federal programs – working together elementary and secondary education act (esea) reauthorized by...
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Federal Programs – Working TogetherElementary and Secondary Education Act (ESEA) Reauthorized by the
“No Child Left Behind” Act of 2001 - Public Law 107-110 (NCLB)
NCLB
The major focus of No Child Left Behind 2001 is to provide all children with a fair, equal, and significant opportunity to obtain a high-quality education.
The U.S. Department of Education is emphasizing four pillars within the bill:
• Accountability• Flexibility • Research-based education• Parent options
NCLB emphasizes the implementation of educational programs and practices that have been demonstrated to be effective. It is a national extension of the standards-based education reform efforts undertaken across the states.
Commitment
Elementary Schools
Percent Proficient
Reading Math
Percent Participation
Reading Math
Percent Unexcused
Absence
All Students 80.6 61.0 100 100
0.30
American Indian 68.4 45.2 100 100
Asian/Pac. Is. 85.4 69.7 100 100
Black 70.5 39.9 100 100
Hispanic 64.7 38.2 100 99
White 85.0 67.6 100 100
Special Education 47.0 31.8 100 100
Limited English (ELL)
49.7 26.2 100 99
Low Income 69.5 44.6 100 100
2006 State Target 64.2 47.3 95.0 95.0 1.00
State made adequate yearly progress at the elementary level in 29 of 37 categories (78%).
State 2006 Results – Adequate Yearly Progress
Percent Proficient
Reading Math
Percent Participation
Reading Math
Cohort Graduation
Rate
All Students 79.1 52.3 99 99
67%
American Indian 66.1 33.9 98 98
Asian/Pac. Is. 84.1 62.8 100 99
Black 64.1 26.2 98 98
Hispanic 61.2* 28.4 99 98
White 82.8 57.2 99 99
Special Education 34.1* 14.1 98 98
Limited English (ELL)
36.9* 15.5 99 96
Low Income 64.1 32.2 99 98
2006 State Target 61.5 43.6 95.0 95.0 66.0
State made adequate yearly progress at the high school level in 31 of 37 categories (84%).* Made AYP by making significant improvement (“safe harbor”).
State 2006 Results – Adequate Yearly Progress
High Schools
Middle SchoolsPercent Proficient
Reading Math
Percent Participation
Reading Math
Percent Unexcused
Absence
All Students 66.3 51.0 100 100
0.65
American Indian 52.5 34.2 100 100
Asian/Pac. Is. 72.4 61.4 100 100
Black 49.6 27.5 100 100
Hispanic 45.7 28.2 100 100
White 71.6 56.8 100 100
Special Education 23.2 13.7 100 100
Limited English (ELL)
21.9 12.9 100 99
Low Income 50.0 32.9 100 100
2006 State Target 47.6 38.0 95.0 95.0 1.0
State made adequate yearly progress at the middle school level in 28 of 37 categories (76%).
State 2006 Results – Adequate Yearly Progress
Why do federal programs need to work together?
Provide supplemental services in order to improve student achievement that benefits
students who are at risk of not meeting state standards and
educators for their continued professional development.
Supplement Not Supplant
The provision requires that federal funds be used to augment the regular education program, and not substitute for funds or services that would otherwise be provided.
Title I, Part CMigrant Education
Program
Title I Part AImproving the Academic Achievement of the Disadvantaged
Title III Part ALanguage Instruction For Limited-EnglishProficient and Immigrant Students
Connections Across Programs
Title II, Part ATeacher & Principal
Quality
Title I, Part A - Purpose
The purpose of the federally-funded Title I program is to provide supplemental educational services to children who are most at risk of failing to meet the state’s student academic achievement standards in reading, language arts, and mathematics (and science in 2005-2006)
Title I, Part A
Title I Part A serves low-achieving students in high poverty schools including ELL, Migrant, Special Education, Homeless, Native American, Neglected & Delinquent and young children.
Title I, Part C
Title I Part A Title III Part A
Title I, Part A – Who’s Eligible
Children who are economically disadvantaged, children with disabilities, and migrant or limited English proficient children are eligible for services on the same basis as other children selected to receive services
Children also eligible for services include homeless students, special education students, and former Head Start, Even Start and Early Reading First students
Students Pre-K through grade 12 are eligible for Title I services
Title I, Part A - Services
Types of services Additional instruction either in class or in
small groups Extended learning time (before and after
school and in the summer) Family Literacy Pre-K readiness to learn Counseling Computer-assisted instruction Combination of services listed above
Title I, Part A - Decisions
Building staff decide subject areas and grade levels to be served with Title I funds, based on the greatest academic needs of the students
Staff determine how many students can be served based on Title I funds allocated to the building
Title I, Part A – Targeted Assistance
Targeted Assistance ProgramsNCLB Section 1115
“…multiple, educationally-related, objective criteria established by the local educational agency and supplemented by the school” is the basis for student selection
Title I, Part A – Targeted Assistance
A selection matrix may use standardized test results, classroom and curriculum assessments, teacher recommendation, and other indicators
Parents must be notified that their children are eligible for participation and given an opportunity to provide program input
Title I, Part A – Targeted Assistance
Students must be rank-ordered and services provided to the most academically at risk
Students enter and exit the program based on assessment analysis and criteria defined in their school improvement building plan
Title I, Part A - Instruction
Instruction for Title I students: Must incorporate effective methods and
instructional strategies based on scientifically based research
Must be aligned with state Essential Academic Learning Requirements and Grade Level Expectations
Must be incorporated into existing school planning
Title I, Part A – Schoolwide Program
Schoolwide ProgramNCLB Section 1114
Designed for high poverty schools (40% or higher)
Does not require rank order list but targets most academically at risk students
Requires a year of planning
Title I, Part A – Schoolwide Program
A schoolwide plan must describe 10 required components: Comprehensive needs assessment Schoolwide reform strategies Instruction by highly qualified staff Professional development activities Strategies to attract highly qualified teachers Strategies to increase parent involvement Transition plans for preschool to elementary school Inclusion of teachers in assessment decisions Strategies to assist struggling students Coordination and integration of federal, state and local services
Title I, Part A – Schoolwide Program
The schoolwide plan must include the names and the dollar amounts of the federal, local, and state programs that have been combined into the schoolwide program
All programs serving students should be addressed in the plan
Title I, Part A – Schoolwide Program
The schoolwide plan must address the intent and purpose of each of the federal programs that have been included in the program
Schoolwide programs must meet all requirements relating to health, safety, civil rights, student and family participation, private school services, maintenance of effort, and comparability of services
Title I, Part A – Schoolwide Program
Although all students in the schoolwide program are eligible for Title I services, it is the students who are at greatest risk of not meeting the state academic achievement standards that are to be the main focus of the services
Annual evaluation of the program/plan effectiveness is required of staff and parents
Title I, Part A – Schoolwide Program
Schoolwide programs combining migrant (Title I, Part C) must be submitted to the Migrant Office of OSPI for approval
Must show evidence that the needs of migrant students are addressed in all program elements
Must be submitted annually for approval
Title I, Part C – Migrant Education
Support of high-quality and comprehensive education programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves.
Title I, Part C - Migrant Education
Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school.
Ensure that migratory children benefit from state and local systemic reforms.
Title II, Part A
Teacher and Principal Quality
Title II, Part A – Purpose
Increase student achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools;
Assure funds will target schools that Have the lowest proportion of highly qualified teachers, Have the largest average class size, Identified for school improvement under section 1116(b)
Ensure equitable distribution of high quality teachers in high poverty, high minority, lower performing schools as in low poverty, low minority schools.
Title II, Part A
Recruitment - shortage areas of highly qualified teachers Strategies, mechanisms, initiatives Incentives (scholarships, signing bonuses, differential pay for
teachers to teach in academic subjects in which there exists a shortage of HQT in the district or a school)
Hiring Class size reduction – grade levels where at risk students
benefit Must meet HQT requirement
Title II Part A
Retention Strategies and initiatives for teachers to meet HQT
requirements (professional development, coursework, assessment fee and other costs associated with completion of assessment,
Professional development Aligned with state standards and focus on areas where
students need additional learning support Includes subject area specialist who provides job
embedded professional development for teachers in the subject area – reading or mathematics coaches
Induction programs Incentives (differential pay – hard to place assignment areas)
Title II, Part A
Application for funding
Who are your students? What are their learning needs?
Differentiated and/or specialized instruction, smaller class size Who are the teachers teaching at-risk students and what are
their professional learning needs? Greater understanding of the subject area, differentiated and/or
specialized instructional strategies, working with parents to better support student learning
How will the principal support teachers and is the principal prepared to provide the leadership and support for teachers?
How will Title IIA funds be used to meet the learning needs of teachers, principals and students?
How will success be measured – impact on classroom instruction and student learning?
Highly Qualified Teacher (HQT) Data - 2005-06 School Year
135,826 core academic classes taught in Washington public schools 33,045 Elementary Level 102,806 Secondary Level
95.6% of the classes are taught by teachers who meet HQT requirements 97.8% - Elementary Level 94.8% - Secondary Level
There is a .2% difference in elementary classes taught by HQ teachers in high poverty and low poverty elementary schools – 97.8% in high poverty vs. 98.0% at low poverty schools
There is a 8.0% difference of secondary classes taught by HQTs in high poverty and low poverty high schools – with 89.3% in high poverty and 97.3% in low poverty schools
All districts reported at 80% or above classes taught by HQT 159 of 296 school districts reported that 100% classes taught by HQT 114 of 296 school districts reported that 90% to 99.9% classes taught by HQT 23 of 296 school districts reported that 80 to 89.9% classes taught by HQT
Highly Qualified Teacher (HQT) Data – 2005-06 School Year
Elementary 27,146 elementary teachers who teach 33,045 classes
340 teachers (1.3%) who do not meet HQT requirements and teach 712 elementary classes (2.2%)
Secondary Teachers - Middle School and High School 22,009 secondary teachers who teach 102,806 classes
1,567 secondary teachers (7.1%) who do not meet HQT requirements and teach 5,315 classes (5.2%)
1,017 middle/junior high teachers (4.6%) who do not meet HQT requirements
550 high school teachers (2.5%) who do not meet HQT requirements
Subject areas reporting highest numbers of non-HQTs Mathematics Reading English/Language Arts History
TITLE III, Part A - ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT ACT
Language Instruction for
Limited English Proficient
and Immigrant Students
Purpose: Title III, Part A
To ensure that limited English proficient (LEP) students and immigrant
children and youth develop English proficiency
and Meet the same academic
content and academic achievement standards that other children are expected
to meet.
Planning for Services for Students
Look at the dataDetermine services neededDefine how federal programs can assist
in meeting the identified needs.
Scenario A
Ricardo
Ricardo has attended school in Texas and reads fluently in his native language, Spanish, however he does not speak English. His family moved to work in the farming industry.
Ricardo qualifies for Migrant Education support and he is scheduled to attend a Title I Targeted Assistance School.
Scenario A (continued)
Ricardo
After being assessed for reading in Spanish, he does not require remedial assistance. So the ELL program will take responsibility for assisting him in acquisition of English.
He was also assessed in mathematics in Spanish and scored below grade level. He was added to the Targeted Assistance rank order list and received Title I math services.
The Migrant Education Office met with Ricardo’s family to help them find health services in the community.
Scenario B
Tatiana
Tatiana has recently arrived in Washington from Russia. She has been in school since Kindergarten and is now a tenth grade student. She excels in mathematics, but does not read in English. She speaks some English.
Scenario B (continued)
Tatiana
After a transcript review, it was determined that she is proficient in reading. She is assigned to work with the ELL teacher for English language development. She will also be provided primary language tutorial and academic support.
Since she excels in reading and mathematics, she does not qualify for Title I services.
Scenario CMuhammad
Muhammad has recently arrived from Somalia. He is ten years old and has never been in school. The lack of English and lack of academic experience are barriers to his school success. He is assigned to a Title I schoolwide.
Services for him are to include additional support from the state bilingual program to help him acquire English.
He will receive additional reading instruction from a Title I master teacher who has knowledge in assisting students who do not read. This is a specialized reading classroom set up in the school because of the high population of students that are low achieving. He will also receive mathematics support.
Scenario D
Noi
Noi had been in the Title I Part A school before and has returned. She and her family are migratory as they moved to work in the fishing industry. She is a proficient reader, but does not do well in mathematics.
Even though she is a migratory student, it is the responsibility of the school to provide Title I Part A supplemental math instruction to improve her math skills.
School Improvement Planning
Look at the dataDetermine services and support systems
neededDefine how federal programs can assist
in meeting the identified needs
Step 3 School Improvement School A (Elementary)
ScenarioThe school did not meet AYP because their fourth grade English Language Learners (ELL) and Hispanic students did not meet the state’s reading standard. The school developed a School Improvement Plan as required under Step 1 and Step 2. The plan focused on reading across the school but did not address the specific populations that did not meet standards (ELL and Hispanic students). The school had also entered into the state’s School Improvement support system with hiring a School Improvement Facilitator.
.
AYP Guidance Scenario
Step 3 School Improvement - School A (Elementary)
Actions• The principal convened a group of teachers, parents; the district’s reading
coach, the School Improvement Facilitator, and a national recognized reading expert on ELL to review the school’s improvement plan.
• The group revisited the previous school improvement plan and specifically addressed the academic needs of their ELL and Hispanic populations.
• The school reallocated their professional development Title I set-aside funds to focus on reading instruction for ELL students for all staff.
• The principals with the teachers reviewed the schoolwide ten components and realized that they needed to focus federal and state program funds to provide adequate services for those students in most academic need.
• The district reassigned the Reading Coach from a school meeting AYP standards. It became the responsibility of the coach to work with teachers on lesson design and classroom based assessments to monitor student achievement.
AYP Guidance Scenario (continued)
TOGETHERWe make a difference in the lives of our
students and the FUTURE of our country!
Contacts
Bob Harmon - [email protected] (360-725-6170)Assistant Superintendent Special Programs
Gayle Pauley – [email protected] (360-725-6100)Director Title I/LAP/V/CPR
Dr. Alfonso Anaya – [email protected] (360-725-6146)Director Migrant and Bilingual Education
Mary Jo Johnson – [email protected] (360-725-6340)Director Title II Teacher/Principal
Commitment