AYP Targets Academic Performance 95% participation in state assessments Other Indicator –70% Graduation Rate –90% Attendance Rate 100%91.5%83.2%74.9%66.6%58.3%50.0%41.7%33.4%Math 100%93.4%86.7%80.1%73.4%66.8%60.1%53.5%46.8%R/LA School Year
School Improvement Failing to meet AYP for two consecutive years identifies the campus for School Improvement. Five levels of School Improvement. Meeting AYP for two consecutive years exits the campus from School Improvement status.
Five Levels of School Improvement Year 1School Choice/Transportation Year 2Supplemental Services Year 3Corrective Action Year 4Restructuring Year 5Alternative Governance
Year 1 Campus Revise Plan within 3 months for 2 year-period Provide School Choice Option Provide Transportation for School Choice Option
Year 2 Campus Continue Year 1 interventions Provide Supplemental Educational Services
Year 3 Campus Continue Year 1 and Year 2 interventions Take corrective action Publish and disseminate information regarding corrective action
Year 4 Campus Continue Year 1 and Year 2 interventions Continue corrective action Develop plan for restructuring
Year 5 Campus Implement alternative governance from restructuring plan
LEA Improvement Year 1Revise District Improvement Plan Year 2Implement the revised District Improvement Plan Year 3Take corrective action
Focus on What Works
Scientifically Based Research High-Quality Teachers Paraprofessional Qualifications
Scientifically Based Research Research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valuable knowledge relevant to education activities and programs. NCLB requires six criteria be met to be scientifically based.
Highly Qualified Teachers A teacher meets NCLB definition if the teacher has Full State Certification (a license to teach in the state), and a Bachelors Degree (or higher), and has Demonstrated Competency
When? Who? End of SY All teachers in core academic subject areas When Hirednew Title I, Part A Teachers – Schoolwide Campus All teachers in core academic subject areas – Targeted Assistance Campus All teachers whose salary is paid in whole or in part with Title I, Part A funds
Core Academic Subjects English reading or language arts mathematics science foreign languages civics and government economics arts history geography
Title I, Part A Paraprofessional Qualifications Any paraprofessional with instructional duties hired after January 8, 2002, and working in a Title I, Part A program must have a high school diploma or its recognized equivalent; and
Title I, Part A Paraprofessional Qualifications 2 years of study at institution of higher education; OR Associates (or higher) degree; OR Meet a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment (continued)
Paraprofessional Qualifications Knowledge of, and the ability to assist in instructing, in reading, writing, and mathematics; or Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate. (State or Local Assessment) of:
Title I, Part A Paraprofessional Qualifications Paraprofessionals with instructional duties hired before January 8, 2002, must satisfy the requirements within 4 years (January 8, 2006).
Paraprofessional Qualifications Exceptions : Paraprofessional who is proficient in English and a language other than English who provides services by acting as a translator; or Paraprofessional whose duties consist solely of conducting Title I, Part A parental involvement activities.
Title I, Part A Principal Certification Written Annual Compliant with Section 1119 Available to general public for review Copies maintained Each Title I, Part A campus; and LEA central office.
Reduce Bureaucracy and Increase Flexibility
Ed-Flex State Flex & Local Flex Demonstration Programs Funding Transferability
Ed-Flex Commissioner has authority to waive federal requirements that impede student performance NCLB increased the number of programs covered by Ed-Flex Texas has Ed-Flex authority through January 2006
State-Flex/Local Flex Demonstration Programs Maximum 7 states and 150 LEAs nationwide Flexibility in the use of identified program funds Increased accountability and performance agreements
Funding Transferability All LEAs not identified for improvement may transfer 50% of their allocations under selected programs. LEAs in improvement may transfer 30%. LEAs in corrective action are not eligible.
LEA/Campus Responsibilities Parent Notifications Parents Right-to- Know School Safety Choice Option School Improvement –School Choice Option –Supplemental Educational Services
LEAs Written Policy Requirements Development Capacity building of schools and parents Annual evaluation of effectiveness
Campuss Written Policy Requirements Development School-parent compacts Capacity building
LEA and Campus Responsibilities Assistance, materials and training to parents Education of teachers, principals, and other staff Information in format and language parent can understand Building Capacity through-
Parent Notification A school receiving Title I, Part A funds must provide each individual parent the childs level of achievement in each state academic assessment, and timely notice if the child has been assigned or taught for 4 or more consecutive weeks by a teacher who is not highly qualified.
informing how parents can be involved in education and assist child in obtaining English proficiency and meeting high standards, and providing opportunities for meetings. Notification Requirements LEAs implementing Title III programs must implement an effective means of outreach to parents of LEP students
Notification Requirements If Title I, Part A or Title III funds are used to provide a language instruction program for LEP students, parents of LEP students must be notified not later than 30 days after beginning of school
Notification Requirements reasons for identification as LEP and need for placement, childs level of English proficiency, programs methods of instruction, how program will meet strengths and needs of child and help child learn English and meet standards, specific exit requirements, if disability, how program meets IEP, and written guidance detailing parents right to remove, decline, or choose another program or method.
Parents of students attending Title I, Part A campuses must be notified that they may request information regarding professional qualifications of their childs classroom teachers. Parents Right-to-Know
School Safety Choice Option Parent may ask to transfer student if the student Attends a school identified as persistently dangerous Has been a victim of a violent crime on campus
Parent Consultation Title I, Part Ause of parent involvement funds Title II, Part Aprogram planning and application development Title IV, Part Aprogram planning, application development, program evaluation Title V, Part Aprogram planning, design, and implementation
For additional information, contact the Division of NCLB Program Coordination at TEA.