No Child Left Behind Impact on Gwinnett County Public Schools’ Students and Schools

No Child Left Behind Act of 2001  Signed into law, January 2002  Reauthorizes Elementary and Secondary Act of 1965

Major Provisions  All children achieve to high standards  Accountability for results  State and local flexibility  Focus on what works: scientifically based research  Public school choice

Title I: Standards and Assessment  Founded on 1994 Improving America Schools Act which:  Assessed reading and mathematics annually at each school level  Aligned with state content standards  Included multiple measures, higher order thinking skills  Assessed all students with accommodations, as needed  Produced aggregated results

NCLB - Standards and Assessment  Requires content and performance standards that define the knowledge and skills expected for all students in the grade or high school level  Adds assessments at each grade level, 3-8 in reading/language arts and mathematics and once in high school  Adds science assessments at each of three school levels (3-5, 6-9, 10-12)  Requires assessment scores (cut scores) that differentiate among 2 levels of high achievement and one of lower achievement

“All students” means  All public school students including students who are:  Enrolled in the regular instructional program  Identified as students with disabilities with reasonable accommodations (IDEA or 504)  Identified as students with disabilities whose IEP team determines they cannot participate in a regular assessment and must have an alternate BUT ………………

“All students” means  Students whose IEP team determines that s/he cannot participate in a regular assessment but the alternate assessment must provide results in at least reading/language arts, mathematics and science. And……….

“All students” means  Limited English proficient students:  With reasonable accommodations  Who cannot be waivered or deferred  To the extent practicable, who will be assessed in the language and form likely to yield accurate and reliable information  Who will be assessed in English language proficiency each year

“All students” means  Migrant children  Mobile children, and  Homeless children

State assessment systems must:  Address the breadth and depth of the State’s academic content standards  Be valid, reliable and of high technical quality  Express student results in terms of achievement of state standards  Be coherent across grades and subjects  Be criterion- referenced or augmented norm-referenced that yield results on performance against state standards

Assessment results must:  Be reported each year  Be disaggregated by gender, racial and ethnic groups, English proficiency, migrant status, students with disabilities, and economically disadvantaged  Include 95% of each group  Provide itemized score analysis

Adequate Yearly Progress (AYP)  Has yet to be defined (May 2002 draft rules)  Includes assessment results that may be averaged over 3 years and across grades  Requires inclusion of progress of all subgroups if the number in the subgroup yields statistically reliable information

Adequate Yearly Progress  Needs to bring all students to proficient within 12 years  Must include one other non-assessment indicator that may include more schools in improvement, but not reduce assessment criteria  Provides transition year for schools currently designated for improvement for an additional year

Schools who do not make AYP  After 2 years is identified as “school improvement”  Another year without AYP, 2 nd year of school improvement  Corrective Action, 3 rd year  Restructuring, 4 th year  Requires technical assistance, school choice  Requires technical assistance, school choice and supplemental services  Principal and some staff may be replaced, extend school day or year  All staff may be replaced and/or state takes over

Intended Results  All students proficient in reading/language arts, mathematics and science, AND  No child left behind