The Alphabet of NO CHILD LEFT BEHIND

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The Alphabet of NO CHILD LEFT BEHIND

• Adopt Standards
• Build Assessments
• Calculate AYP, Consider
  Improvement, and Communicate
  Results
• Define and Hire High Quality
  Teachers and Paraprofessionals
• Educate and Inform Parents

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In General

• What is NCLB intended to do?
• Ensure that ALL children have a fair, equitable,
  and significant opportunity to obtain a
  high-quality education and reach, at a minimum,
  proficiency on challenging state academic
  standards and state academic assessments.

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THEN NOW

• Teach to the text
• Cover the curriculum
• Test
• Move On
• Provide the opportunity
• Report the average

• Teach to standards
• Assess what is taught
• Analyze results
• Determine who didnt master the standard
• Provide time to get it right
• Report disaggregated scores

4
ADOPT Standards

• States must develop and adopt content standards
  that clearly define what students should know and
  be able to do in various subject areas (at least
  math and reading/language arts now and science in
  2005-2006).
• Challenging standards containing coherent and
  rigorous content apply to ALL students.
• State content standards fit together to define a
  feasible set of core skills and knowledge.
• Standards are clear, tangible, and widely
  communicated.
• Multiple levels of academic achievement are
  established to tell students where they stand
  with respect to achieving a standard.

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BUILD Assessments

• States must develop assessments tied to their
  content standards to be given annually in grades
  3-8.
• Standards-based assessment with comparable
  assessments in reading and math every year in
  grades 3-8 and at least once at the high school
  level by 2005-2006 school year.
• Science standards must be developed by 2005-2007
  and by 2007-2008 a science test must be added at
  least once in grades 3-5, grades 6-9, and grades
  10-12.
• All states MUST participate in NAEP (National
  Assessment of Educational Progress) if chosen,
  schools must participate.
• All students must participate. For AYP, schools
  are accountable only for those present for one
  full year at that school. Students who are
  mobile contribute to district aggregate scores.
  Coding on answer documents will assume even
  greater importance.

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NCLB AssessmentsMeans More Testing
Standards-based testing in grades 3, 4, 5, 6,
7and 8 in Math and Reading by 2005-06 Science
added in 2007-08. One grade in high school must
be tested.
Reading, Language Arts and Math at 3, 5 and 8
(Standards-based CRTs)
Reading, Language Arts, Math, Science at 4, 7,
and 10 (Norm Referenced Testing ITBS/ITED)
NAEP is required.
NAEP is required.
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Implications

• Because average daily attendance will be included
  in the AYP formula, accurately recording and
  tracking attendance is even more important.
• Because reports about assessments and other
  factors included for Nevada compliance with NCLB
  will assume greater complexity as ALL results
  must be reported for ALL disaggregated groups,
  accurate coding on answer documents will become
  even more significant.

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CALCULATE Adequate Yearly Progress

• The State Education Agency (SEA) defines the
  starting point for adequate yearly progress
  AYP.
• The SEA establishes a timeline, not to exceed 12
  years, for the whole school and each subgroup to
  move to proficiency.
• The SEA sets intermediate goals of 3 years or
  fewer in equal increments to reach the 12-year
  target.
• The first intermediate goal is for 2 years.
• The starting point to be used springs from data
  resulting from 2001-2002 assessments.

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CALCULATE AYP

• All students must achieve at the proficient
  levels within 12 years.
• Pigment and poverty should not determine
  performance.
• Not just average performance
• Specifies progress of ALL students
• States/Districts must determine if each
• school and each district makes AYP.
• Continuous and substantial academic improvement
  is expected for ALL studentsALL MEANS ALL!
• For each subgroup, 95 of students enrolled must
  participate in the assessments upon which AYP is
  based.

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Minimum 45 Cell AYP Matrix for Schools Per Grade
Level and School Districts
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School ABCDEs ITBS and Other Scores

• 67.2 in the top 50 in the country in Reading
• 64.7 in the top half in Language
• 67.2 in the top half in Math
• 95 Average Daily Attendance
• AND 82.3 Proficient 8th Gr. Writers
• 32 Proficiency requirement in ELA
• 35 Proficiency requirement in Math

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What do you think? Proficient?

• What if this school failed to meet 32 in ELA
  with their Hispanic population?
• What if this school failed to test 95 of the
  Free and Reduced Lunch students (and had more
  than 25)?
• What if the Asian students failed to attend
  school more than 10 of the time?

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School ABCDE would have red cells!!This school
is now on the watch list!!
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AYP Annual Measurable Objectives
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ImplicationsDistrict AYP

• School districts must make AYP in all cells of
  the AYP matrix for each grade level and content
  area!!
• Where students are not tested and the n in a
  cell is too small to report (lt25), the school
  district must aggregate and report scores.
• Thus, a school may duck by not testing, but then
  the whole district may be thrown into improvement
  or corrective action.
• There is a huge incentive to test all kids and
  report scores because it is better to have a
  school in improvement or corrective action than
  the whole district.

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Implications NCLB School Sanctions
Yr 1
Yr 2
Yr 3
Identify for school improvementplan must be
completed within 3 months
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CONSIDER Improvement School Improvement
Plans

• Each school must have an improvement plan to
  address meeting AYP targets and ALL school
  improvement plans must
• Incorporate research based strategies to
  strengthen core
• Adopt policies and practices to ensure all are
  proficient by 2013-2014
• Establish measurable goals
• Describe how written notice will be given
• Define responsibilities

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• Parental involvement
• Academic activities
• Teacher mentoring.
• If a Title I school is in school improvement,
  its plan must be up-dated annually to ensure that
  student achievement improves.

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ImplicationsCalculating Results and Reporting
AYP

• Must Disaggregate and
• Report for 13 Subgroups
• Gender (2)
• Poverty vs. Not Poverty
• Migrant Status
• LEP
• IEP vs. Not IEP
• Race and Ethnicity
• White
• Black
• Hispanic
• Asian
• Native American

• Must Meet AYP for 9
• groups
• All Students
• IEP
• LEP
• Poverty
• Race/Ethnicity
• White
• Black
• Hispanic
• Asian
• Native American

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DEFINE Highly Qualified Teacher

• NCLB cites these characteristics
• Has a bachelors degree
• Has full state certification as a teacher,
  which can be obtained through alternative
  certification or has passed the states
  licensing exam and holds a license to teach in
  the state and
• No certification/licensure requirements waived on
  an emergency, provisional, or temporary basis.

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EDUCATE AND INFORM PARENTS
COMMUNICATION
Parents must be told they can get information
about teacher qualifications

• Whether the teacher has met state qualification
  and licensing criteria for the grade levels and
  subject areas taught
• Whether the teacher is teaching under emergency
  or other provisional status
• The baccalaureate degree of the teacher and any
  other graduate certification or degree.

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Weve scratched the surfaceWhere to get more
information?

• WCSDs website has links to these resources
• www.nclb.gov
• www.nde.state.nv.us/nclb/
• www.nochildleftbehind.gov
• www.ed.gov./office/OESE/reference
• www.aasa.org/issues
• www.ed.gov/offices/OESE/SASA/schoolchoiceguid.doc
• www.ed.gov/legislation/FedRegister/finrule/2002-20
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• Call one of the WCSD NLCB Working Group
• Barbara McLaury 850-8026
• Laura Dancer 348-0321
• Dotty Merrill 348-0201
• Steve Mulvenon 348-0371