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Enhancing Educational Standards Through NCLB: Goals, Accountability, and Teacher Quality

The No Child Left Behind (NCLB) Act set clear objectives for U.S. education, aiming for all students to achieve proficiency in reading and math by 2014, and ensuring English learners attain language proficiency. Key accountability measures include public reporting of school performance and teacher qualifications. New regulations demand highly qualified teachers by 2006, while paraprofessionals must meet specific educational standards. These initiatives emphasize teacher quality, professional development, and a safe learning environment for all students, ultimately aimed at improving educational outcomes nationwide.

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Enhancing Educational Standards Through NCLB: Goals, Accountability, and Teacher Quality

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  1. No Child Left Behind

  2. GOALS • ALL students will attain proficiency or betterin reading and mathematics by 2013-2014 • ALL limited English students will becomeproficient in English • ALL teachers will be highly qualifiedby 2005-2006 • ALL students will be educated in safe,drug-free environments • ALL students will graduate from high school

  3. ACCOUNTABILITY Accountability • Testing Requirements • Adequate Yearly Progress (AYP) • Consequences • Public Reporting

  4. ACCOUNTABILITY Public Reporting 2002-2003 State Report Card requirements include: • Dissemination at the beginning of school year • Disaggregated student MEAP data • Comparison of student achievement levels • Percentage of students not tested • Graduation rates • Number and names of schools in need of improvement • Comparison of actual academic achievement to annual objectives for all subgroups • Teacher qualifications

  5. ACCOUNTABILITY PublicReporting New requirements to provide parent notification on: • Teacher qualifications • Student performance on state assessments • School choice information • Limited English Proficiency student placementand program information

  6. ACCOUNTABILITY Teacher Quality • Beginning 2002-2003 all new Title I teachers must: • Be highly qualified • Be certified and teaching in their content areas • Not hold emergency credentials • Have proven competency in teaching areas assigned • All core academic subject area teachers nothighly qualified must meet the requirementsby 2005-2006. • Title II funds can be earmarked for teacherand principal quality

  7. Who are the Core Academic Area Teachers? • English • Reading or Language Arts • Mathematics • Science • Foreign Languages • Civics and Government • Economics • Arts • History • Geography

  8. ACCOUNTABILITY Teacher Quality All states must: • Develop a plan demonstrating how teachers willbecome highly qualified by 2005-2006 • Require annual increase in the percentage ofhighly qualified teachers in each local districtbeginning in 2002-2003 • Increase annually the percentage of teachersreceiving high quality professional developmentbeginning in 2002-2003*

  9. Michigan’s Definition • MDE convenes a set of advisory committees on NCLB issue areas • Advisory Committee meets and develops draft definitions • State Board Adopts Definition in April, 2003 • HOUSSE – what does it stand for? • Midland/Saginaw Curriculum Council • Develops HOUSSE portfolio guidelines and rubric • Submits plan to MDE for approval • Seminars planned for: • Curriculum Directors • Elementary Principals • Secondary Principals • HR Directors

  10. Who is HQ? • 1993 was a very good year … • Elementary Self Contained: MTTC Basic Skills and Comprehensive elementary exams • Elementary Certified in Middle School: Above, plus MTTC subject area • Secondary: MTTC Basic Skills and MTTC subject area in Major and Minor

  11. Who is HQ? • The Classical Ages • Teachers Certified prior to 1993 have many options: • Must have Bachelor’s Degree, and • Full State Certification, and • One of 6 options: • MTTC Basic Skills and appropriate areas • Comprehensive Elementary, or • Subject Area for Certificate Endorsements • Graduate Degree or advanced coursework equal to an undergraduate major • National Board Certification • One of 3 HOUSSE options

  12. HOUSSE Options • HOUSSE Option #1 • 3 years teaching experience and at least 18 semester credits towards a masters degree • HOUSSE Option #2 • 3 years teaching experience and completion of a district approved IDP consisting of at least 90 contact hours of professional development, documented using the MDE approved PD record form • HOUSSE Option #3 • Creation of a Michigan Content Area Portfolio assessed using the Saginaw/Midland County Content Area Portfolio Rubric with an achievement level of 100 points or more on the rubric

  13. ACCOUNTABILITY Paraprofessional Quality • Paraprofessionals hired after January 8, 2002must meet requirements for qualification standards • Paraprofessionals hired prior to January 8, 2002must meet requirements for qualifications byJanuary 8, 2006

  14. Options for Paraprofessionals • Associate’s Degree • 60 Semester Credits in an accredited degree program • Passage of a rigorous test of academic content • MTTC Basic Skills • Offered 4 times a year through Universities with Teacher Preparation Programs • WorkKeys from ACT • Score levels set by Michigan State Board of Education in July • Available through Delta College or the Saginaw Career Complex • Paraprofessional Certification Institutes will begin at SISD in January, 2004 • Practice Tests • Facilitated Group Test Prep Software with Anytime/Anywhere option • Scheduled Test Sessions at SCC • Optional Professional Development program • More test options coming??

  15. Highly Qualified Teachers and Paraprofessionals • Achievable Goal • MDE work should be applauded in this area • SISD support

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