No Child Left Behind NCLB Act of 2001 http:www.ed.govnclb

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No Child Left Behind (NCLB) Act of
2001http//www.ed.gov/nclb/

• Title II Part A
• Preparing, Training, and Recruiting High Quality
  Teachers and Principals

Georgia Professional
Standards Commission
http//www.gapsc.com/
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No Child Left Behind(NCLB)

• Signed into law by President Bush in January
  2002, NCLB contains the most sweeping changes to
  the Elementary and Secondary Education Act (ESEA)
  since enacted in 1965.
• NCLB changes the federal government's role in
  K-12 education by asking America's schools to
  describe their success in terms of what each
  student accomplishes.
• NCLB is guided by four basic reform principles
• (a) stronger accountability for results
• (b) increased flexibility and local control
• (c) expanded options for parents
• (d) teaching methods proven to work

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Teacher Quality Goal

• NCLB places major emphasis on teacher quality as
  a factor for improving student achievement
  (Title I Section 1119)
• 2002-03 - All teachers hired after January 1,
  2002 and are teaching in a program supported by
  Title I funds must be highly qualified
• 2005-06 All teachers teaching core academic
  subjects must be highly qualified by the end of
  the 2005-06 academic year

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Annual Measurable Objectives

• SEA and LEAs must establish annual
• measurable objectives that demonstrate
• progress in meeting the 2005-06 goal (GAPSC and
  School
• Districts)
• Measurable Objectives
• 1. Increase percentage of highly qualified
  teachers teaching core subjects
• 2. Increase the number of teachers receiving
  high quality professional development

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Major Themes

• Accountability
• Schools, Districts, and the State held
  accountable for student achievement
• Choice
• Choice of another public school for parents
  whose children attend failing or persistently
  dangerous schools
• Information
• Requires State report cards and/or local notices
  of failing schools or unqualified teachers
• Qualifications
• Requirements for teachers and paraprofessionals
• Flexibility and Consolidation
• Consolidated applications at State and LEA levels

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Title I

• Title I Improving Academic Achievement for the
  Disadvantaged
• Part A Basic Program (Requirements stated)
• Part B Reading First, Even Start
• Part C Migratory
• Part D Neglected and Delinquent
• Part E National Assessment of Title I
• Part F Comprehensive School Reform
• Part G AP Programs
• Part H Drop Out Prevention
• Part I General Provisions

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Title II

• Title II- Improving
• Teacher Quality
• Part A Teacher and Principal Training and
  Recruiting
• Part B Math and Science Partnerships
• Part C Innovation for Teacher Quality
• Transition to Teaching, National Writing Project,
  Civic Education, Teaching Traditional American
  History, Teacher Liability Protection
• Part D Enhanced Education through Technology

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Other Titles

• Title III Language Instruction
• for Limited English Proficient/Immigrant
  Students
• Title IV 21st Century/Safe and Drug-Free
  Schools and Communities
• Title V Parental Choice and Innovative
  Programs
• Title VI Flexibility and Accountability
• Title VII Indian, Native Hawaiian, and
  Native Alaskan Education
• Title VIII-X Impact Aid, General
  Provisions,and Repeals

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Title II-A Focus

• Overall Focus
• Recruit
• Train
• Retain
• Professional Development

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Title II-A Funding

• 2.175 billion U.S.
• 75 million Georgia
• 70.66 million (95) to LEAs (School Improvement)
• 1.86 million to Higher Ed subgrants (formerly
  Eisenhower grants)
• 1.86 million to State Activities (PSC
  facilitated)

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Highly Qualified TeachersRequirement

• All teachers must be highly qualified
• Applies to all public P-12 teachers who teach
  core subjects
• English, Reading or Language Arts
• Mathematics
• Science
• Civics and Government and Economics
• History and Geography
• Foreign Languages
• Arts

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Highly Qualified Teacher Definition

• Highly qualified means that
• the teacher
• (a) Has full State certification
• or
• (b) Has passed the State teacher examination,
  holds a license to teach in the State, and does
  not have requirements waived on an emergency,
  temporary, or provisional basis

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Highly Qualified Teacher

• Has demonstrated subject area competence in each
  of the academic subjects taught Georgia PRAXIS
  II
• Holds at least a bachelors degree

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New Elementary Teachers

• New elementary teachers
• Must meet the requirements previously listed and
  pass a rigorous State test (subject knowledge and
  teaching skills in reading, writing, and
  mathematics)

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New Middle Secondary Teachers

• New middle grades or secondary teachers
• Must meet the requirements previously listed in
  each academic subject taught and
• (a) pass a rigorous State academic subject test
  in each area
• OR
• (b) complete an academic major, a graduate
  degree, an undergraduate academic major or
  equivalent coursework, or advanced
• certification or credentialing in each area

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Current Teachers

• Teachers not new to the profession
• Must meet requirements previously listed and
  demonstrate competence in all academic subjects
  taught

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Alternative Preparation

• Teachers in an alternate route qualify if they
  hold a 4-year degree and participate in a program
  in which they
• receive high-quality professional development
• receive intensive supervision, function as a
  teacher for a specified period not to exceed
  three years
• demonstrate satisfactory progress toward full
  certification

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Highly Qualified Teacher Follow the chart(s)
until you reach You Are Highly Qualified
Timelines Section
NOTE Newly hired means changing employers, not
just changing schools within a district.
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Licensure/Certification Section
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Competency Section
HOUSE High Objective Uniform
Statewide-standard of Evaluation
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Accountability

• Adequate Yearly Progress
• Reports on Title I Goals
• (including teacher quality)
• All student subgroups must be proficient within
  12 years (2013-14)
• All teachers in core academic subjects must be
  highly qualified by the end of the 2005-06
  school year

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Accountability

• State Report Cards
• Reports on Professional Qualifications of
  Teachers
• Title II-A goals
• Percentage of emergency/provisional certificates
• Percentage of teachers not highly qualified
• Percentage of high vs. low poverty schools

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Performance Indicators

• Percentage of classes taught by highly
  qualified teachers (in aggregate and high
  poverty schools)
• Percentage of teachers receiving high quality
  professional development
• Percentage of teachers qualified to use
  technology for instruction

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Accountability

• LEA Plans
• Include professional development for teachers and
  plans for moving teachers to highly qualified
• Must be based on scientific research

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Accountability

• LEAs must meet annual goals. Failure to meet
  goals for two consecutive years will result in
  the development of a comprehensive improvement
  plan.
• SEAs are required to provide LEAs with
  technical assistance.
• If after three consecutive years LEAs cannot
  increase the percentage of highly qualified
  teachers and meet Adequate Yearly Performance
  (AYP), the State must enter into an agreement on
  the use of Title II-A funds.

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Accountability

• Parent Notification (regarding highly qualified
  teachers)
• LEA notifies parents upon request of teachers
  qualifications
• Licensing for grade level and subject
• Emergency or provisional status
• College major and graduate degrees
• Paraprofessional qualifications
• LEA notifies parents if students are taught four
  consecutive weeks by a teacher not highly
  qualified

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Paraprofessional Qualifications

• Completion of at least 2 years of study at an
  institution of higher education or
• An associates (or higher) degree or
• Meet a rigorous standard of quality and can
  demonstrate through a formal state or local
  assessment
• Knowledge of and ability to assist in instructing
  reading, writing, and mathematics or
• Knowledge of and ability to assist in instructing
  reading, writing, and mathematics readiness.

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Paraprofessional Requirements

• Requirements apply to
• Paraprofessionals hired after January 8, 2002 and
  employed in a Title I School to work with
  instruction, regardless of funding source
• Paraprofessionals hired after January 8, 2002
  with Title I funds and employed in a Targeted
  Assisted School to work with instruction
• Paraprofessionals hired prior to January 8, 2002
  in the above-defined schools have four years
  (until 1/8/06) to meet the new federal
  requirements
• Requirements do not apply to
• Paraprofessionals whose major duties are to serve
  as a translator
• Paraprofessionals whose duties consist solely of
  conducting parental involvement activities

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High Quality Professional Development

• Includes activities that
• Improve teachers' knowledge of academic subjects
  taught
• Are integral to schoolwide and districtwide
  improvement plans
• Give teachers knowledge and skills needed to help
  students meet challenging state academic content
  standards
• Improve classroom management skills
• Are high quality, sustained, intensive, and
  classroom-focused (not 1-day or short-term
  workshops or conferences)
• Support the recruiting, hiring, and training of
  highly qualified teachers

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High Quality Professional Development

• Advance teacher understanding of effective
  instructional strategies that are
• Scientifically-based
• Used to improve student achievement or teacher
  knowledge and skills
• Aligned with and directly related to State
  academic content standards, student academic
  achievement standards and assessments, and
  curricula and programs tied to the standards
• Are developed with teachers, principals, parents,
  and administrators
• Equip teachers of limited English proficient
  children to provide instruction and support
  services
• Provide training for teachers and principals in
  the use of technology

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High Quality Professional Development

• Evaluated regularly for impact on increased
  teacher effectiveness and improved student
  achievement
• Provides instruction in methods of teaching
  children with special needs
• Includes instruction in the use of data and
  assessments to inform and instruct classroom
  practice
• Includes instruction in ways that school
  educators may work more effectively with parents
• May involve partnerships with institutions of
  higher education
• Creates programs to enable paraprofessionals to
  obtain the education needed to become certified
  teachers

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Services to Private Schools

• LEAs are required to
• provide private school students and teachers with
  educational services on an equitable basis and in
  a timely manner
• consult with private school officials during the
  design, development, and implementation of their
  professional development program

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Local Implementation

• Questions for School Districts and Schools
• Where is the LEA at this point?
• What can be done to ensure that requirements for
  teacher quality are met within the designated
  timeframe?
• Besides meeting the requirements for ensuring
  high quality teachers, what other areas should
  be considered?
• What documentation will be required by the school
  district for Title II-A?

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Title II-A Staff Facilitation Roles

• Provide information about requirements
• Gather data on teacher quality and facilitate
  activities
• Identify and assist with the development of
  resources (including preparation programs)
• Provide technical assistance on needs
  assessments, system plans for use of funds, and
  professional development
• Coordinate State activities

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Title II-A PSC Activities2002-2003

• Highly Qualified Teachers
• Identifying needs and facilitating work with
  LEAs
• Benchmarking and Assessment Highly
  qualified teachers
• Alternative Preparation/Recruitment Georgia
  TAPP, Special Education, Troops to Teachers
• Mentor Training
• TSS Resource Manual, Induction Handbook
• Paraprofessional Qualifications
• Other Voyager Reading Program (RISE) PRAXIS I
  Project

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PSC Title II-A Team

• Dr. Angelia Davis, Program Consultant
• Mr. Roger Hatcher, Program Consultant
• Ms. Gerri Heard, Program Coordinator
• Ms. Linda Holloman, Program Consultant
• Dr. Leslie Morrison, Program Consultant
• Dr. Jennie Rakestraw, Program Coordinator
• Mr. Skipper Stewart, Program Consultant
• Dr. Fran Watkins, Director, Educator Preparation