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““Every child matters, every child should be Every child matters, every child should be diagnosed on whether or not they can read diagnosed on whether or not they can read and write and add and subtract. And if they and write and add and subtract. And if they

can’t, we need to correct their problems can’t, we need to correct their problems early, before it’s too late. The cornerstone early, before it’s too late. The cornerstone

of reform is strong accountability of reform is strong accountability measures.”measures.”

““When it comes to the education of our When it comes to the education of our children…………….failure is not an option.”children…………….failure is not an option.”

President George W. BushPresident George W. Bush

January 8, 2001January 8, 2001

A New Era in A New Era in EducationEducation

CHILDLEFT BEHIND

The No Child Left Behind Act of 2001 is a landmark in education reform designed to improve student achievement and change the culture of America’s schools. This new law, which President George W. Bush described as “the cornerstone of my administration,” represents a sweeping overhaul of federal efforts to support elementary and secondary education in the United States.

The act, which passed with overwhelming The act, which passed with overwhelming bipartisan support, embodies bipartisan support, embodies four key four key

reform principals:reform principals:

stronger accountability for resultsstronger accountability for results more choices for parents more choices for parents an emphasis on teaching methods an emphasis on teaching methods

that have been demonstrated to that have been demonstrated to workwork

greater flexibility for states, school greater flexibility for states, school districts and schools in the use of districts and schools in the use of federal funds federal funds

ACCOUNTABILITYACCOUNTABILITY challenging academic content and challenging academic content and

achievement standards achievement standards 100 % mastery 100 % mastery states create annual assessments states create annual assessments

Annual Report Cards forAnnual Report Cards forParentsParents

student academic achievement on statewide test student academic achievement on statewide test disaggregated by subgroupdisaggregated by subgroup

a comparison of students at basic, proficient and a comparison of students at basic, proficient and advanced levels of academic achievement (levels advanced levels of academic achievement (levels will be determined by each state)will be determined by each state)

high school graduation rates - also, how many high school graduation rates - also, how many students drop out of schoolstudents drop out of school

number and names of schools identified for number and names of schools identified for improvementimprovement

professional qualifications of teachers; andprofessional qualifications of teachers; and percentage of students not testedpercentage of students not tested

ANNUAL ASSESSMENTSANNUAL ASSESSMENTS

English language learners who have been in English language learners who have been in school in the U. S. for at least three years school in the U. S. for at least three years must be assessed using the English versions must be assessed using the English versions of the reading and language arts assessments of the reading and language arts assessments beginning in the 2002-03 school year beginning in the 2002-03 school year

The results of the annual assessment in The results of the annual assessment in reading and mathematics for children in reading and mathematics for children in grades 3-8 will be disaggregated for analysis grades 3-8 will be disaggregated for analysis by poverty levels, race, gender, ethnicity, by poverty levels, race, gender, ethnicity, migrant status, disability and limited English migrant status, disability and limited English proficiency proficiency

ANNUAL ASSESSMENTSANNUAL ASSESSMENTSContinuedContinued

Every other year, states must administer the Every other year, states must administer the mathematics and reading exams of the National mathematics and reading exams of the National Assessment of Educational Progress (NAEP) to a Assessment of Educational Progress (NAEP) to a sample of their students in grades 4 and 8. sample of their students in grades 4 and 8. NAEP is a national testing program that tracks NAEP is a national testing program that tracks student achievement in core subjects. This student achievement in core subjects. This requirement is meant to serve as an independent requirement is meant to serve as an independent check on the states’ own tests. Since the same check on the states’ own tests. Since the same NAEP exams will be given in every state, a NAEP exams will be given in every state, a comparison of NAEP results with a specific comparison of NAEP results with a specific state’s test scores could help determine the state’s test scores could help determine the difficulty of a state test.difficulty of a state test.

ADEQUATE YEARLY PROGRESSADEQUATE YEARLY PROGRESS AYPAYP

Individual state’s measure Individual state’s measure No Child Left Behind raises the bar of No Child Left Behind raises the bar of

expectations for all students – expectations for all students – especially ethnic groups and especially ethnic groups and disadvantaged students who are falling disadvantaged students who are falling farther and farther behind and who are farther and farther behind and who are most in danger of being left behind most in danger of being left behind

Over the course of 12 years, all Over the course of 12 years, all students are to reach 100 % proficiencystudents are to reach 100 % proficiency

STAFF QUALITYSTAFF QUALITY

Qualifications and Certification:Qualifications and Certification:

Teachers teaching in the core academic areas will be Teachers teaching in the core academic areas will be highly qualified by the end of the 2005-06 school year, highly qualified by the end of the 2005-06 school year, meaning full state certification or passage of the state meaning full state certification or passage of the state teacher licensing examteacher licensing exam

All paraprofessionals will have at least an associate’s All paraprofessionals will have at least an associate’s

degree or the ability to demonstrate on a formal state degree or the ability to demonstrate on a formal state or local academic assessment that they have the skills or local academic assessment that they have the skills necessary to be educational paraprofessionals. (PARA-necessary to be educational paraprofessionals. (PARA-PRO Assessment) All newly hired paraprofessionals PRO Assessment) All newly hired paraprofessionals (after January 8, 2002) are required to meet these (after January 8, 2002) are required to meet these requirements to be eligible for hiring, while existing requirements to be eligible for hiring, while existing paraprofessional have four years to complyparaprofessional have four years to comply

PROFESSIONAL PROFESSIONAL DEVELOPMENTDEVELOPMENT

Activities to increase teacher’s knowledge of Activities to increase teacher’s knowledge of the academic subjects they teachthe academic subjects they teach

Activities that enable a teacher to become Activities that enable a teacher to become “highly qualified”“highly qualified”

Activities that are integral to both school and Activities that are integral to both school and district improvement plansdistrict improvement plans

Activities that improve classroom management Activities that improve classroom management skills’ activities that are not one-day or short-skills’ activities that are not one-day or short-term workshops (instead, they are to be “high term workshops (instead, they are to be “high quality, sustained, intensive, and classroom-quality, sustained, intensive, and classroom-focused” and have both a positive and lasting focused” and have both a positive and lasting effect on a teacher’s classroom performance)effect on a teacher’s classroom performance)

PROFESSIONAL PROFESSIONAL DEVELOPMENTDEVELOPMENT

ContinuedContinued

Activities that are developed jointly by teachers, Activities that are developed jointly by teachers, principals, parents, and administrators;principals, parents, and administrators;

Activities that are designed to enhance the Activities that are designed to enhance the teachers’ and principals’ use of technology as it teachers’ and principals’ use of technology as it relates to improve teaching and learning in core relates to improve teaching and learning in core academic subjectsacademic subjects

Activities that enhance the knowledge and skills of Activities that enhance the knowledge and skills of teachers of limited-English proficient students;teachers of limited-English proficient students;

Activities that are regularly evaluated for their Activities that are regularly evaluated for their impact on increased teacher effectiveness as impact on increased teacher effectiveness as measured by improved student academic measured by improved student academic achievement’ achievement’

PROFESSIONAL PROFESSIONAL DEVELOPMENTDEVELOPMENT

ContinuedContinued

Activities to provide instruction in methods of Activities to provide instruction in methods of teaching students with special needsteaching students with special needs

Activities on how to use data to inform classroom Activities on how to use data to inform classroom practicepractice

Activities on how school personnel-teachers, Activities on how school personnel-teachers, principals, pupil-services personnel; principals, pupil-services personnel; administrators- can work more effectively with administrators- can work more effectively with parentsparents

Other activities such as training for Other activities such as training for paraprofessional staff leading to their certification paraprofessional staff leading to their certification and licensure as teachers or forming partnerships and licensure as teachers or forming partnerships with institutions of higher learning to establish with institutions of higher learning to establish school-based teacher training programsschool-based teacher training programs

ASSISTANCE, SANCTIONS and ASSISTANCE, SANCTIONS and REWARDSREWARDS

In addition to provisions depicting the In addition to provisions depicting the accountability of schools for ensuring accountability of schools for ensuring that 100 % of their students achieve the that 100 % of their students achieve the academic performance standards academic performance standards designated by each state, NCLB also designated by each state, NCLB also specifically delineates what will happen specifically delineates what will happen if this does not occur according to if this does not occur according to NCLB’s timeline. Specific provisions NCLB’s timeline. Specific provisions address how and when assistance is to address how and when assistance is to be provided for schools that do not be provided for schools that do not make adequate yearly progress goals.make adequate yearly progress goals.

School ImprovementSchool Improvement

Year One-Year One---After two years of not meeting After two years of not meeting Adequate Yearly Progress (AYP) Adequate Yearly Progress (AYP) Professional development – 10% of the Professional development – 10% of the

school’s allocation funds for school’s allocation funds for professional development professional development

Notice to parentsNotice to parents Offer school choiceOffer school choice Transportation costsTransportation costs

School ImprovementSchool Improvement

Year TwoYear Two (After three years of not meeting (After three years of not meeting Adequate Yearly Progress)Adequate Yearly Progress) Professional development – 10% of the Professional development – 10% of the

school’s allocation funds for school’s allocation funds for professional developmentprofessional development

School choiceSchool choice Supplemental servicesSupplemental services

School ImprovementSchool Improvement

Year ThreeYear Three——After four years of not After four years of not meeting Adequate Yearly Progress (AYP)meeting Adequate Yearly Progress (AYP) Corrective Action – State interventionCorrective Action – State intervention Professional development – 10% of the Professional development – 10% of the

school’s allocation funds for school’s allocation funds for professional development professional development

School ChoiceSchool Choice Supplemental ServicesSupplemental Services

PARENTAL CHOICEPARENTAL CHOICE

Range of options for parentsRange of options for parents Incentive for low-performing schools Incentive for low-performing schools

to improveto improve

WHAT WORKSWHAT WORKS

rigorous scientific researchrigorous scientific research Reading First and Early Reading Reading First and Early Reading

First ProgramsFirst Programs After-School programsAfter-School programs Other programs to prevent Other programs to prevent

drug/violencedrug/violence ““What Works” computer database What Works” computer database

www.w-w-c.orgwww.w-w-c.org

FLEXIBILITYFLEXIBILITY

FlexibilityFlexibility Transferability optionsTransferability options

Four Reform PrinciplesFour Reform Principles

Accountability: Guaranteeing Accountability: Guaranteeing ResultsResults

Flexibility: Local Control for Local Flexibility: Local Control for Local Challenges Challenges

Research-Based Reforms: Proven Research-Based Reforms: Proven Methods with Proven ResultsMethods with Proven Results

Parental Options: Choices for Parental Options: Choices for Parents, Hope for ChildrenParents, Hope for Children

No Child Left Behind No Child Left Behind Act of 2001Act of 2001

www.ed.gov/offices/OESE/asst.htmlwww.ed.gov/offices/OESE/asst.html

Legislation, Regulations & GuidanceLegislation, Regulations & Guidance Programs & FundingPrograms & Funding Topics A-ZTopics A-Z