No Child Left BehindAct of 2001

Presented by: Karen RybackLos Angeles County Office of Education

Division for School Improvement

Rejected Names for NCLB:

Most Kids Doing Pretty Well

Leave No Lawyers Behind

Survivor NCLB: The Administrator’s Challenge

Timelines and Benchmarks and Plans, Oh My!

Goals 2005: Better than My Dad’s

Elementary & Secondary Education Act (ESEA)

Enacted in 1965 as cornerstone of President Johnson’s “War on Poverty”

Reauthorized every 5-6 years

No Child Left Behind Act

Two years of negotiations

Bi-partisan with political compromises

Signed into law on January 8, 2002

Over 1,000 pages

14 Titles reorganized/consolidated into 10

Total Price Tag--$26.5 billion

NCLB Themes

Stronger accountability for results

Greater flexibility

Expanded options for parents

Emphasis on scientifically-based research

Implementation of NCLB

SEA plans--describing how NCLB requirements will be met--must be approved by USDE (May 2003)

LEA Plans are due June 1, 2003 to CDE for approval Five Goals 59 Assurances

Overview of NCLB’s 10 Titles

Title I: Improving Academic Achievement for the Disadvantaged

Aid for pupils in high-poverty schoolsReading programs for young childrenEducation for migratory and neglected & delinquent childrenComprehensive School

Reform (CSR) grants

Title II: Preparing, Training, and Recruiting High Quality Teachers and Principals

Training & recruitment programs

Math & science partnerships

Teacher training on use of technology in the classroom

Title III: Language Instruction for Limited English Proficient

Language instruction to foster English fluency

Successful academic achievement in core academic subjects

Title IV: 21st Century SchoolsSafe & Drug Free Schools

Drug & Violence Prevention Programs

Student Code of Conduct Policy School Discipline Policies Crisis Management Plan Hate Crime Prevention Gun Possession

After-school programs 21st Century Community

Learning Centers

Tobacco Prevention

Title V: Promoting Informed Parental Choice & Innovative Programs

Grants for Innovative Programs

Public Charter Schools

Magnet Schools

Title VI:Flexibility & Accountability

Grants to implement accountability mandates

Transferability of funds

Flexibility Demonstration Agreements

Title VII: Indian, Native Hawaiian, and Alaska Education

Special Programs for Native Americans Educational Opportunities Professional Development for

Teachers/Education Professionals Fellowships Gifted & Talented Adult Education Family Literacy

Title VIII: Impact Aide

Aid for school districts affected by military bases, Indian reservations & other non-taxable federal land

Title IX: General Provisions

Definitions Highly Qualified Professional Development Scientifically Based Research

School PrayerMilitary Recruiter AccessUnsafe School Choice Option

Title X: Repeals, Redesignations & Amendments

Homeless Education

Significant Changes in the Law

Single Statewide Accountability System

Goal: All students proficient or above in English Language Arts and Mathematics by 2013-14 All public schools, all students Economically disadvantaged Major racial/ethnic groups

African American (not of Hispanic origin) American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (not of Hispanic origin)

Limited-English proficient Students with disabilities

Adequate Yearly Progress (AYP)

Achievement of the statewide Annual Measurable Objectives (AMOs) in English Language Arts and Mathematics95% participation rateAchievement on “other” indicator API for all schools Graduation rate for high schools

AMOs

Based on English-Language Arts (ELA) and Mathematics separately

Grade 10 CAHSEE/CAPA ELA: Proficient or above = 387+ Math: Proficient or above = 373+

AMOs: English Language ArtsElementary and Middle Schools and Elementary Districts

89.2%

24.4%13.6%

67.6%56.8%

46.0%35.2%

78.4%

100.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

AMOs: Mathematics Elementary and Middle Schools and Elementary Districts

37.0%47.5%

58.0%68.5%

79.0%89.5%

26.5%16.0%

100.0%

0%10%

20%

30%

40%50%

60%

70%

80%90%

100%

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

AMOs: English Language Arts

High Schools and High School Districts

11.2%

88.9%

22.3%

100.0%

77.8%

33.4%44.5%

55.6%66.7%

0%

20%

40%

60%

80%

100%

2001-20022002-20032003-20042004-20052005-20062006-20072007-20082008-20092009-20102010-20112011-20122012-20132013-2014

AMOs: Math High Schools and High School Districts

9.6%

88.7%100.0%

77.4%66.1%

54.8%43.5%

32.2%20.9%

0%10%20%30%40%50%60%70%80%90%

100%

2001-20022002-20032003-20042004-20052005-20062006-20072007-20082008-20092009-20102010-20112011-20122012-20132013-2014

AMOs: English Language ArtsUnified Districts and High School Districts with Grades 7/8

12.0%23.0%

89.0%

100.0%

78.0%

34.0%45.0%

56.0%67.0%

0%10%20%30%40%50%60%70%80%90%

100%

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

AMOs: Math Unified Districts and High School Districts with Grades 7/8

12.8%23.7%

89.1%

67.3%56.4%

45.5%34.6%

78.2%

100.0%

0%10%20%30%40%50%60%70%80%90%

100%

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

The API “Status Bar’

Defining Progress on the API as the "Other" Indicator of AYP

770740

710

680

650

620

800

560 590

500

550

600

650

700

750

800

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-2011

2011-2012

2012-2013

2013-2014

API Score

Graduation Rate

High schools must show progress Increase of one tenth of one per cent

per year until the school reaches 100%

Based on the National Center for Educational Statistics (NCES) four year completion rate

NCLB Student Mobility Rules

Student was enrolled since CBEDS date

Count in school accountability

report

Count in district accountability

report

Student was enrolled in more

than one school in the same district

since CBEDS date

Yes

Yes

No

Count in state accountability reportNo

Subgroup Size

Schools will be held accountable for groups that have: 100 students, OR 50 students that comprise 15% of the student

population

Reporting will occur for groups with at least 11 students

Program ImprovementYEAR: 1 2 3 4 5 6 7

Program Improvement CorrectiveAction

Restructuring

ImplementPlan

10% Prof. Dev.TechnicalAssistance

(LEA)Choice

ImplementPlan

10% Prof. Dev.TechnicalAssistance

(LEA)Choice

10% Prof. Dev.TechnicalAssistance

(LEA)Choice

SupplementalServices

10% Prof. Dev.TechnicalAssistance

(LEA)Choice

SupplementalServices

SupplementalServices

CorrectiveAction (LEA)

Replace Staff

New Curriculum

DecreaseManagement

Authority

Outside Expert

Extend Yr/Day

Restructure

Plan forAlternativeGovernance

Charteror

Replace Staffor

Private Mgmt.or

State Controlor

OtherFundamental

Reform

Does NotAdequate

YearlyProgress

Does NotAdequate

YearlyProgress

Í

School isidentified as

PI anddevelops a2-year plan

Does NotAYP

Does NotAYP

Does NotAYP

Does NotAYP

ImplementAlternativeGovernance

Plan

•

“OF COURSE, IF THEY’’RE ALL LEFT BEHIND, THEN, RELATIVELY SPEAKING, NONE ARE LEFT BEHIND”

…FOR WHAT IT’S WORTH…From the comic strip: Pett Peeves by Joel Pett

Proposed RegulationsNCLB Compliant Teachers

“New” to the profession Hired on or after July 1,

2002

“Not new” to the profession Hired prior to July 1, 2002

Timelines for Compliance

New teachers teaching a core academic subject in a Title I SWP school or funded with Title I funds in a TAS school, must have been NCLB compliant when hired.

All other public school teachers teaching a core academic subject, must be compliant by the last day of the 2005-06 school year.

Core Academic Subjects

EnglishReading/language artsMathematicsScienceHistoryGeographyCivics/governmentEconomicsForeign languagesArts

3 Requirements for Core Subject Teachers

Bachelor’s degree

State credential or Intern certificate/credential (for no more than three years

Demonstrated core academic subject-matter competence

Core Academic Subject Matter Competence

Elementary Must pass the California

Subject Examination for Teachers (CSET)

Middle/High School CCTC approved subject

matter exam or program A major A major equivalent Graduate degree

“New” Teachers

Core Academic Subject Matter Competence

“Not New” TeachersElementary:

Pass any past/current CCTC approved subject matter exam OR complete the HOUSSE

Middle/High School: For each core subject taught:

CCTC approved subject matter program OR A major OR A major equivalent OR A graduate degree OR National Board Certification (NBC) Complete the HOUSSE

HOUSSE

“High Objective Uniform State Standard of Evaluation”

100 points required to be satisfied through Part I and/or Part II

HOUSSE: Part I

Summation of: Years of experience in grade span/subject

(Max. 50 pts.)

Core academic coursework in grade span/subject

In-depth standards aligned professional development

Service to the profession in relevant core academic content

HOUSSE: Part 2

Completion of successful observations Required documentation: lesson plan, analysis

of student performance, and observer notes (Each observation = 20 pts)

Completion of portfolio assessment 4 entries required: 5 sequenced lesson plans,

student assignments, analysis of student performance, reviewer notes

(100 pts--no partial credit)

Paraprofessionals

All instruction paraprofessionals Must have a high school

diploma/equivalency

May only be assigned to work under the direct supervision of a HQ teacher

Must be assigned only permissible duties as listed in the law

Heightened Requirements

Must meet one of the following:

Associate’s degree

Two years of study at an institution of higher education (48 semester units)

Local rigorous academic assessment Knowledge of reading, writing, & mathematics

(or readiness) Ability to assist in instructing in reading, writing, &

mathematics (or readiness)

Timelines for Paraprofessionals

Affected Paraprofessionals Date of Implementation

All newly hired Title I-funded paraprofessionals and all newly hired paraprofessionals in a Title I Schoolwide Program school

January 8, 2002

All previously hired Title I-funded paraprofessionals and all previously hired paraprofessionals in a Title I Schoolwide Program school

January 8, 2006

Cap on Funding

The district may not fund any additional paraprofessionals with Title I, Part A funds, if after 3 years, the district does not make progress toward meeting its HQ teacher objectives and AYP.

Parent Notifications

Parents Right-to-Know (Title I Schools) May request the qualifications of their child’s

teacher/paraprofessional

4-Week Notice (Title I Schools) When child has been taught for 4 or more consecutive

weeks by a core subject teacher who does not meet the NCLB

Unsafe School Choice Option

Option to transfer to a safe school must be given if child is:• in a school identified as

“persistently dangerous”• the victim of a violent crime on

school property

Military Recruiter Access to Students

LEAs are required to provide secondary students’ names, addresses, and telephone listings, when requested (unless a parent “opts out”)

LEAs must provide the same access to military recruiters to secondary school students as given to postsecondary institutions or prospective employers

Questions

Karen RybackTitle I/NCLB Consultant

Los Angeles County Office of EducationDivision for School Improvement

(562) 922-6752Ryback_Karen@lacoe.edu