Signed into law by President Bush on January 8, 2002 PURPOSE: … to ensure that all children have a fair, equal and significant opportunity to obtain high-quality education and reach, at a minimum, proficiency on the challenging State academic standards…
Four Guiding Principles of No Child Left Behind Accountability for Student Performance Focus on What Works Increase Flexibility Empower Parents
Key Requirements of NCLB All States must have: Challenging academic standards and effective instructional practices Standards-based assessment system State accountability system for all schools Highly qualified teachers, paraprofessionals, and school administrators Safe schools
Challenging Academic Standards and Effective Instruction Each State must: Have challenging content and performance standards (Hawaii Content & Performance Standards II) Have same expectations for all children Use instructional approaches with a proven track record (e.g. scientifically-based research practices and materials) Focus on improving performance, particularly in reading, mathematics, and science
Hawaiis Assessment System (1) Measures the achievement of all children Measures attainment of State standards with proficiency levels Has adequate technical quality Involves higher-order thinking skills and understanding
Hawaiis Assessment System (2) By 2001-02 By 2005-06 By 2006-07 Reading, writing, and math in grades 3, 5, 8 & 10 Reading, writing, and math in each of grades 4, 6 & 7 Science in grades 5, 7 & 11
Accountability System (1) Requirements: Single statewide school accountability system for all public schools Every student reaches proficiency in 12 years (2014) Every student counts; no averaging
Accountability System (2) Based on State academic standards and assessments (HCPS II) Based on the achievement in reading and math immediately, and science by 2006-07, of all students Includes sanctions, assistance, and recognition for schools
Accountability System (3) The accountability model under NCLB: Is a standards-based model
Hawaiis Accountability Measures HCPS II Reading HCPS II Mathematics HCPS II Science (by 2006-07) Graduation rate (high schools) Retention rate (elementary, middle, & intermediate schools)
Hawaiis Adequate Yearly Progress (1) Establish the starting point or baseline using the 2001-02 HCPS II reading and math results Establish a 12-year timeline Set intermediate goals of 3 years or less in equal increments Define annual measurable objectives
Annual Objectives (1) Set separately for reading and math Must be the same for all schools Must be the same for all required disaggregation groups Identify a single minimum percent of students required to meet or exceed the proficient level
AYP Status for Schools 2004-05 Based on the 37 disaggregated points Benchmark for SY 2003-04 Spring Test was 30% in Reading and 10% in Math New benchmark for SY 2004-05 Spring Test is 44% in Reading and 28% in Math. Safe Harbor is another way for schools to make their AYP
Annual Objectives (2) Objectives apply to: - All students - Major racial/ethnic groups - Economically disadvantaged students - Students with disabilities - Students with limited English proficiency Apply per school and to the state overall
Meeting AYP Each required group meets or exceeds the annual objectives (reading, math, & other required indicator) At least 95% of students in each group are included in assessments
Years of Not Making AYP School Improvement Status Accountability Actions Year 1AYP Not Met No Status Critical Ally Team Intervention Year 2AYP Not Met No Status Critical Ally Team Intervention
Year 3AYP Not Met Needs Improvement Yr 1 Notify parents of school status Public School Choice offered Critical Ally Team Intervention Educational Consultant (External Evaluator) need determined by CAS Revised SIAP done within 3 Months after AYP status determination
Year 4 AYP Not Met Needs Improvement Yr 2 Notify parents of school status Public School Choice Supplemental Educational Services offered Triage done with school Educational Consultant need determined by CAS Critical Ally Team or SIT 1 to develop Intervention Plan (IP) Revised SIAP or IP done
Year 5AYP Not Met Corrective Action Public School Choice Supplemental Educational Services SIT 2 if AYP is not met on spring HSA Critical Ally Team Implement identified Corrective Action(s) addressed in IP Notify public and parents of Corrective Action(s) taken
Year 6AYP Not Met Planning for Restructuring Notify public and parents of Planning for Restructuring Status Public School Choice Supplemental Educational Services SIT 2 continues IP implementation & monthly progress reporting Develop Restructuring Plan for implementation the following school year if AYP is not met.
Year 7AYP Not Met Restructuring Notify public and parents of Restructuring Status and Actions Public School Choice Supplemental Educational Services Implement alternative governance option addressed in Restructuring Plan Implement Restructuring Option Quarterly Progress Reports to monitor implementation of Restructuring Plan
What is it? The No Child Left Behind (NCLB) Act of 2001 states that any school that fails to attain Adequate Yearly Progress (AYP) for five years must begin planning for restructuring and in year six, must enter restructuring. Section 1116(d) of NCLB requires that restructuring action be consistent with Federal, State, or local laws, court orders and agreements. It reads, "Nothing in this section shall be construed to alter or otherwise affect the rights, remedies, and procedures afforded school or school district employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employees and their employers. The restructuring process can only be delayed by Hawaii State laws, court orders, or agreements prohibiting such action.
Working Definition (What is it?) Restructuring of a school means there will be fundamental changes in school governance, reforms in standards-based curriculum and additional services at the school level to increase student achievement. These activities will be directed and supervised by the Complex Area Superintendent (CAS) for each school.
Restructuring The SEA/LEA is required to prepare a plan to carry out one of the following options: 1.Reopen school as a charter school; 2.Replace the principal and staff; 3.Contract for private management company that has demonstrated effectiveness; 4.State takeover; 5.Any other major restructuring of school governance. The SEA/LEA continues to offer public school choice and supplemental educational services.
Hawaii Restructuring Governance State Take-Over means: The CAS, as the agent of the State, makes all leadership decisions for the school, including personnel decisions. The CAS manages ALL curriculum and instruction for the school. The CAS on behalf of the state, has budgetary authority for ALL school funds (State and Federal) and resources. Self-Governance means: Conversion Charter School (Act 2)
Restructuring Options Option 1 The Complex Area Superintendent decides that comprehensive services to the school are to be managed by a restructuring provider. Option 2 The Complex Area Superintendent will directly manage the restructuring process and will hire, contract and supervise restructuring providers and/or others as needed. Option 3 The Complex Area Superintendent will guide the school through the Charter Approval Process. The CAS will directly manage the restructuring process until the school officially becomes a Conversion Charter School approved by state Board of Education.
Restructuring Determination The State Superintendent has determined which schools will be restructured. The Complex Area Superintendent will determine the restructuring option.
What does restructuring mean for our school? NCLB supports a states collective bargaining agreements, existing contracts, or local laws. Hawaii principals and teachers are protected by union contracts. If there are any staff reductions, it will follow due process in accordance with those contracts and procedures. A restructuring plan for the school will be developed for implementation in school year 2005-06 with the CAS providing the oversight of the plan.
Directed and Focused Effort Complex Area Superintendent will direct and manage the schools restructuring efforts. Under the supervision of the CAS, Restructuring Providers and/or others will be working with the school and its staff to implement the restructuring plan.
In Conclusion Restructuring is viewed as an opportunity to provide a more focused learning environment for ALL students. Restructuring provides a mechanism to deliver comprehensive services to raise student achievement. A quality education for ALL Hawaiis children is our goal.
Highly Qualified Personnel (1) By 2005-06, all teachers who teach a core academic subject must be: –licensed by the state –hold at least a bachelors degree, and –demonstrate competence in subject area All instructional paraprofessionals hired after January 8, 2002, must have: –completed 48 credit hours at a higher education institution –obtained an associates (or higher) degree, or –passed a formal State assessment
Highly Qualified Personnel (2) All instructional paraprofessionals hired before January 8, 2002, must meet these requirements in 4 years from this date States must ensure that programs are available to prepare, train, and recruit high-quality teachers, paraprofessionals, and principals
Creating Safer Schools NCLB believes that no child can learn in a climate of fear, therefore: States must define and identify a persistently dangerous school Implement a statewide policy to allow students to transfer to another public school, including a public charter school, that is not identified as persistently dangerous Certify in writing to the USDOE that the State is in compliance with this provision as a condition of receiving funds under NCLB
Grants may address any of the NCLB Principles Examples –Developing highly qualified personnel –Creating safer schools –Increasing academic achievement of students –Increasing parental involvement –Developing standards-based educational system
What is the Impact on Schools, Teachers and Students in the Classroom? Kinds of support that will be needed
High-Level Learning and Success for All Students The relationships between a school and its external partners (such as parents, community agencies, other educational institutions, or businesses) should focus primarily on advancing student learning. Danielson, Charlotte. Enhancing Student Achievement: A Framework for School Improvement
Successful Schools Successful schools recognize that they exist within larger communities and actively cultivate outside relationships to promote school goals.
Linkages for the schools Communication with families, other educators, and the business community Collaboration with Public and Private Agencies Collaboration with the Business Community Collaboration with Universities
Communication With Families and Caregivers With Other Educators With the Business Community
Collaboration with Public and Private Agencies Partnerships to Improve the Schools Program Partnerships with Community Agencies
Collaboration with the Business Community Learning Opportunities for Students Learning and Working Opportunities for Teachers
Collaboration with Universities Meeting the Needs of Individual Students Granting Credit for Professional Activities Partnerships for Joint Projects