in the State as a whole

  36. Title I Accountability Timeline(for schools not identified for school improvement as provided by USDE) 2001-2002 -- Baseline 2002-2003 -- Fail to make AYP 2003-2004 -- Fail to make AYP 2004-2005 -- 1st year of school improvement -- TA, public school choice 2005-2006 --2nd year of school improvement -- TA, choice, supplemental Services

  37. Title I Timeline (continued) 2006-2007 -- Corrective Action -- TA, choice, supplemental services 2007-2008 -- Plan for restructuring -- Choice, supplemental services 2008-2009 -- Restructuring -- Choice, supplemental services

  38. Exiting School Improvement If a school identified for improvement meets AYP for two consecutive years, the school is no longer subject to improvement.

  39. Highly Qualified Teachers NCLB Requirements: Deadlines • Beginning SY 2002-03, all new teachers hired in Title I programs must be “highly qualified” • By the end of the 2005-06 year, all teachers teaching in core academic subjects in each public elementary and secondary school must be “highly qualified” • LEA’s must notify parents if their child is taught by a teacher who does not meet the definition of highly qualified

  40. Highly Qualified Teachers NCLB Requirements: Definitions • Highly qualified elementary (K-6) requires Bachelor’s degree and rigorous state test in reading, writing, mathematics, and other basic parts of elementary school curriculum. • Highly qualified middle/secondary requires Bachelor’s degree and either a core content test or academic major, graduate degree, or coursework equivalent to an undergraduate major in the subject area to be taught.

  41. Highly Qualified Teachers NCLB Requirements: Core Subject Areas Arts Science Biology Physics Chemistry Math Foreign Languages English, Reading or Language Arts Civics and Government

  42. Highly Qualified Teachers NCLB Requirements: Goals • State must establish annual percentage goals of LEA’s with 100% highly qualified teachers SY 2002-03 10% 2003-04 30% 2004-05 60% 2005-06 100% • Consequences Failure to achieve the “highly qualified” teachers’ goals could jeopardize state’s $100+ million Title II grant

  43. Highly Qualified Teachers The majority of teachers in Pennsylvania meet and exceed NCLB requirements of “highly qualified, ” but….

  44. Highly Qualified Teachers • Shortage of “highly qualified” teachers is most acute in larger urban school districts… • SY 2001-02 nearly 5,200 teachers teaching on an emergency permit (superintendent attests that there is no certified applicant available) • Roughly 70 percent found in large urban school districts • Balance scattered throughout the state • …And a statewide challenge as well • Estimate as many as 10,000 teachers impacted at middle school level • Grade 7 and 8 teachers must have passed specific content area test to meet NCLB requirements

  45. Workforce Demographic Trends Over 18,000 teachers in PA with 30 or more years service who can expect to retire in the next 5 years Nearly 35,000 teachers in PA with 25 or more years service who can be expected to retire in the next 10 years or sooner Highly Qualified Teachers

  46. Certification Trends in Core Subject Areas Over the past five years, there has been a decrease in Instructional I certificates issued in the following core subject areas: Physics -53.8% Chemistry -21.6% English -5.9% Mathematics -20.9% Spanish -28.2% Highly Qualified Teachers

  47. Highly Qualified Teachers Current Initiatives • Teacher Quality Enhancement (TQE) and Accelerated Certification of Teachers (ACT) Grants • Partnerships among select school districts, preparing institutions and PDE focused on recruiting and certifying minority candidates and mid-career professionals to teach in targeted urban districts • Troops to Teachers • Accelerated certification program to bring former military personnel into the classroom

  48. Highly Qualified Teachers Recommendations • Allow teachers already holding an Instructional certificate in Pennsylvania to obtain a second Instructional certificate by demonstrating competency on the appropriate subject area test • Modify the Interstate Agreement to accept teachers holding a comparable certificate issued by another state if the teacher has: • Three years of satisfactory teaching experience on that certificate within the last 7 years; • A bachelor’s degree in the subject; • A qualifying score on appropriate subject matter test; and • At least 18 years old and of good moral character

  49. Highly Qualified Teachers Recommendations (cont.) • Substitute preparing institution’s assessment of an applicant’s professional knowledge during the student teaching experience in lieu of the Principles of Learning and Teaching test • Recognize other teacher training programs that enable mid-career professionals and college graduates to obtain certification. Programs must demonstrate that candidates have both : • Competency in subject area to be taught; and • Professional knowledge needed for classroom effectiveness

  50. Paraprofessionals NCLB Requirements Instructional Paraprofessionals working in programs funded by Title I must: • Have a high school diploma or GED, and • Hold an Associate’s Degree or higher OR • Have completed at least two years of study at an institution of higher education OR • Meet rigorous standards of quality demonstrated through a state or local assessment

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