1. NO CHILD LEFT BEHIND ACT OF 2001 Public Law 107-110

2. 1/03

3. Change what you can change If you can’t change it, think differently about it

4. 1/03 NEW FEDERAL ROLE Enlarged purpose for federal government Past: financial Current: – Funds + accountability = increased achievement Equalizing education Providing for learning by all students

5. 1/03 OVERARCHING PURPOSE OF NO CHILD LEFT BEHIND... To close the achievement gap with accountability, flexibility, and choice, so no child is left behind. that no child is left behind.

6. 1/03 No Child Left Behind Ushers in Sweeping Reforms Based Upon the Following Priorities: Stronger Accountability for Results Expanded Options and Choice for Parents Emphasis on Teacher Quality Emphasis on Teaching Methods that Work Consolidation and Flexibility

7. 1/03 SCHOOL HOUSE Flexibility, parental choice, research-based – Standards, assessment and accountability system – Scientifically based research implemented by Highly qualified staff with changes in classroom – Support through Professional development Technical assistance – Parent involvement and choice

8. 1/03 Goals of No Child Left Behind… All students will reach high standards All limited English proficient students will become proficient in English.

9. 1/03 Goals of No Child Left Behind… By 2005-2006, all students taught by highly qualified teachers. All students educated in learning environments that are safe, drug free, and conducive to learning. All students will graduate from high school.

10. 1/03 ASSESSMENTS AND ACCOUNTABILITY IN NEW TITLE I Title I, Part A, Sections 1111 and 1116 Clearly defines expectations for states, local school systems, and schools. – Statewide accountability system All public schools, including charter schools. Builds on prior Title I assessment provisions, adding requirements with specificity.

11. 1/03 ASSESSMENTS AND ACCOUNTABILITY IN NEW TITLE I Title I, Part A, Sections 1111 and 1116 Goal: – ALL students reach proficient levels on state assessments by 2013-2014 (12 years).

12. 1/03 STATE ASSESSMENT REQUIREMENTS Title I, Part A, Sections 1111 and 1116 Administer assessments to all students in all public schools in the state. – Until 2004-05: MCAs

13. 1/03 STATE ASSESSMENT REQUIREMENTS Title I, Part A, Sections 1111 and 1116 Beginning with school year 2005-2006, states must assess reading/language arts and mathematics every year from 3 rd through 8 th grade, as well as one year in the 10 th – 12 th grade span.

14. 1/03 STATE ASSESSMENT REQUIREMENTS Title I, Part A, Sections 1111 and 1116 B eginning with the 2007-2008 school year, states must administer a science assessment annually in at least one grade in each of the following grade spans: 3-5, 6-9, and 10-12.

15. 1/03 STATE ASSESSMENT REQUIREMENTS Title I, Part A, Sections 1111 and 1116 States must report scores in terms of three proficiency levels – advanced, proficient, and basic. The assessments must produce individual student reports.

16. 1/03 Defining Adequate Yearly Progress Define the starting point. Set intermediate goals of 3 years or less in equal increments to reach the 12-year target. Define annual measurable objectives within the intermediate goals.

17. 1/03 Defining AYP: The Starting Point 01-02 02-03 03-04 06-07 09-10 08-09 07-08 05-06 04-05 Goal: All Proficient 10-11 11-12 12-13 13-14 Starting Point School Year

18. 1/03 How a School or District makes AYP Each group of students meets or exceeds statewide annual objective – Exception: The number below proficient reduced 10% from prior year and, Subgroup made progress on other indicators For each group, 95% of students enrolled participate in the assessments on which AYP is based AND

19. 1/03 STUDENT SUBGROUPS General student population ELL Special Education Disadvantaged(free and/or reduced lunch) Minority groups – African American – American Indian – Latino – Asian/Pacific Islander

20. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Title I, Part A, Sections 1111 and 1116 Adequate Yearly Progress Achieving gains for all subgroups constitutes AYP for the state. If even one subgroup fails to meet its AYP objective, the state fails to meet its AYP objective.

21. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Title I, Part A, Sections 1111 and 1116 Adequate Yearly Progress State defines AYP formula for local school systems and schools. Formula: MCA results + elementary schools: attendance secondary schools: graduation rates

22. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Not meet AYP standards: – Federally defined sanctions for Title 1 schools – State defined sanctions for non-Title 1 schools

23. 1/03 SCHOOL IMPROVEMENT AND CORRECTIVE ACTION Tile 1, Part A, Section 1116 Timelines for New Identification – Baseline (01-02) – Do not make growth target (02-03) – Do not make grow target & identified as not meeting AYP (03- 04)

24. 1/03 SCHOOL IMPROVEMENT AND CORRECTIVE ACTION Title I, Part A, Sections 1111 and 1116 School Improvement: 1.Title I schools not making AYP for two consecutive years must provide “public school choice.”

25. 1/03 SCHOOL IMPROVEMENT AND CORRECTIVE ACTION Title I, Part A, Sections 1111 and 1116 School Improvement: 2. For schools that do not make AYP for three consecutive years, the school system must continue to offer school choice to all students in the failing school and, provide low achieving, disadvantaged students within the school supplemental educational services from a provider of their choice. CFL must develop a list of providers.

26. 1/03 SCHOOL IMPROVEMENT AND CORRECTIVE ACTION Title I, Part A, Sections 1111 and 1116 Corrective Action: If the identified school continues to fail to meet AYP for four consecutive years, the local school system must implement certain corrective actions to improve the school, such as replacing certain staff, as well as continue to offer public school choice and provide supplemental services to students.

27. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Title I, Part A, Sections 1111 and 1116 Restructuring: A school that continues to fail to meet AYP for five consecutive years would be subject to significant penalties such as reconstitution, State takeover, the hiring of a private management contractor, converting to a charter school, or significant staff restructuring. Public school choice and supplemental services would continue to be required.

28. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Title 1,Part A, Section 1116 Timelines for New Identification Status – Baseline (01-02) – Not make growth target (02-03) – Not make growth target identified as not meeting AYP (03-04) Notify, Plan, Bus (04-05) Notify, Plan, Bus, Tutor (05-06) Notify Plan, Bus Tutor, District takes Corrective Action (06- 07) Notify, Plan, Bus, Tutor, District takes Corrective Action, Plan for alternative Governance (07-08) Re-open under alternative governance (08-09)

29. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Title 1,Part A, Section 1116 Year 1 Funding Consequences (04-05) – Transportation and school choice set aside—5% – Professional development—10% Year 2 Funding Consequences (05-06) – Transportation—5% (up to 10%) – Supplemental Services—5% (up to 10%) – Staff development—10% Years 3-5 Funding Consequences (06-09) – Transportation—5% (up to 10%) – Supplemental Services—5% (up to 10%) – Staff development—10%

30. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Title I, Part A, Sections 1111 and 1116 Safe Harbor for Improving Schools: A “safe harbor” would be created for schools in which students overall make AYP, but where one or more subgroups fail to make AYP indicators adopted by the state.

31. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Title I, Part A, Sections 1111 and 1116 Safe Harbor for Improving Schools: These schools will be deemed to meet the AYP requirement if: 1. The percentage of students in the subgroup(s) who failed to reach proficient level has declined by at least 10 percent; 2. For secondary schools, the targeted increase in graduations was met; 3. For elementary schools, progress on the state’s other academic indicator was met; and, 4. Progress was also met on any additional indicators adopted by the state.

32. 1/03 Annual State Report Card Will include: Disaggregated student achievement results by performance level. Comparison between annual objectives and actual performance for each student group. Percent of students not tested, disaggregated. 2-year trend data by subject, by grade tested. Data on other indicators used to determine AYP.

33. 1/03 Annual State Report Card (cont.) Graduation rates Performance of districts making AYP, including the number and names of schools identified for school improvement Professional qualifications of teachers, percent with provisional credentials, percent of classes not taught by highly qualified teachers including comparison between high- and low-poverty schools Optional information provided by State

34. 1/03 STATE ACCOUNTABILITY REQUIREMENTS Title I, Part A, Sections 1111 and 1116 Report Cards: Local school systems must modify their reports to contain the same information beginning in school year 2002-2003.

35. 1/03 EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4 No Child Left Behind addresses educator quality in two ways: 1. New accountability provisions for qualified teachers and paraprofessionals that are embedded in Title I. 2. Revamped Title II grant program that aims to improve teacher quality and increase the number of highly qualified teachers, principals, and vice principals.

36. 1/03 Beginning with the first day of the 2002- 2003 school year, all new Title I teachers must be certified and teaching in their content areas. By the end of the 2005-2006 school year, all teachers teaching core academic subjects in all public schools in Minnesota must be highly qualified. EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4

37. 1/03 Teacher Quality: Parents have the right to know and to request information from schools about the qualifications of teachers. Licensing for grade level and subject Emergency or provisional status B.A. major and graduate degrees Paraprofessionals and qualifications Requires Local School Systems to notify parents if students have a teacher for 4 weeks that is not “highly qualified”. Principals must sign letter of compliance annually EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4

38. 1/03 Department of Education must – establish annual measurable objectives for each local school system and school annual increase in the percentage of highly qualified teachers at each LEA and school an annual increase in the percentage of teachers who are receiving high-quality professional development. EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4

39. 1/03 EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4 Paraprofessionals (Teacher’s Aides): As of January 8, 2002, all newly hired paraprofessionals must meet new qualification requirements.

40. 1/03 By December 2005-2006 school year, all paraprofessionals must have: (1) completed at least two years of study at an institution of higher education; (2) obtained an associate’s or higher degree; or (3) met a rigorous standard of quality established at the State or local level, which includes an assessment of math, reading, and writing. EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4

41. 1/03 EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4 Paraprofessionals (Teacher’s Aides): Existing paraprofessionals paid with Title I funds must meet the requirements within 4 years. Exceptions – Translators – Parent involvement activities

42. 1/03 EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4 Paraprofessional duties may include: – 1-1 tutoring – Assist teacher in providing instructional services: reading, writing, and math – Act as translator – Conduct parent involvement activities – Support library or media center (school-wide only) – Assist in computer lab (school-wide only)

43. 1/03 EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4 Paraprofessional Duties: – MUST work under direct supervision of classroom teacher – May assume limited duties that are assigned to similar personnel

44. 1/03 EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4 Title II: Preparing, Training, and Recruiting High Quality Teachers and Principals

45. 1/03 EDUCATOR QUALITY Title I, Part A, Section 1119 for accountability provisions Title II, Part A, Subparts 1-4 Title I and Title II: Professional development programs focus on teacher and principal training and the use of technology to promote student academic progress.

46. 1/03 EXPANDED PARENTAL OPTIONS Title I, Part A, Sections 1111 and 1116 Title IX, Section 9532 Title I School Transfer Options Supplemental Services Title IX If a student is a victim of crime, or attends a public school designated by the state as unsafe, students would be permitted to transfer to a safe public school.

47. 1/03 PARENT INVOLVEMENT Title 1, Part A, Section 1118 Policy to describe how district – Provides support for schools – Builds capacity for partnerships – Coordinates involvement activities with other related programs – Involves parents in evaluation of plan and activities

48. 1/03 PARENT INVOLVEMENT Title 1, Part A, Section 1118 If district receives $500,000 or more – Must set aside 1% of allocation for parent involvement activities Must develop parent involvement policy School must provide information in language parent understands on – Program, curriculum, and assessment – Level of proficiency expected

49. 1/03 PARENT INVOLVEMENT Title 1, Part A, Section 1118 Schools must build capacity of parents and staff to develop and sustain meaningful partnerships to improve student achievement

50. 1/03 PARENT INVOLVEMENT Title 1, Part A, Section 1118 Schools must provide full opportunities for participation of parents with limited English proficiency, parents with disabilities and parents of migratory children.

51. 1/03 HOMELESS STUDENTS Automatically eligible for Title I services Must reserve funds to provide comparable services, including – Educationally related support services in shelters/ other locations

52. 1/03 HOMELESS STUDENTS Definition – Those children who lack fixed, regular, and adequate nighttime residence

53. 1/03 HOMELESS STUDENTS Inclusive of: – Sharing housing of other persons due to loss of housing, economic hardship or similar reason – Living with relatives, friends – Motels, hotels, trailer parks, camping grounds – Emergency or transitional shelters – Abandoned in hospitals – Awaiting foster care placements

54. 1/03 HOMELESS STUDENTS – Primary nighttime residence is public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings – Living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings – Migratory children qualify because they are living in situations as described above

55. 1/03 HOMELESS STUDENTS Must maintain students in school of origin when family became homeless – Must provide transportation – Must immediately enroll – Eligible for free/reduced lunch program Liaison: Katie Wells

56. 1/03 “Reform is no longer about access or money. It is no longer about compliance or excuses. It is about improving student achievement by improving the quality of the education we offer American students.” Rod Paige Secretary of Education

57. Be the rainbow in each child’s cloud