Presentation on theme: "Charity Holliday CheRise Burk LeAndra Dick. Purpose of Education Reform “… to provide students with the opportunity to become responsible citizens, to."— Presentation transcript:
Charity Holliday CheRise Burk LeAndra Dick
Purpose of Education Reform “… to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being, and to that of their families and communities, and to enjoy productive and satisfying lives.” - Basic Education Act (Goal)
What is different about this reform effort? The Expectations! 1.All children achieving at high levels 2.Increase in level of intellectual demand on the student and the performance required to demonstrate achievement A system is designed to produce exactly what it produces... If we continue to do what we’ve always done, we’ll continue to get what we’ve always gotten. “In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” - Eric Hoffer
Organization of No Child Left Behind Title I Improving the Academic Achievement of the Disadvantaged Title II Preparing, Training, and Recruiting High- Quality Teachers and Principals Title III Language Instruction for Limited English Proficient and Immigrant Students ( Used to be Title VII – Bilingual Program) Title IV 21 st Century School / Safe - Drug Free Schools Title V Promoting Informed Parental Choice and Innovative Programs (Used to be Title VI – Innovative Programs) Title VI Flexibility and Accountability Title VII Indian, Native Hawaiian, and Alaska Native Education Title VIII Impact Aid Title IX General Provisions Title X Education of Homeless Children and Youths
ESEA Core Team / Stakeholder Participation Topic Teams Assessments Teacher Quality Funding
ALL students “proficient” by 2014 Separate, measurable goals in reading and mathematics -- State Uniform Bars Separate, measurable objectives/disaggregated data and goals for: All Children Racial/Ethnic Groups Students with Disabilities (Special Education) Students with Limited English Proficiency (ELL) Students from Low-Income Families NCLB Adequate Yearly Progress Elements
Faces of our students No Child Left Behind challenges us to accelerate our progress and increase our capacity to help students with the greatest learning needs.
Standards Assessment Testing Criteria High Stakes Testing Teach to Test vs Test to Teach
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 children with 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 USDE pays cost of administration
Accountability Models “As with any sound accountability model, states must first identify their desired outcomes, develop a set of indicators to measure those outcomes, evaluate the reliability and validity of the measures, create incentives for individuals and institutions to take part (honestly) in the system and develop a system of continuous improvement (not just annual assessments).” (Venezia 6)
State’s Responsibility Within the accountability system there are several major units of performance, accountability and reporting. States can: Monitor progress Identify relative performance of one group as compared to another Provide instructional targets and incentives Allocate resources Assess progress and provide information.
Assessment = “High Stakes Testing Many states and school districts mandate testing programs to gather data about student achievement over time and to hold schools and students accountable. Certain uses of achievement test results are termed "high stakes" if they carry serious consequences for students or for educators. Schools may be judged according to the school-wide average scores of their students. High school- wide scores may bring public praise or financial rewards; low scores may bring public embarrassment or heavy sanctions. (AERA 2000)
A Test of Basic Skills 1980s Grade 3 Reading Performance: Recall and comprehend important details. Grade 3 Math Performance: Demonstrate math computation skills. Grade 4 Reading Learning Target: Compare and contrast elements of text. Grade 4 Math Learning Target: Define problems by identifying the question(s) to be answered and by identifying the known information, missing information, and/or extraneous information. Assessment of Student Learning 2002
Curriculum Test-measurement principles, and legal rulings affirming many of those principles, specify that a test intended to measure what a student has learned should be a fair measure of the curriculum and instruction to which the students have been exposed. If, after all, a test is intended to serve as a true measure of what students are learning in class, then that test should cover material that is actually taught. Arthur L. Coleman
NCLB: STAY FOCUSED ON THE KIDS!
Qualifications Communication With Parents
No Child Left Behind Highly Qualified Teachers All teachers teaching CORE Academic Subjects must be “highly qualified” by 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
Highly Qualified Teachers Existing Teachers: Bachelor’s 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 annual evaluation based upon a uniform State standard of evaluation. (Washington in RCW 28A (1-5), RCW through , , , RCW 28A and WAC (1-7) OR –demonstrate competency through the same avenue for new teachers No Child Left Behind
Demonstrate Competence in Core Academic Subject Area For Endorsed Certificate Holders: –Endorsement Competencies –SBE Endorsement Related Assignment Chart For CTE Certificate Holders: –A degree, major or equivalent of major in the core academic subject, OR –Passed the PRAXIS II in the core academic subject, OR –(HOUSSE) Been evaluated as satisfactory in the core academic subject based on criteria identified in RCW 28A and WAC and the process described in WAC For Standard or Continuing (Unendorsed) Certificate Holders: –Same as CTE certificate holders, OR –Hold National Board Certification in core academic subject area
No Child Left Behind Highly Qualified Teachers New Teachers: Bachelor’s 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
Communication with Parents (Cont.) Parents must be informed of their option to transfer their child to another eligible school, availability of transportation, supplemental services available, and how they can participate in the improvement process
Parents Right to Know Requires districts to annually notify parents of their right to request information on the professional qualifications of their child’s 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 districts to notify parents if students have a teacher for 4 weeks that is not “highly qualified.” No Child Left Behind
. Funding provided for teacher improvement Benefiting teachers for their improvement Schools receiving/losing rewards/funds for passing/failing The real question…. –Does Money matter?
Funding for teacher qualifications “President Bush's 2004 budget proposal includes a commitment of more than $4 billion in federal funding to help states prepare, recruit and retain teachers in order to meet the highly qualified teacher requirements” Funding is given to the school district where they are able to choose where it is given out. “The district has the option to spend as much as 50% of its funds in supporting its teachers.”
Benefiting our teachers “President Bush proposed a $500 million Teacher Incentive Fund for states and school districts that choose to reward effective teachers. This Teacher Incentive Fund would provide a $5,000 award to approximately 100,000 teachers across the country”
Failing Schools 2 years Students have the choice to transfer to a different school. 3 years School has to provide supplemental education services for students. 4 years District will take “corrective action” to improve the school (new curriculum and new staff) 5 years Receive governance action and may turn into a charter school or receive staff restructuring.
Blue Ribbon Award Who gets it? -“The No Child Left Behind-Blue Ribbon Schools Award honors public and private K-12 schools that are either academically superior in their state or that demonstrate dramatic gains in student achievement.” How does a school get it? “40% of their students from disadvantaged backgrounds make a significant improvement in student performance and the schools that score in the top 10% on state assessments”
Does money really matter? “Behind this charge seems to be the assumption that a flood of money can solve the problem of academic achievement, an assumption that, if it were true, would give Washington, D. C., which spends nearly $14,000 a year on every student, some of the best schools in the country. The truth is, Washington, D.C.'s schools spend at the top but achieve at the bottom. That city is spending at least $350,000 a year for one classroom of kids, and that city's children have the lowest NAEP scores in the nation in reading, the lowest NAEP scores in math. Money is not the be-all and end-all in education.” -Mrs. Cheney
NO CHILD LEFT BEHIND ELECTRONIC RESOURCES Council of Chief State School Officers OSPI Website Title I/Washington State: ERIC (Educational Resources Information Center): NCES (National Center for Education Statistics): Federal Register Register: United States Department of Education What Works Clearinghouse Northwest Regional Educational Laboratory: