Wisconsin Department of Public Instruction

1
Welcome 2r Charter SchoolsESEA NCLB
Overview

• Wisconsin Department of Public Instruction
• March 30 2004

2
Welcome and Introductions
Department of Public Instruction Consultants

• Shirley Moutry
• Diana Kasbaum
• Myrna Toney
• Janice Zmrazek

3
Agenda

• ESEA and NCLB
• Pillars of NCLB
• Accountability
• Overview of Titles II-V
• Consolidated Application and Claims
• Title I and Schoolwide
• Questions

4
No Child Left Behind

• Sometimes referred to as the NCLB Act, or ESEA
  Reauthorization, or HR1
• Originally enacted in 1965 (ESEA)
• Reauthorized January 8, 2002

5
No Child Left Behind

• Purpose provide all children with a fair,
  equitable, and significant opportunity to obtain
  a high quality education
• Characteristics
• Accountability
• High quality teachers and paraprofessionals
• Parent options
• Research based practices
• Flexibility

6
Accountability
Federal Performance Goals

• By 2013-14, all students proficient or better in
  reading and math.
• All LEP students proficient in English and in
  reading and math.
• By 2005-06, highly qualified teachers.
• All students educated in safe and drug-free
  learning environments.
• All students will graduate from high school.

7
Accountability
Single Statewide Accountability System
Testing
Adequate Yearly Progress
Highly Qualified Teachers
More Data Collection and Reporting
8
NCLB AccountabilityMeans More Testing
Testing grades 3, 4, 5, 6, 7, 8, and high school
(10th grade) in Reading and Mathematics by 2005-06
Reading at 3rd Grade (WRCT)
Reading, Language Arts (Writing), Math, Science,
and Social Studies at 4, 8, and 10 (WKCE
Enhanced)
Testing grades 4, 8, and 10 in Language Arts,
Science, and Social Studies (State Law)
NAEP was optional prior to 02-03
NAEP participation required starting 2002-03
9
Adequate Yearly Progress
Proficient by 2013-14 100
All states must achieve
Proficient/Advanced
10
Adequate Yearly Progress
Wisconsin
Proficient by 2013-14 100
Proficient/Advanced
Reading
Math
2010-11
2011-12
2012-13
2013-14
2001-02
2009-10
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
11
Adequate Yearly Progress
Annual Measurable Objectives
Wisconsin
Proficient/Advanced
12
Adequate Yearly Progress
Determining AYP

• Test Participation (95 )
• Other Academic Indicator
• Attendance rate for elementary
• and middle school
• Graduation rate for high school
• Academic Achievement Indicators
• Reading
• Math

13
Adequate Yearly Progress
Determining AYP

• Test Participation (95 )

Minimum cell size
Determine whether 95 of students enrolled were
tested in each subgroup meeting minimum cell size.
14
Adequate Yearly Progress
Determining AYP

• Other Academic Indicator

• At the elementary or middle school level, 90 of
  the statewide average or growth in attendance
  rate.
• At the high school level, 90 of the statewide
  average or growth in graduation rate.

15
Adequate Yearly Progress
Determining AYP

• Academic Achievement Indicators
• Reading 4. Math

Minimum cell size
Determine if the number of students enrolled for
a full academic year (FAY) meet the minimum cell
size in each subgroup.
16
Adequate Yearly Progress
Determining AYP

• Academic Achievement Indicators
• Reading 4. Math

If minimum cell size is NOT reached...
All students
Roll 2 years of data together
Still not reached?
Roll 3 years of data together
Still not reached?
Alternate evaluation process.
17
The identification
Adequate Yearly Progress
Missing AYP two consecutive years in Test
Participation Other Indicator Reading Mathemati
cs Schools SIFI Districts DIFI
18
Adequate Yearly Progress
What happens if schools dont make AYP?

• No AYP for 2 consecutive years
• Must write an improvement plan
• Must receive technical assistance from district
• School choice option for parents

19
Adequate Yearly Progress
What happens if schools dont make AYP?

• No AYP for 3 consecutive years
• Must write an improvement plan
• Must receive technical assistance from district
• School choice option for parents
• Supplemental educational services

20
Adequate Yearly Progress
What happens if schools dont make AYP?

• No AYP for 4 consecutive years
• Must write an improvement plan
• Must receive technical assistance from district
• School choice option for parents
• Supplemental educational services
• Corrective Action

21
Adequate Yearly Progress
What happens if schools dont make AYP?

• No AYP for 5 consecutive years
• Must write an improvement plan
• Must receive technical assistance from district
• School choice option for parents
• Supplemental educational services
• Corrective Action
• Develop plan for alternative governance

22
Adequate Yearly Progress
What happens if schools dont make AYP?

• No AYP for 6 consecutive years
• Must write an improvement plan
• Must receive technical assistance from district
• School choice option for parents
• Supplemental educational services
• Corrective Action
• Develop plan for alternative governance
• Implement alternative governance

23
Adequate Yearly Progress
What happens if districts dont make AYP?
2 years Develop a plan for improvement 3 years
Implement plan and State may direct corrective
action 4 years Continue plan and State may
direct corrective action 5 years and beyond
Mandated corrective action as prescribed in
federal law
24
Teacher Quality

• All teachers hired after January 8, 2002 and
  teaching in a program supported by Title I funds
  be highly qualified and all teachers teaching
  core academic subjects are to be highly
  qualified by 2005-06.
• Core academic subjects means English, reading or
  language arts, mathematics, science, foreign
  language, civics and government, economics, arts,
  history, and geography.

25
Paraprofessionals

• All Title I paraprofessionals newly hired after
  January 8, 2002 must have
• at least 2 years of higher education or an
  associates degree or
• passed formal state or local tests/assessments
  designed to demonstrate knowledge and ability in
  certain subject areas.
• All Title I paraprofessionals hired before
  January 8, 2002 must meet the above requirements
  by the end of the 2005-06 school year.

26
Flexibility

• Transferability use money from one title for
  the purposes of another based on local needs
  and priorities
• Parent Options

27
Parent Options Under NCLB

• Parents may request information about teacher
  qualifications -http//www.dpi.state.wi.us/dpi/ese
  a/bul_0209.html
• Must be notified if child is provided services by
  paraprofessionals
• Must be notified if the school has been
  identified as in need of improvement
• Must be given options for school choice if school
  is in need of improvement

28
Parent Options Under NCLB

• Must be informed of their childs achievement on
  state assessments
• Title II and Title V s available to train
  teachers about how to involve parents
• Requirements for Title I s

29
Research-Based Programs

• Scientific research-based practices are mentioned
  throughout the legislation, in every title
• All programs, strategies, professional
  development, and technology activities should be
  based on proven research with these
  characteristics
• Scientific Method
• Replicated
• Generalized
• Meets Rigorous Standards
• Convergent Findings

30
Data Collection and Reporting

• Development of an individual student record
  system in order to collect the required data.
• This system will eliminate the need for local
  districts to develop costly data summarization
  systems.
• The Wisconsin Information Network for Successful
  Schools (WINSS) will be used to meet all of the
  state and local district reporting requirements

31
Titles Under NCLB
32
Titles Under NCLB
I-Improving Academic Achievement of the
Disadvantaged
II-Preparing, Training, and Recruiting High
Quality Teachers and Principals
III-English Language Acquisition, Language
Enhancement, and Academic Achievement Act
V-Promoting Informed Parental Choice and
Innovative Programs
VI-Flexibility and Accountability
IV-21st Century Schools
VII-Native Americans Alaskan Education
X-Amendments to Other Statutes
IX-General Provisions
VIII-Impact Aid
33
Funding for Schools
34
Funding for Schools
Districts access these funds through entitlements
and competitive grants
35
Title I, Part AImproving the Academic
Achievement of the Disadvantaged - Basic Programs

• Funding - 145 M to WI in 2003-04
• Allocations to LEAs - based on number of low
  income children
• Use of funds for programming provided by the
  district or allocated to school buildings based
  on the number of low income children
• Allowable activities - a variety of services and
  activities, most commonly for instruction in
  reading and math.

36
Title I, Part C, Part D

• Title I, Part CMigrant Education - addresses the
  special educational needs of migrant children to
  better enable migrant children to succeed
  academically. This grant makes funds available to
  districts to address the unique needs of migrant
  students.
• Title I, Part DNeglected and Delinquent -
  assists districts and agencies to address the
  academic and support needs of at-risk children
  and youth living in residential institutions.
  Enables students to make successful transition
  from institutional status to further schooling
  and employment

37
Title II, Part ATeacher and Principal Training
and Recruiting

• Funding - 43.7 M to WI in 2003-04
• Allocations to LEAs - based on enrollment and
  number of low income children
• Use of funds LEAs assure priority in allocating
  funds to schools with fewest highly-qualified
  teachers, largest class sizes, or identified for
  improvement (SIFI)
• Allowable activities - a wide variety of
  professional development activities for teachers,
  paraprofessionals, and administrators and class
  size reduction.

38
Title II, Part DEnhancing Education through
Technology

• Funding - 3.6 M to WI in 2003-04
• Allocations to LEAs linked to LEA eligibility
  for Title I A
• Use of funds support use of technology in
  elementary and secondary schools, assist every
  student to become technologically literate by the
  end of eighth grade, effective integration of
  technology resources and systems with
  professional development and curriculum
  development
• Allowable activities at least 25 for
  professional development, purchase of computers
  and software

39
Title III, Part AEnglish Language Acquisition
and Language Enhancement

• Funding - 4.7 M to WI in 2003-04
• Allocations to LEAs based on census of ELL
  students the prior year
• Use of funds help ELL students become
  proficient in English and achieve high academic
  standards
• Allowable activities high quality English
  language instruction programs, bilingual
  instruction in core subjects, promote parent
  involvement

40
Title IV, Part A Safe and Drug Free Schools and
Communities

• Funding - 5.5 M to WI in 2003-04
• Allocations to LEAs 60 of prior year and
  enrollment
• Use of funds coordinate with other school and
  community services and programs to promote safe
  and drug free learning environment to support
  academic achievement using programs consistent
  with Principals of Effectiveness
• Allowable activities AODA prevention programs,
  peer intervention, safety equipment

41
Title V, Part APromoting Informed Parental
Choice and Innovative Programs

• Funding - 6.1 M to WI in 2003-04
• Allocations to LEAs based on enrollment and
  number of low income children
• Use of funds improve student achievement and
  educational quality thorough a wide variety of
  activities, programs, or services
• Allowable activities instruction, specialized
  services, professional development, materials,
  technology, parent involvement

42
Supplement not Supplant

• ESEA funds must be used to enhance the regular
  program that the LEA is required to provide to
  all students
• Funds cannot be allocated to replace money the
  LEA formerly provided to the activity or service

43
How to Apply for ESEA Funds

• WISline Web training April 1, 8, 13
• http//www.dpi.state.wi.us/dpi/esea/pdf/2-11-04tra
  iningmemo.pdf
• Electronic Application
• http//www.dpi.state.wi.us/dpi/esea/conapp/default
  .html
• DPI Title-Specific Staff Contacts
• http//www.dpi.state.wi.us/dpi/esea/pdf/contacts.p
  df

44
ESEA Application Components

• Paper Documents print out, sign, return to DPI
• Assurances, Debarment, Internet Safety,
  Application Requirements Checklist
• Contact Persons update/complete on line
• Consolidated Program Plan overall description
  of how ESEA money will be used
• Budgets by Title

45
ESEA Application Timeline

• March 31 work on paper documents, involve
  parents and community members in planning, start
  budgets with estimates of aid and carryover
• May/June DPI will enter official allocations
• July 1 submit applications with plans and
  budgets based on official allocations
• November 1 revise budgets as needed after DPI
  enters official carryover

46
ESEA Application Changes

• Transferability will be part of the electronic
  application
• Editing items can be changed without deleting
  and reentering
• Budget Summaries consistent summaries will be
  generated from detail entered by the LEA
• Management Options manage own funds, join a
  consortium, use a fiscal agent to complete
  application and revisions, coordinate program

47
Claiming ESEA Funds

• Fiscal year July 1-June 30
• DPI Approval application must be submitted and
  approved before LEA can get reimbursed for costs
• Claims PI 1086 form must be used -
  http//www.dpi.state.wi.us/dfm/sms/pi-1086.html
• Final Claims due no later than
• September 30

48
Title I A - Eligibility for Funds

• Economic data determines eligibility for funds.
• The charter school has 10 formula children (5-17
  year olds from low income families) and a poverty
  rate greater than 2 of its total enrollment.

49
Service Population

• Purpose of Title I A funds is to provide support
  to students failing or those at risk of failing
  to attain high academic standards.
• Focus is on students residing in areas of
  concentrated low-income educationally
  disadvantaged young children and youth.

50
Service Population

• Specifically cited as priority students are the
• Educationally disadvantaged
• Homeless
• Migrant
• LEP
• Neglected/Delinquent
• Young children with high need for assistance
  with reading.

51
Providing Additional Instruction

• Congress established the Title I A funding source
  to give additional time, instruction, and
  attention to special needs of the high need
  student populations.
• Title I A, therefore is supplementary support and
  does not replace the regular curriculum of the
  school.

52
Key Implementation Strategies

• Eligible Schools plan for and serve the most in
  need students.
• Data-driven -decision making determines needs
  and guides action plans. Curriculum,
  instructional strategies and assessments are
  aligned.
• Scientifically-based research related to best
  practices is employed.

53
Key Implementation Strategies

• Student progress is monitored.
• Effort is intensified to elevate the quality of
  instruction through opportunities for
  professional development.
• Parents are afforded meaningful educational
  opportunities to participate in the education of
  their children.

54
Service Delivery ModelsTargeted Assistance
Schools

• Schools with less than 40 poverty rate must
  operate as targeted assistance schools.
• Student identification through multiple
  achievement measures and selection on a
  priority-basis is required.
• Services are provided only to eligible students.
• Instructional services are to be coordinated with
  regular program. In-class programs are
  encouraged.

55
Service Delivery ModelsSchoolwide Programs

• The schoolwide program model is an option that a
  school with a poverty rate of at least 40 per
  cent may elect to design.
• This model offers opportunities for schoolwide
  educational improvement efforts.
• Schoolwide programs vary from the targeted
  assistance school model. All children may be
  considered eligible.
• The school wide model offers more flexibility in
  the use of Title I A resources, in combination
  with other local, state, and federal funds.

56
Schoolwide Programs

• A school is eligible if it has a poverty level
• (eg. f/r lunch) of at least 40.
• Must develop a comprehensive plan for how the
  total instructional program of the school will
  make use of all available resources to help all
  students meet high standards.
• The centerpiece of the planning process.
• Presents a profile of the school that includes
  all factors influencing student achievement.

57
Schoolwide Programs (cont)

• Identifies school strengths and challenges.
• Asks specific data questions about
• Student achievement
• Curriculum and instruction
• Professional development
• Family and community involvement
• School climate and organization

58
SWP Components

• A comprehensive needs assessment
• A comprehensive plan describing coordination
• Use best-practices, school reform strategies
• Highly qualified instructional staff
• Professional development for all members of the
  school community
• Strategies to attract highly qualified teachers
  to high-needs schools

59
SWP Components (cont.)

• 7. Parent involvement
• 8. Help preschool children with transition from
  preschool programs to elementary school
• 9. Teachers involved in assessment decisions
• Intensive assistance to all students who have
  difficulty in mastering state standards
• Coordination and integration federal, state, and
  local services and programs

60
Professional Development

• Ongoing training of all staff
• Highly trained staff providing instruction in the
  content areas
• Content of training based on teacher input and
  identified need

61
Parent/Family Involvement

• Written policy distributed to parents
• Use of school-parent compacts
• Build capacity for increased involvement of
  parents in planning evaluation
• Parents Rights to Know Policy

62
Schoolwide Plan

• Provides the blueprint for operation of the
  school.
• Is developed using data obtained from the needs
  assessment addresses the critical area of need
  identified by the needs assessment.
• Is developed in consultation with staff in the
  school, parents, external technical assistance
  providers, and others in the community.

63
Schoolwide Plan (cont)

• Is reviewed and revised regularly by the school
  planning team.
• Is evaluated annually to determine its
  effectiveness in upgrading the entire education
  program, and improving student achievement.
• Intensive assistance to all students who have
  difficulty in mastering state standards.

64
Information and Resources
Transferability

• http//www.ed.gov/programs/transferability/legisla
  tion.html?exp0
• http//www.ed.gov/programs/transferability/guidanc
  e.doc

65
Information and Resources
Testing

• DPI Office of Educational Accountability
  http//www.dpi.state.wi.us/oea/index.html
• Wisconsin Alternate Assessment for Students with
  Disabilities (WAA-SwD)
• http//www.dpi.state.wi.us/dlsea/een/assmt-waa.ht
  ml
• WAA Pre-Requisite English (WAA-LEP) -
  http//www.dpi.state.wi.us/dlsea/equity/biling.htm
  lwaalep
• DPI Toll-free 1 [phone]

66
Information and Resources
ESEA/NCLB

• DPIs NCLB Web site http//www.dpi.state.wi.us/dpi
  /esea/index.html
• ESEA Information Update Bulletins
  http//www.dpi.state.wi.us/dpi/esea/bulletins.html
  
• USED Web site - http//www.ed.gov
• Schoolwide web site
• http//www.dpi.state.wi.us/dpi/dlsea/title1/sst/s
  choolwide.html
• Title I, Part A Guidance web site
  http//www.ed.gov/programs/titleiparta/legislation
  .html?exp0

67
Information and Resources
Program Planning/Improvement

• WINSS Web site - http//www.dpi.state.wi.us/sig/in
  dex.html