No Child Left Behind

1. NoChild Left Behind

2. Federal Elementary and Secondary Education Act (ESEA) first enacted in 1965. Periodic reauthorization by Congress has occurred, with the last one prior to NCLB being in 1994. Origins of NCLB Federal Law (PL 107-110) January 8, 2002

3. So Many Acronyms So Little Time… NCLB Soup SBR SES ISC AEW ISBE NAEP SIP SOS PSAE ESEA IMAGE CSR IAA AYP ISAT USDE ROE

4. Achievement and Accountability for ALL! NAEP • National Level • State Level • District Level • School Level Align law and rules to NCLB Illinois Must meet AYP Must meet AYP These building symbols will be used to identify which entity is being addressed

5. State Accountability All States Participate in NAEP(National Assessment of Educational Progress) • Illinois law requires selected schools to participate. • NAEP tests are administered to a sample of students (approximately 64) in each participating school. • US Department of Education will use State NAEP data to verify the results of statewide assessments. • NAEP is administrated by Federal Contractors in January through March of each year. • Chicago participates in District NAEP. • http://nces.ed.gov/nationsreportcard

6. Illinois Laws Align with NCLB • IllinoisPublic Act 92-604in 2002 • NAEP • Report Card on web • Bilingual service notices • Public School Choice parameters • Illinois Public Act 93-426 on assessment in 2003 • Testing all grades 3-8 and once at 11th in reading and mathematics in 2006 • Maximum of 35 hours of student testing in gr. 3-8 as of 2006 • Writing at grades 3, 4, 6 and 8 • Social sciences at 5 and 8 • Illinois Public Act 93-470 on accountability in 2003 • All schools accountable • School and district AEW and AW status/improvement planning • Appeals process • Illinois Public Act 93-0838 on accountability in 2004 • Limits testing to Reading, Math and Science, eliminates Writing, Social Studies, PE and Fine Arts

7. District Accountability in Illinoisbegins withNCLB legislation • All school information aggregated at district level • 95% participation in tested grades • Disaggregated data: subgroups exist at district level as well as school level (N = 40) • Meets the indicator per grade level • District sanctions • Improvement plan • Corrective action • District Improvement Rubric • www.isbe.net/sos/htmls/improvement_process

8. Illinois Single Accountability System: Schools STATE (all Illinois Schools) FEDERAL • Regional Superintendent removes local school board OR • State Superintendent appoints an Independent Authority to operate school or district • State Board non-recognizes school or district, dissolving the entity OR • State Superintendent reassigns pupils and administrative staff Intensive Support • Additionally for Title I schools: • Classify the school as a charter school OR • Replace principal and staff OR • Select an outside management entity OR • State takeover and management State Intervention Status Misses AYP for 6 years Federal Restructuring Status State Academic Watch Status Year 2 Misses AYP for 5 years Federal Restructuring Planning Year In addition, Title I schools must offer School Choice Supplemental Educational Services Schools plan for Restructuring next year if no improvements occur School Improvement Panel continues All state requirements and options continue from previous year Revised School Improvement Plansapproved by local board and State Superintendent or designee School Improvement Panel appointed by State Superintendent School & District Analysis Optional: Extended Day/Year Programs State Academic Watch Status Year 1 Misses AYP for 4 years Federal Corrective Action Status In addition, Title I schools must offer School Choice Supplemental Educational Services Options for Title I schools also include: Extended school day/year and/or Incentives for HQ teachers and/or External curriculum modifications State Academic Early Warning Status Year 2 Misses AYP for 3 years Federal School Improvement 2 Status Revised School Improvement Plans approved by local board System of Support Services School & District Analysis Optional: Extended Day/Year Programs In addition, Title I schools must offer School Choice Supplemental Educational Services State Academic Early Warning Status Year l 1 Misses AYP for 2 years Federal School Improvement 1 Status Revised School Improvement Plans approved by local board System of Support Services School & District Analysis Optional: Extended Day/Year Programs In addition, Title I schools must Offer School Choice Moderate Support

9. Review of the 5 Goals Achievement English Language Learners Highly Qualified Teachers Safe Schools Graduation The elephant colors identify each specific goal

10. Performance Goal 1: Achievement By 2013-14 all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

11. Measuring Achievement Illinois • The Illinois state assessment system modified to assure testing in at least reading and mathematics for grades 3-8 by 2005-06. • Beginning in 2002, all tests count! • Prairie State Achievement Exam (PSAE) • Illinois Standards Achievement Test (ISAT) • Illinois Measure of Annual Growth in English (IMAGE)for limited English proficient students. • Illinois Alternate Assessment (IAA) for students with disabilities included in AYP for the first time.

12. 2006 ISAT and PSAE Schedule Green indicates required tests. Violet indicates voluntary testing. *Adds grades 4, 6 and 7. ** Writing

13. AYP for SchoolsMaking Adequate Yearly Progress • All schools will have the same annual target. • Baseline data for 2002 for reading and math was 40% meeting/exceeding standards. • All schools must meet the progressive annual targets, with 100% meeting/exceeding standards by 2014. • Schools over the baseline have no required progression rate, but the target moves up annually for all subgroups.

15. Disaggregation of Subgroups Low income status + Students with disabilities + Limited-English proficient + Race/ethnicity 6 groups Asian, American Indian, Hispanic, Black, White, Multiracial

16. Reading Composite Composite American Indian Asian Black White Hispanic Students with Disabilities Low Income LEP Math Composite Composite American Indian Asian Black White Hispanic Students with Disabilities Low Income LEP AYP is determined by making it over all 20 hurdles (10 hurdles for reading and 10 for math) by disaggregation of data. Multiracial Multiracial

17. Subgroup size (N) States must set the size of the group in order to “…yield statistically reliable information…” • Subgroups are comprised of students; • in tested grades • in that school • enrolled prior to October 1st. • Subgroups of 40 or more count for NCLB/AYP purposes. • Subgroups of 10 or more are reported on School Report Cards.

18. Determination of AYP • 95% participation by all subgroups and composite per school/per district (40 as N size) plus • Making academic achievement goals plus • Meeting another academic indicator High schools: meet state threshold for graduation rate (67% for 2005). Elementary and middle schools: meet state threshold for attendance rate (89% for 2005).

19. Special Ed. Students and AYP • Scores returned to the home school • All IEP students tested, accommodations must be specified (Be creative, not limited to ISBE suggestions) • 1% of tested District population can be counted as proficient based on Illinois Alternative Assessment (District AYP only) • Special Education students tested at their chronological level

20. Achieving the Academic Target2005 • Reach 47.5% meeting and exceeding in reading and mathematics for all groups (composite) andAt least 44.5% for all subgroups (to compensate for error in measurement due to small group size) • Or meet Safe Harbor requirements

21. Safe Harbor • Safe Harbor provides another option to schools in danger of being labeled as “not meeting” the NCLB achievement requirements. • If a school does not make AYP any student demographic group, it can fulfill its progress requirement per group by: Decreasing by 10% the proportion of students who do not meet/exceed standards AND meet state threshold for graduation rate (for high schools) OR meet state threshold for attendance rates (for elementary/middle schools) Safe Harbor for subgroups only, not composite!

22. All ELL students will become proficient in English and reach high academic standards, attaining proficiency or better in reading/language arts and mathematics. Performance Goal 2: ELL

23. ELL Requirements • Testing Requirements • ELL students remain in the LEP subgroup for up to five years • Assessment is optional for student in their first year in a U.S. public school • ELL students are counted for AYP for at the school they attend • Notice for Parents of ELL • Detailed parental notification and documentation(letters to parents available in 29 languages at www.isbe.net/bilingual/htmls/parentenroll1.htm

24. By 2005-06 all students will be taught by highly qualified teachers. Quality Educator Issues Title II/Part A Performance Goal 3: Highly Qualified Teachers

25. “The Teacher Effect Makes All Other Differences Pale In Comparison “ Williams Sanders

26. Reading or English LA Mathematics Science Foreign Languages Civics Government Economics Arts History Geography Highly Qualified Teachers By the end of 2005-2006 school year, allteachers must be highly qualified. “…Those teaching core academic subjects…"

27. Issues Highly Qualified Teachers • Title I Teachers • Those teaching core academic subjects, teaching in a program supported by Title I funds, and hired after the first day of 2002-2003 school year must be highly qualified. • Targeted Assistance Schools • Schoolwide Schools • Illinois Criteria for Highly Qualified Teachers available on ISBE’s website

28. Parental Notification Requirements • Beginning with 2002-2003 school year, Title 1 funded districts must notify parents of their right to request information on the professional qualifications of teachers. • Schools receiving Title I funds must provide timely notice to parents, if a student is assigned for 4 or more consecutive weeks to a teacher who is not highly qualified. • How the teacher is qualified • NCLB timeline requirements 2005-2006 • Plans to assist teachers in becoming highly qualified • Why teacher was assigned to position. Suggestions for notification could include information on:

29. Professional Development Requirements • State and districts receiving funds must ensure that teachers receive high quality professional development each year. • ISBE will align professional development provider evaluations to USDE/NCLB definition of professional development. • One-day or short-term workshops and conferences cannot be considered professional development for NCLB purposes. • Professional development must follow best practice as outlined in the National Staff Development Council Standards.

30. Qualified Paraprofessionals • The law addresses qualifications, duties and responsibilities. • Paraprofessionals in programs supported with Title I funds newly hired after January 8, 2002 must meet oneof the following 3 criteria: • 2 years of post-secondary study at an Institute of Higher Education • An Associate’s degree • A rigorous standard of quality as demonstrated through a formal state or local assessment measuring the ability to assist in the instruction of math, reading and writing or math readiness, reading readiness or writing readiness. • Existing paraprofessionals hired before January 8, 2002 and working in programs supported with Title I funds have until January 8, 2006 to become qualified.

31. Paraprofessional Assessment Paraprofessional Assessment Guidance • ETS’ ParaPro is acceptable means of meeting requirements. • ACT’ WorkKeys will be considered when evidence of ‘ability to assist in instruction’ is established. • Local assessment criteria is established. • Find the guidance document at ISBE NCLB web page www.isbe.net/NCLB

32. All students will be educated in learning environments that are safe, drug free, and conducive to learning. Performance Goal 4: Safe Schools

33. Unsafe School Choice Option • “Persistently Dangerous” is addressed by ISBE policy. • Students may exercise their choice option and transfer under the “persistently dangerous” school provision when: • Group Choice: • Violence related expulsions are greater than 3%. • One or more students have been expelled for gun or explosive device. • # of students exercising the choice option is greater than 3%. • Individual Choice • Any individual student who is a victim of “violent criminal offense at school” can request immediate transfer upon verification of the offense.

34. All students will graduate from high school. Performance Goal 5: Graduation

35. Reading First • Focus on K-3 • Eligible districts are those that have the greatest percentage or number of 3rd grade students not meeting state standards for reading AND have the greatest % or # of students eligible for Title I, Basic. • Funds of $50,000-175,000 per school for the initial year, and then diminishing over time.

36. Special Education • IDEA is being reauthorized at this time… • Student – all public school children will be tested, including students with disabilities (with IEPs) • The % of students with disabilities participating in state assessments is increasing. • IMAGE and IAA results were included in the calculations of AYP in 2002 and after. • One percent (1%) of tested District population can be counted as proficient based on Illinois Alternative Assessment (up from .5 %)

37. Reflections

38. Resources ISBE No Child Left Behind Page – http://www.isbe.net/nclb ISBE No Child Left Behind e-mail – NCLB@isbe.net USDE home page- http://www.ed.gov Overview Guide- www.ed.gov/nclb/overview/guide/index/html Newsletter: THE ACHIEVER ROE/ ISC