no child left behind in pennsylvania

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No Child Left Behind in Pennsylvania

Pennsylvania Department of Education

Core Team Presentation

NCLB P.L. 107-110Signed by President Bush on January 8, 2002

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Emphasis and Themes in NCLB

•All children can achieve to high standards

•Accountability for results•State and local flexibility•A focus on what works;

scientifically based research

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No Child Left Behind Brings Reforms Based on the President’s Priorities for

Schools:• Strong accountability for results• Most sweeping reform of the ESEA since

1965 by turning federal spending on schools into an investment in improved student performance

• Redefines the federal role in K-12 education for an estimated 1.8 million students in PA by requiring high achievement standards & an accountability system to measure results

• Requires states to set high standards for achievement in reading & math, the building blocks of learning, and test every child in

grades 3-8 to ensure that students make progress

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Greater Flexibility and Local Control

• Offers school tools to provide the best possible education to all children - especially the most needy – by cutting federal red tape, reducing the number of federal education programs, creating larger, more flexible programs that place decision-making at the local level

• Trusts local parents, educators and school boards to make the best decisions for their children

• Frees local school districts to spend up to half their federal education dollars as they see fit.

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Public Input Process

• Inter-active website– www.state.pa.us, PA Keyword:

NCLB

• Public input sessions and comment period

• Committee of Practitioners

• Stakeholder Groups

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Public Input ProcessCont’d.

Stakeholder Groups– Business Roundtable

and NFIB– PSEA and PA

Federation of Teachers – PSBA– Black Alliance for

Education Options– PA Elementary and

Secondary Principals Association

– PA Association of Intermediate Units

– Education Law Center– Educational

Foundation

Committee of Practitioners– Pennsylvania

League of Urban Schools

– Teachers and Administrators

– PA Association of Pupil Services

– Intermediate Units– Parent Education

Network– PA Association of

School Administrators

– State PTA

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Consolidated Application

• One application for state funding of 14 formula grant programs

• Requirements cut across programs and provide for integrated program planning and service delivery

• Sets the stage for a consolidated annual performance report. Baseline data in the application aligns to data elements of performance report

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Programs in Consolidated Application

• Title I, Part A: • Title I, Part B, Subpart 3: Even Start• Title I, Part C: Migrant• Title I, Part D:Programs for Youth who are

Neglected, Delinquent or At Risk• Title I, Part F: Comprehensive School

Reform

• Title II, Part A: Teacher and Principal Training and Recruitment

• Title II, Part D: Enhancing Education through Technology

• Title III, Part A: English Language Acquisition

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• Title IV, Part A, Subpart 1: Safe and Drug Free Schools

• Title IV, Part A, Subpart 2: Community Service Grants

• Title IV, Part B: 21st Century Community Learning Grants

• Title V, Part A: Innovative Programs

• Title VI, Part A, Section 6111: State Assessment Program

• Title VI, Part A, Section 6112: Enhanced Assessment Instruments Competitive

Grants• Title VI, Part B, Subpart 2: Rural and Low

Income Schools

Programs in Consolidated Application (cont’d.)

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Adequate Yearly Progress

NCLB Requirements for AYP:

• Proficiency Level

• Calculation of Starting Point

• Implementation Method

• Disaggregated Student “n” Count

• Other Progress Indicators

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“Proficient” Level

• Section 1111 (G) NCLB -measurable objectives mandates meeting state’s proficient level of academic achievement

• Calculation: school ranking of proficiency (by content) and identifying school at the 20th percentile by enrollment (2002 assessment results)

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AYP Proficiency Level

• Maintain PA Proficiency level

Proficient defined as:

“Satisfactory academic performance indicating a solid understanding and

adequate display of the skills included in Pennsylvania’s Academic

Standards”

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• Baseline year: Spring 2002 PSSA

• Calculation: School ranking of proficiency (by content area) and identifying school at the 20th percentile by enrollment

• Reading: 45% • Math: 35%

• Average annual gains necessary for all students to reach proficient level in 12 years:

• Reading AYP: 4.6% • Math AYP: 5.4%

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• Intermediate Method (stepped goals)– Provides districts greater flexibility in

implementation– More reflective of student performance– PDE will provide yearly targets to

assist districts in measuring progress within this method

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020406080100

2002

2003

2004

2005

2006

2007

2008

2009

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2011

2012

2013

2014

Adequate Yearly Progress:Reading

Intermediate Method

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0

20

40

60

80

1002002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Adequate Yearly Progress:Math

Intermediate Method

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Required Proficiency Percents Reading and Math

Intermediate (stepped)

Reading(I) Math(I)2002 45 35

2003 45 352004 54 462005 54 462006 54 462007 68 622008 68 622009 68 62 2010 82 78 2011 82 78 2012 82 78 2013 95 942014 100 100• Note: Schools are evaluated for School

Improvement every year

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• Disaggregated Student Data… Separate, measurable achievement

goals for specific groups:

• Economic Disadvantaged

• Major Racial and Ethnic Groups

• Students with Disabilities

• Students with Limited English Proficiency

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“n” count is the necessary number of students tested at school building level to form a “measurable” disaggregated group

“n” = 75 students with test results per Disaggregated Group is needed to examine that group’s test results

(Set as a State’s choice item)

Rationale:• More closely aligns with scientific research• Limits over identification• Makes optimal use of resources

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“95%” participation is the required tested rate at the school building level and in the “measurable” disaggregated groups

75 students enrolled per Disaggregated Group is needed to calculate a participation rate for that group

(Set as a State’s choice item)

Rationale:• More closely aligns with scientific research• Limits over identification• Makes optimal use of resources

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“Safe Harbor” A school or measurable disaggregated group is considered to have made AYP if:

The percentage of students in the two lowest achieving groups (basic and below basic) was:

• reduced 10% or more from the prior year, AND

• the school made progress on other academic indicators

(Even if the school has not met or exceeded the state annual objective.)

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Other Indicator Requirements for AYP

•At secondary level, NCLB requires use of graduation rate

•At elementary level, attendance rate selected as the other AYP indicator

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• Attendance rate at the elementary level because:– Children’s regular attendance at

school and in the classroom is an indicator of

their overall achievement

– Attendance rate currently used as part of PA School Performance Funding Program

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Assessment Model

NCLB Requirement• Beginning no later than school year 2005-2006, assess all students in math and reading at grades 3 – 8 and not less

than once during grades 10th through 12th

• Beginning Spring 2003, measure progress of students with Limited English Proficiency

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Assessment Model

•Pennsylvania System of School Assessment (PSSA) currently administered in grades 3, 5, 8, 11

•NCLB requires adding assessments at grades 4,6,7

•Major Requirements:– Measures PA academic standards– Same measure for all children– Technically valid and reliable

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Assessment Model

• Mixed State and Local Assessment System with Value Added Component– Administer PSSA in grades 3, 5, 8 and

11– Department approved limited number

of national, norm-referenced tests for use at grades 4, 6 and 7, augmented to align with Pennsylvania Academic Standards

– Integrate Valued Added Assessment component

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Assessment Model

Pennsylvania Value Added Assessment System (PVAAS)

– Provides valuable information to schools to focus program improvement and evaluate student growth

– Recommended by:• PA League of Urban Schools• NCLB Committee of Practitioners

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Assessment Model

English Language Proficiency• Assessment must meet the 5 domains

of:– listening, – speaking, – reading, – writing and– comprehension

• Requirement takes effect spring 2003

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Assessment Model

• Pennsylvania will participate and serve as lead state in multi-state consortium to develop an ELP assessment aligned with federal requirements – Applying for federal grant to cover costs– Consortium states are Michigan, Maryland,

Tennessee– National partners include Accountability

Works and Educational Testing Service

• Transition year 2002-2003 – districts to use Department approved local assessments

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Minimum Requirements for State Report Cards

• Aggregated achievement information on state assessments in math and reading/language arts

• Disaggregated achievement information by subgroups (race/ethnicity, disability, socioeconomic level, gender, migrant status, English Language Learners)

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More State Report Card…

• Percentage of students not tested, disaggregated

• Information that can be used to compare actual achievement levels with state objectives for each group

• Most recent two-year trend data of achievement by subject area and grade level in areas where assessments are required

• Aggregate information on state indicators used to determine adequate yearly progress

• Graduation rates for high school students • Attendance rates for elementary school

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More State Report Card…• Information on districts making

AYP, as well as the numbers and names of schools identified for school improvement

• Teacher qualifications/credentials, including % of teachers with emergency credentials and % of classes not taught by “highly qualified” teachers, both in aggregate and disaggregate by high/low poverty

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Minimum Requirements for LEA Report Card

• NCLB contemplates that LEA’s also provide a Report Card

• Required by Section 1111(h)(2) of NCLB

• “minimum requirements” set forth in Section 1111 (h)(2)(A)(i)(B)

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In the case of each LEA

• Number and percentage of schools identified for school improvement under section 1116 (c) and how long schools have been so identified

• Information that shows how students served by the LEA achieved on the statewide academic assessment compared to students in the State as a whole

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In the case of each school

• Whether the school has been identified for school improvement

• School information that shows how the students’ achievement on the statewide academic standards and other indicators of adequate yearly progress compares to students in the LEA and in the State as a whole

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Title I Accountability Timeline (for schools not identified for school improvement as provided by USDE)

2001-2002 -- Baseline 2002-2003 -- Fail to make AYP2003-2004 -- Fail to make AYP2004-2005 -- 1st year of school

improvement-- TA, public school choice

2005-2006 --2nd year of school improvement

-- TA, choice, supplemental

Services

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Title I Timeline (continued)

2006-2007 -- Corrective Action-- TA, choice,

supplemental services2007-2008 -- Plan for restructuring

-- Choice, supplemental services2008-2009 -- Restructuring

-- Choice, supplemental services

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Exiting School Improvement

If a school identified for improvement meets AYP for two consecutive years, the school is no longer subject to improvement.

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Highly Qualified Teachers

NCLB Requirements: Deadlines

• Beginning SY 2002-03, all new teachers hired in Title I programs must be “highly qualified”

• By the end of the 2005-06 year, all teachers teaching in core academic subjects in each public elementary and secondary school must be “highly qualified”

• LEA’s must notify parents if their child is taught by a teacher who does not meet the definition of highly qualified

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NCLB Requirements: Definitions

• Highly qualified elementary (K-6) requires Bachelor’s degree and rigorous state test in reading, writing, mathematics, and other basic parts of elementary school curriculum.

• Highly qualified middle/secondary requires Bachelor’s degree and either a core content test or academic major, graduate degree, or coursework equivalent to an undergraduate major in the subject area to be taught.

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NCLB Requirements: Core Subject Areas

Arts Science

BiologyPhysicsChemistry

MathForeign LanguagesEnglish, Reading or Language ArtsCivics and Government

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NCLB Requirements: Goals• State must establish annual percentage

goals of LEA’s with 100% highly qualified teachers

SY 2002-03 10%

2003-04 30%2004-05 60%2005-06 100%

• ConsequencesFailure to achieve the “highly qualified” teachers’ goals could jeopardize state’s $100+ million Title II grant

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The majority of teachers in Pennsylvania meet and exceed NCLB requirements of “highly qualified, ” but….

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Highly Qualified Teachers• Shortage of “highly qualified” teachers is most

acute in larger urban school districts…– SY 2001-02 nearly 5,200 teachers

teaching on an emergency permit (superintendent attests that there is no certified applicant available)

• Roughly 70 percent found in large urban school districts

• Balance scattered throughout the state

• …And a statewide challenge as well– Estimate as many as 10,000 teachers

impacted at middle school level• Grade 7 and 8 teachers must have passed specific

content area test to meet NCLB requirements

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• Workforce Demographic Trends

– Over 18,000 teachers in PA with 30 or more years service who can expect to retire in the next 5 years

– Nearly 35,000 teachers in PA with 25 or more years service who can be expected to retire in the next 10 years or sooner

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Certification Trends in Core Subject Areas

• Over the past five years, there has been a decrease in Instructional I certificates issued in the following core subject areas:

– Physics -53.8%– Chemistry -21.6%– English -5.9%– Mathematics -20.9%– Spanish -28.2%

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Current Initiatives• Teacher Quality Enhancement (TQE) and

Accelerated Certification of Teachers (ACT) Grants– Partnerships among select school districts,

preparing institutions and PDE focused on recruiting and certifying minority candidates and mid-career professionals to teach in targeted urban districts

• Troops to Teachers– Accelerated certification program to bring

former military personnel into the classroom

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Recommendations• Allow teachers already holding an Instructional

certificate in Pennsylvania to obtain a second Instructional certificate by demonstrating competency on the appropriate subject area test

• Modify the Interstate Agreement to accept teachers holding a comparable certificate issued by another state if the teacher has:

– Three years of satisfactory teaching experience on that certificate within the last 7 years;

– A bachelor’s degree in the subject;– A qualifying score on appropriate subject matter

test; and– At least 18 years old and of good moral character

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Recommendations (cont.)• Substitute preparing institution’s assessment of an

applicant’s professional knowledge during the student teaching experience in lieu of the Principles of Learning and Teaching test

• Recognize other teacher training programs that enable mid-career professionals and college graduates to obtain certification. Programs must demonstrate that candidates have both :– Competency in subject area to be taught; and– Professional knowledge needed for classroom

effectiveness

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Paraprofessionals

NCLB RequirementsInstructional Paraprofessionals working in

programs funded by Title I must:• Have a high school diploma or GED, and• Hold an Associate’s Degree or higher

OR• Have completed at least two years of study at an

institution of higher educationOR

• Meet rigorous standards of quality demonstrated through a state or local assessment

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Paraprofessionals

NCLB Requirements: Deadlines

• All Title I funded instructional paraprofessionals hired after January 8, 2002 must meet NCLB requirements

• All Title I funded instructional paraprofessionals hired prior to January 8, 2002 must meet NCLB requirements by January 8, 2006

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Paraprofessionals

NCLB Requirements: Exemptions

• Paraprofessionals who are volunteers or perform non-instructional duties such as cafeteria duty, computer technician services, bus duty, personal care services, etc.

• Paraprofessionals whose duties consist solely of translating or parent involvement activities

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Paraprofessionals

Recommendations

• The Pennsylvania Department of Education will require rigorous standards of quality and assessments for instructional paraprofessionals working in programs funded by Title I, Part A only

• PDE will develop professional standards for implementation and review of local assessment process

• Local school districts will have the option of requiring ALL paraprofessionals to take part in the local assessment process

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What’s Next…

January State Board- Persistently Dangerous Schools

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• www.state.pa.us, PA Keyword: NCLB

• www.nclb.gov

NCLB – More information

no child left behind in pennsylvania

Documents

federal education dollars

best possible education

school boards

education optionspa

federal role

flexible programs

federal spending

consolidated application