Elementary and Secondary Education Act ESEA Reauthorized 2001 Public Law 107110

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Elementary and Secondary Education Act
(ESEA)Reauthorized 2001Public Law 107-110

• No Child Left Behind

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History

• First passed in 1965 and signed by President
  Lyndon Johnson.
• First legislative involvement by the Federal
  Government in elementary and secondary public
  education.
• Is re-authorized every 5 6 years.

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Why Am I Hearing About ESEA Now?

• This re-authorization is radically different
  from any previous changes
• Its going to affect all of us

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The Bill Passed

• 381 to 41 in the House

• 87 to 10 in the Senate

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Three Areas of Consideration

• Testing and Accountability and Adequate Yearly
  Progress (AYP)
• Teacher and Paraprofessional Quality
• Funding

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H.R. 1 No Child Left Behind Act

• Testing Criteria Requirements
• Be the same for all children
• Be aligned with state standards and provide
  coherent information about student attainment
• Performance Basic, Proficient, and Advanced
• Be valid, reliable, and consistent with technical
  standards
• Involve multiple measures of achievement
  including higher order thinking skills and
  understanding
• Provide reasonable adaptations and accommodations
  for childrenwith disabilities
• Annual English proficiency assessment for all LEP
  students
• NAEP Biennially/ grades 4 8 only/ 1000
  students per state/ reading and mathematics/ 90
  minute assessment/ Only if USDEpays cost of
  administration

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H.R. 1 No Child Left Behind Act

• State Testing Requirements
• Beginning School Year 2002-2005
• Annual testing in one grade within three levels
  
• 3-5, 6-9 and 10-12 in reading and mathematics
• Beginning School Year 2002-2003
• Annual English proficiency assessment for all
  LEP students
• Beginning School Year 2002 - 2003
• Participation in NAEP required in grades 4 and 8
  in reading and mathematics
• Beginning School Year 2005 2006
• Annual testing in Grades 3-8 in reading and
  mathematics (and HS year 10th)
• Beginning School Year 2007 2008
• Annual testing in one grade within three levels,
  3-5, 6-9, and 10-12 in science
• Additional Indicators Required

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Alternative Assessments

• States must measure all student performance
  against the states grade level standards
• Commercially Available Tests No Longer Permitted
• Special Education students are assessed using
• WASL
• WASL with Accomodations
• Portfolio Alternate Assessment
• Out-of-grade level testing prohibited
• 1 limitation allowed taking alternative
  assessments against an alternate set of standards
  (WA presently .2)

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NCLB Adequate Yearly Progress Elements

• All students proficient within 12 years
• Separate, measurable goals in reading and
  mathematics. (State Uniform Bars)
• Must measure reading/language arts and
  mathematics separately.
• Must provide separate, measurable objectives/
  disaggregated data and goals for
• All Children
• Racial/Ethnic Groups
• Disadvantaged (Poverty)
• Disabled
• LEP

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OTHER NCLB AYP ELEMENTS

• School is making AYP if there is a 10 percent
  gain in each group reaching proficiency Safe
  Harbor
• Must include at least one other indicator
• Graduation rates, for high schools
• 1 academic indicator, for elementary/middle
  schools
• 95 of students in each group must be tested.
• Determination of personally identifiable and
  statistically reliable number(s)
• Personally identifiable 10
• Statistical reliable 30 (Proposed)

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Disaggregated Data Forces a Closer
Look
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The 37 Cells of School Improvement

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• Other Indicator Elementary/Middle Schools / K-8
• Attendance
• Definition of an unexcused absence
• Failure to meet the districts policy for
  excused absences
• RCW 28A.225.020 defines unexcused absence
  Failure to attend the majority of hours or
  periods in an average school day or failure to
  comply with a more restrictive school districts
  policy for excused absences.
• The rate for AYP purposes is calculated as
  follows
• Total number of student days of unexcused
  absences in the year
• Average monthly headcount X number of student
  days in the school year
• AYP will be met if a school/district attains an
  unexcused absence rate of 1 percent or less.
  Schools/districts with unexcused absence rates
  greater than 1 percent must show a reduction from
  the prior year to meet AYP.

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Other Required Indicator High Schools

• NCLB defines graduation rate as
• The percentage of students who graduate from
  secondary schools with a regular diploma in the
  standard number of years.
• Final regulations describe regular diploma as
• Not including an alternative degree that is not
  fully aligned with the States academic
  standards, such as a certificate or a GED.
• Calculation of the Graduation Rate
• Cohort analysis required
• Cohort begins in Grade 9
• Graduation rate calculated after 4 years of high
  school

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Other Indicator High Schools / 9-12

• Calculation of the Graduation Rate
• Cohort begins in Grade 9 Identify Expected
  Year of Graduation
• Graduation rate calculated after 4 years of high
  school
• Washington State will utilize an extended cohort
  analysis
• Students who successfully obtain a diploma after
  their cohort year, will be added with the
  cohort graduation rate for each high school.
• Graduation Rate Threshold Set at 85 for 2014
• For purposes of AYP (other than safe harbor)
  the calculation of the graduation rate will apply
  to the school building and district level, but
  not to the student subgroup level.
• School buildings and districts that achieve
  or exceed the state cohort average (73) for the
  graduation rate, as well as those that are below
  the threshold but improve their graduation rate
  when compared to the previous year, will have met
  the other indicator for purposes of calculating
  AYP

A Commission Meeting 1/13/03
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• Definition of a Graduate
• Student who receives a regular high school
  diploma
• Standard number of years
• GED is NOT a regular high school diploma
• IEP diploma is NOT a regular diploma
• Continuing students / Extended Cohort Measure
• Adult high school diploma
• Definition of a Dropout
• Student who leaves high school without a regular
  high school diploma and does not transfer to
  another school
• GED test-takers (WAC 131-48-100)
• Students in GED preparation not necessarily
  dropouts
• GED recipients may re-enter if under 21 and have
  not met graduation requirements
• Unknown status

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Full Academic Year Requirement

• Full academic year October 1st
• all students whose enrollment is continuous and
  uninterrupted on or before October 1st in the
  school year the assessment is administered
• Beginning Fall 2003
• Determines which students are to be included in
  decisions about Adequate Yearly Progress (AYP).
• Applies To
• Enrolled Full Academic Year in School
• Enrolled Full Academic Year in District
• Enrolled Full Academic Year in State

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Reason(s) for School Improvement Identification

• 37 Possible Cells Any cell / 2 years not making
  AYP School Improvement
• Identify reason(s) for school improvement
  identification (individual cells) prior to
  identification of school
• Proposed SAME cell 2 years not making AYP
  School Improvement
• Federal Peer Review 3/6/03
• Submitted 3/31/03 2 years not making AYP in
  SAME content area School Improvement

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Standard Error of Proportion (SEP)

• Conceptually the same as a confidence interval
  or margin of error
• Size of the SEP depends on the number of students
  in the group and the percentage of students
  meeting standard
• Every category of students has its own SEP (no
  set range)
• The fewer the number of students in a cell, the
  larger the SEP
• Set at the 95 confidence level(only 5 chance
  of making an incorrect determination)

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No Child Left Behind

• Adequate Yearly Progress
• Starting Point 2001-02 Assessment Data
• Defining AYP
• Rank all schools in the state by proficient
• Then, count up to reach the school at 20 of
  total enrollment
• The of students proficient in that school is
  the possible starting point
• ALSO
• Rank the proficient level of each demographic
  subgroup
• The of students proficient in the
  lowest-achieving group is the possible starting
  point
• Required to choose the higher of the two as the
  starting point

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Calculating State Uniform Bars

• State Uniform Bars for
• 4th Grade Reading and Mathematics
• 7th Grade Reading and Mathematics
• 10th Grade Reading and Mathematics
• State Uniform Bars Using 20th Percentile Schools
• 3-year average
• Different schools for each of
• 1999 2000
• 2000 2001
• 2001 2002

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GRADE 4 STATE UNIFORM BARBASELINE CALCULATED
USING 3-YEAR AVERAGE 20th PERCENTILE (2000-2002)
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GRADE 7 STATE UNIFORM BARBASELINE CALCULATED
USING 3-YEAR AVERAGE 20th PERCENTILE (2000-2002)
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GRADE 10 STATE UNIFORM BARBASELINE CALCULATED
USING 3-YEAR AVERAGE 20th PERCENTILE (2000-2002)
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No Child Left Behind

• Safe Harbor
• If students in a subgroup make a 10 percent
  reduction in the number of students not
  proficient, they are in a safe harbor and not
  considered as failing AYP.
• Example (Group A 100 students)
• Group A 60 percent not proficient
• 40 percent are proficient
• 10 percent of 60 gain
• 6 additional students in that group must meet
  proficiency
• However, ALL subgroups must meet safe harbor or
  better
• All Students Limited English Proficiency
• Racial/ethnic groups Students with disabilities
  Economically disadvantaged
• AND must meet other indicator

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• 2002 Adequate Yearly Progress Results
• Governor Elementary School
• Large urban K-5 school
• gt 50 low-income, gt 40 minority

Result Did not make AYP because 1 cell (special
ed. students in reading) did not meet the state
target
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Making It
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In 2002-2003, Washington has 50 schools in school
improvement. 37 schools in Step 1 13
schools in Step 2
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AYP TIMELINE
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No Child Left Behind

• School Improvement Step Requirements
• Schools are identified as in need of school
  improvement after two consecutive years of not
  meeting Adequate Yearly Progress
• Schools that have not met achievement goals for
  two consecutive years
• (Step 1)
• must develop an improvement plan and receive
  technical assistance
• 10 of funding must be dedicated to professional
  development
• must notify parents of school improvement status
• must make public school choice available within
  district district paying transportation costs.
• Schools that have not met achievement goals for
  three consecutive years
• (Step 2)
• All components above required, plus
• must provide supplemental services approved by
  the SEA (OSPI)

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No Child Left Behind

• School Improvement Step Requirements
• Schools are identified as in need of school
  improvement after two consecutive years of not
  meeting Adequate Yearly Progress
• Schools that have not met achievement goals for
  two consecutive years
• (Step 1)
• must develop an improvement plan and receive
  technical assistance
• 10 of funding must be dedicated to professional
  development
• must notify parents of school improvement status
• must make public school choice available within
  district district paying transportation costs.
• Schools that have not met achievement goals for
  three consecutive years
• (Step 2)
• All components above required, plus
• must provide supplemental services approved by
  the SEA (OSPI)

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No Child Left Behind

• School Improvement Step Requirements
• Schools that have not met achievement goals for
  four years (Step 3)
• must take corrective action. District action
  new staff or curriculum
• must continue
• development on improvement plan and receive
  technical assistance
• 10 of funding must be dedicated to professional
  development
• must notify parents of school improvement status
• must make public school choice available within
  district district paying transportation costs.
• supplemental services
• Schools that have not met achievement goals for
  five years (Step 4)
• required restructuring plan developed for take
  over state, contractor, charter school, new
  staff
• must continue supplemental services and public
  school choice.

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Public School ChoiceFinal Regulation
Clarification

• LEA (District) must give priority to the lowest
  achieving children from low-income families
• Determine family income on the same basis that
  the LEA (District) uses to make allocations to
  schools
• Students assigned to a school by a juvenile court
  due to violent or criminal behavior, or
  disciplinary reasons sufficiently serious to
  justify placement in a particular learning
  environment, may be denied the choice option

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No Child Left Behind

• Supplemental Services
• 
  Required after three years (and
  beyond)
• Eligible child low income
• Includes tutoring or other extra educational
  services
• Supplemental services approved by the SEA
• Annual notice to potential providers
  profit/nonprofit / religiously-affiliated
• Criteria established by the SEA
• SEA produces a list of approved
  programs/providers
• Parent selects / LEA contracts with provider
  performance goals set requires contact with
  childs teacher
• 20 cap of total LEA allocation for
  transportation AND supplemental services -
  5 transportation - 5 supplemental services
• Additional 10 either LEA choice

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School Choice and Supplemental
Services Final Regulation
Clarification

• State class size reduction law does not supercede
  choice
• Prohibits lack of capacity to deny students
  transfer under public school choice, however,
  health and safety concerns may be taken into
  account
• Requires parents to have a choice of more than
  one school for transfer if available
• Requires parent preference to be taken into
  account
• Notice of supplemental educational services must
  be provided to parents with a list of approved
  service providers available within the LEA,
  including technology-based or distance-learning

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No Child Left Behind

• Corrective Action
• Required after four years
  (and beyond)
• Must Choose One of the Following
• Replace relevant school staff
• New curriculum for all core content areas
• Significantly decrease management authority at
  the school
• Appoint an outside expert
• Extend the school day or year
• Restructure internal organization

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No Child Left Behind

• Restructuring
• Required five years (and beyond)
• Must Choose One of the Following
• Reopen as a charter
• Replace all or most relevant school staff,
  including the principal
• Contract with private management
• State take over
• Any other major restructuring

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No Child Left Behind

• LEA Improvement
• SEA identifies LEA in need of improvement after 2
  years of not making AYP
• Improvement plan required within 3 months
• 10 of allocated funding must be used for
  professional development
• Technical assistance required including
  corrective action
• Corrective Action
• SEA must choose one
• Deferring programmatic or reducing administrative
  funds
• New curriculum
• Restructuring or abolishing the LEA
• Replacing relevant LEA personnel
• Alternative governance
• State receivership/trustee
• Authorizing students to transfer to another LEA

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• Highly Qualified Teachers
• All teachers teaching CORE Academic Subjects must
  be highly qualified by 2005-2006
• CORE Academic Subjects means English, Reading,
  Language Arts, Mathematics, Science, Foreign
  Languages, Civics and Government, Economics,
  Arts, History, and Geography
• Highly Qualified means
• Full State Certification or passed teacher
  licensing exam and hold a license to teach
• Certification or licensure requirements has not
  been waived on an emergency, temporary, or
  provisional basis

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• Highly Qualified Teachers
• Existing Teachers
• Bachelors Degree
• Full State Teaching Certification
• Demonstrate Competence
• hold National Board certification in the core
  academic subject(s) assigned to teach, OR
• be endorsed in the core academic subject(s)
  assigned to teach, OR
• for unendorsed certificate holders, have a
  degree, major, or the equivalent of a major in
  the core academic subject(s) assigned to teach OR
  
• have a satisfactory evaluation based upon a
  uniform State standard of evaluation. (Washington
  in RCW 28A.405.100(1-5), RCW 41.59.010 through
  41.59.170, 41.59.10, 41.59.920, RCW 28A.405.10
  and WAC 392-191-010 (1-7) OR
• demonstrate competency through the same avenue
  for new teachers

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• Highly Qualified Teachers
• New Teachers
• Bachelors Degree
• Elementary Pass a basic skills competency
  assessment as well as demonstrated competence in
  areas of reading, mathematics and writing and
  other areas of elementary curriculum
• Secondary Pass a basic skills competency
  assessment as well as demonstrated competence in
  academic subjects in which the teacher teaches
  (endorsements)
• Full State Teaching Certification

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Qualified Paraprofessionals

• Title I paraprofessional requirements
• a high school diploma or equivalent
• completed at least two years of college, OR
• obtained an associates (or higher) degree, OR
• successfully pass a state or local academic
  assessment of mathematics, reading, and writing.
• State or local assessment must measure rigorous
  standards of quality that demonstrates
• (a) knowledge of, and the ability to assist in
  instructing, reading, writing and mathematics OR
• (b) knowledge of, and the ability to assist in
  instructing, reading readiness, writing
  readiness, and mathematics readiness, as
  appropriate.

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No Child Left Behind

• Qualified Paraprofessional Criteria
  Applies to
• Title I paraprofessionals assisting with student
  instruction, including those teaching in a
  program supported with Title I (Part A) funds
• Title I paraprofessionals hired after January 8,
  2002 must meet requirements upon hiring.
• Existing paraprofessionals must meet
  qualifications by January 8, 2006
• EXCEPTION paraprofessionals who serve primarily
  as translators, or whose duties consist solely of
  conducting parental involvement activities.

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No Child Left Behind

• Parents Right to Know
• Requires LEAs to annually notify parents of
  their right to request information on the
  professional qualifications of their childs
  teachers.
• Licensing and certification for grade level and
  subject
• Emergency or other provisional status
• B.A. major and graduate degrees
• Paraprofessionals and qualifications (if serving
  the child)
• Requires LEAs to notify parents if students have
  a teacher for 4 weeks that is not highly
  qualified.

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No Child Left Behind

• LEA Progress on Improving
  Qualifications
• If the district has failed to make progress after
  two years
• the district must develop an improvement plan.
• the SEA must provide technical assistance to
  districts.
• If progress is not made after three consecutive
  years
• The state must work with the LEA to develop such
  a plan.
• Prohibit the use of Title I funds to fund
  additional paraprofessionals. (Exception for
  replacing existing paraprofessionals)
• LEA must enter into an agreement with the SEA on
  the use of funds provided directly to a school or
  schools for the teachers and principals for
  professional development activities.

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And What About the Funding?

• ESEA sets specified authorization levels for
  Title I to put it on a ten-year path to full
  funding
• FY 02 13.5 billion
• FY 03 16 billion
• FY 04 18.5 billion
• FY 05 20.5 billion
• FY 06 22.75 billion
• FY 07 25 billion

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Unfunded Mandates?

• Authorized
• FY 02 13.5
• FY 03 16
• FY 04 18.5

• Appropriated
• 10.35
• 11.68
• 12.35 (Bush proposal)

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NEA PRIORITIES FOR ESEA
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NEA supports full funding for all federal ESEA
requirements at authorized levels in order to
meet the achievement goals of the new law.
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NEA supports limiting the definition of highly
qualified teacher to include only those teachers
who have achieved full licensure/certification
under state standards
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NEA supports granting states total flexibility in
measuring schools Adequate Yearly Progress
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NEA supports granting states total flexibility in
apply sanctions to schools identified as in need
of improvement
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NEA supports ensuring paraprofessionals the
training they need to meet new quality standards
by requiring states and local school districts to
full fund the costs, using federal Title I funds
and other funding sources.
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WEA GOALS AND STRATEGIES FOR ESEA
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Modify the definition of AYP (adequate yearly
progress to include realistic, achievable
standards and to preserve our state
accountability system.
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Seek full federal funding of ESEA. Eliminate
any unfunded ESEA mandates.
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Diminish the reliance and emphasis on
standardized testing and promote other indicators
of student achievement.
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Maintain existing Washington state education
reform efforts and block the potential punitive
sanctions in ESEA.
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Maintain and strengthen school employee rights
and protections and prevent standardized student
assessment results from being used to evaluate
the performance of individual school employees.
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Organize WEA members and allies around the
opportunities, problems and deadlines within ESEA.
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What Can You Do?

• Education
• Dissemination of information
• Training
• Advocacy
• Organizing
• Lobbying/Political Action
• Spread the message