Decisions, Decisions, Decisions implementation of NCLB

1
Decisions, Decisions, Decisions implementation
of NCLB

• 2004 National Teacher of the Year Program
  Conference

2
National decisions

• Reauthorization of the Elementary and Secondary
  Education Act (ESEA)
• No Child Left Behind Act of 2001
• Non-partisan legislation
• Civil rights legislation

3
NCLB policy areas

• Challenging academic standards
• Accountability and AYP
• Reporting
• Low-Performing Schools
• School Support and Recognition
• Student Assessment

4
NCLB policy areas continued

• Teacher Qualifications
• Paraprofessional Qualifications
• Reading first
• Transferability
• Data management
• Public school choice

5
NCLB policy areas continued

• Professional development
• Students with disabilities LEP
• Supplemental educational services
• Education technology
• Student safety and health

6
State Decisionscontinued

• Challenging academic standards by 2002-2003
• State assessment system 2005-2006 (reading, LA
  and Math 3-8 and 10-12)
• Science standards 2005-2006
• Assess in science 2007-2008 (3-5, 6-9, and 10-12)

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State Decisions continued

• Align state standards with assessments
• All students attain grade level proficiency
  measured by the state assessment by 2013-2014
• Provide parental involvement programs
• Identify LEP students and develop an English
  proficiency test with bench marks

8
State Decisions continued

• Include LEP and disabled students in the state
  assessment
• Disseminate an annual performance report card for
  all local school districts

9
District Decisions

• Assess all students annually (reading, LA, and
  math) grades 3-8, and once in grades 10-12 begin
  by 2005-2006
• Assess LEP students with appropriate
  accommodations
• Assess disabled students with appropriate
  accommodations
• Assess all students in science (grades 3-5, 6-9,
  and 10-12) by 2007-2008

10
District Decisionscontinued

• Develop a parental involvement policy
• Disseminate an annual student performance report
  card that includes comparative information about
  performance at the district, and school levels,
  based on the state assessment
• Require all teachers of core academic subjects to
  be highly qualified by 2005-2006

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District Decisionscontinued

• Require all teachers and paraprofessionals in
  Title 1 programs to meet highly qualified
  standards by the end of 2002-2003
• Identify all Title 1 schools that fall into
  needing improvement, corrective action, or
  restructured categories
• Inform parents if a school is identified as
  needing improvement or does not meet AYP

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School (Title 1) Decisions

• Establish a progressive set of of corrective
  actions for not meeting AYP
• No AYP for 2 years transfer students
• No AYP for 3 years transfer or charter school
  or select supplemental service providers
• No AYP for 4 years transfer or charter school
  or select supplemental service providers and
  begin restructuring
• No AYP for 5 years provide choice, supplemental
  services, and restructure. State take over may be
  initiated

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Classroom Decisions

• Dream for a moment..
• What will it take to achieve the dream of all
  students happy, healthy, and well educated?
• What are the obstacles to achieving this dream?
• How will this be achieved?
• What can teacher leaders do to help achieve this
  dream?

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Highly qualified teachers Susan Gutierrz,
Michigan Teacher of the Year2002-2003

• Align teaching to state standards and benchmarks
• Experts in curriculum design
• Establish a positive learning environment
• Act professionally and ethically
• Utilize research based best practices

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Highly qualified teachers Susan Gutierrz,
Michigan Teacher of the Year2002-2003

• Data-driven
• Believe in accountability
• Innovators
• Work in a collegial manner
• Engage the community
• Continual learner
• Engage in personal wellness

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Decisions by CCSSO

• Continue to stay at the table and dialog with
  USED about the implementation issues and concerns
• Provide technical assistance to states
• Create a prioritized legislative agenda to
  address
• Priority 1 Special populations
• Priority 2 Valid and reliable accountability
  determinations
• Priority 3 Teacher quality

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NCLB is a work in progress. It will take leaders
at all levels to help fully implement this law. I
know that we can make this work for our children.

• Joe Simpson, CCSSO Deputy Executive Director