Thornton Fractional District 215

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• Thornton Fractional District 215
• No Child Left Behind
• (NCLB)
• Teacher Institute
• August 20, 2008
• Dr. Creg E. Williams
• Superintendent

Dr. Jennifer Norrell, Executive Director of
CIPD Dwayne Evans, Principal Kent Farlow,
Principal John Hallberg, Principal
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The No Child Left Behind Act of 2001 requires all
states to measure each public school's and
district's achievement and establish annual
achievement targets for the state. The
overarching goal is for all students to meet or
exceed standards in reading and mathematics by
2014. Each year, the state will calculate a
school or district's Adequate Yearly Progress
(AYP) to determine if students are improving
their performance based on the established annual
targets.
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• AYP CALCULATES
• 1. Reading and Math scores
• (95) Test participation rate
• Graduation Rates
• of Sub Groups
• Whites, Blacks, Hispanics, Native American,
• Asian/Pacific, Economically Disadvantaged,
• Free and Reduced Lunch, Students with
• disabilities, and Limited English Proficiency.

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Safe Harbor Provision A school can also reach
AYP by reducing the percentage of students not
meeting standards by 10 of the previous years
percentage. Additionally, the subgroup must
meet the graduation rate.
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• School Improvement Process
• Title I schools that do not make AYP for two
  consecutive years are identified as a School In
  Need of Improvement.
• In year one of School Improvement, the school
  must develop an improvement plan and offer school
  choice.
• In year two, the school must offer Supplemental
  Educational Services (SES) in addition to school
  choice.
• In year three, the school district must implement
  one or more of a list of corrective actions. A
  restructuring plan is developed when the school
  or district has not made AYP for a total of 5
  consecutive years.

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School Improvement Process

• Public School Choice An LEA is required to offer
  public school choice to all students enrolled in
  any Title I school identified for School
  Improvement, Corrective Action, or restructuring.
  Students must be given the option to attend a
  public school that is not identified for
  improvement.  Furthermore, districts must provide
  transportation or pay for the transportation cost
  associated with transporting students to the
  choice school.
• Supplemental Education Services If a school
  fails to make AYP for a third year (second year
  on School Improvement), students from low-income
  families in the school must be given the option
  to use Title I funds to obtain Supplemental
  Services selected from a list of state-approved
  providers.  Services include academic assistance
  in reading and math, to take place before school,
  after school or during the summer.

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School Improvement Process

• Corrective Action After two years on Title I
  School Improvement, a school that does not make
  AYP for the third time, goes on Title I
  Corrective Action.  Along with offering choice
  and supplemental services, the school must begin
  planning for restructuring.
• School Restructuring After two years on
  Corrective Action (year four on improvement), an
  LEA must begin plans for restructuring the
  school reopen the school as a charter school,
  replace principal and staff, contract for private
  management company of demonstrated effectiveness,
  state takeover, and/or any other major
  restructuring of school governance.  The plan
  must be implemented no later than the first day
  of school of year five. 

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AYP History TF North
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AYP History TF South
After 4 yrs of not making AYP, all sanctions will
apply to non Title I schools.
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AYP History District
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ReadingPSAE Meets Exceeds
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ReadingPSAE Meets Exceeds
Federal Standard for 2008 62.5
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ReadingPSAE Meets Exceeds
Federal Standard for 2008 62.5
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MathPSAE Meets Exceeds
Federal Standard for 2008 62.5
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MathPSAE Meets Exceeds
Federal Standard for 2008 62.5
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MathPSAE Meets Exceeds
Federal Standard for 2008 62.5
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Graduation Rate
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• Strategies
• Successfully implement Instructional Coach
  positions
• for all content areas in all buildings.
• Hire Coordinator of Data and Assessment
• Assess students on both standards based and
  college
  readiness skills
• Continue development of common local assessments.
• Update revise District core curriculum in the
  
• Instructional Framework
• Provide research-based focused professional
• development daily

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Strategies

• Continue School Improvement team efforts
• Monitor school improvement /accountability
  process.
• Create opportunities to strengthen educator
  qualifications.
• Develop and seek engaged parental involvement.
• Engage all staff in the School Improvement
  Process.

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Strategies

• Garner and solicit stakeholder and community
  participation.
• Continue development of high quality signature
  academic, occupational and specialty programs.
• Increase supplemental and recovery opportunities
  for student subgroups.
• Develop a district strategic and educational
  plan.
• Realign resources to School Improvement efforts