No Child Left Behind
Tecumseh Local Schools
No Child Left Behind OR . . .
 No Educator Left Unconfused
 No Lawyer Left Unemployed
 No Child Left Untested
Act
Adequate Yearly Progress
 Previous accountability applied only to Title
I schools, now school districts can be
subject to penalties.
 Move 100% of students to Proficiency in
reading, math and science within 12 years.
Subgroups – Four Subgroups
 Economically disadvantaged
 Major or ethnic group
 Students with disabilities
 English language learners
All Student Must
Be proficient in reading, math and
science by the end of the 2013-2014
school year.
Annual Progress to 100%
 Must be established and met with
benchmarks set and raised.
 Progress expected in equal increments from
the initial starting point and 100%
proficiency.
Starting in school year 2002-03
school districts and schools must
 Disaggregate test results by: race, gender,
language, income level, and disability.
 Test at least 95% of the students in each
subgroup.
 No out of level testing (6th grader cannot
take a 3rd grade test).
Report Cards Must Have . . .
 Disaggregated achievement info by
subgroups (race/ethnicity, disability,
socioeconomic level, gender, migrant status,
English Language Learners.
(except in cases where the numbers are too
small to be statistically robust or where
individual student results are identifiable)
Report Cards Must Contain. . .
 Teacher qualifications/credentials, including
percentage of teachers with emergency
credentials and percentage of classes not
taught by “highly qualified” teachers, both
in the aggregate and disaggregated by highpoverty compared to low-poverty schools.
Information for Parents
 At the beginning of each school year, school
districts must make available to parents,
upon request, the following information
about their child’s classroom teacher . . .
Info for Parents. . .
 Whether the teacher has met state
qualification and licensing criteria for the
grade levels and subject areas taught.
 Whether the teacher is teaching under
emergency or other provisional status.
Info for Parents. . .
 The baccalaureate degree of the teacher and
any other graduate certification or degree
held by the teacher, and the subject area of
the certification or degree.
 Whether the child is provided service by
paraprofessionals and, if so, the
paraprofessional’s qualifications.
Must Meet AYP for 9 Groups:
 All students
 IEP
 LEP
 Poverty
 Race/Ethnicity
–
–
–
–
–
White
Black
Hispanic
Asian
Native American
Failure to Meet AYP . .
State Oversight Required
 Penalties for failure to hit AYP are more
extensive. However NCLB penalties apply
only to Title I schools either targeted
assistance or school wide.
 Year one of failure to hit AYP targets:
– unspecified
Penalties for Schools Failing
to Make AYP 2nd Year
 Within 3 months develop a 2-year plan for
improvement that is scientifically based
– District must direct school to spend 10 percent
of the Title I allocation on professional
development.
Penalties for Schools Failing
to Make AYP 2nd Year
 District must provide peer review within 45
days
 District must offer students choice to go to
“another” school in the district with free
transportation - up to 10% of Title I
allocation, district pays the remainder
After 3 Consecutive Years . . .
 All previous actions plus must offer pupils
from low income families the opportunity to
receive instruction from a supplemental
services provider
After 4 Consecutive Years:
 All previous plus “corrective action,” one or
more of the following:
– Replacing school staff
– Implementing a new curriculum
– Decreasing management authority at the school level
(???)
– Appointing an outside expert to advise the school
– Extending the school day and year
– Changing the school’s internal organization structure
After Five Consecutive Years:
 Schools that fail to meet AYP for five
consecutive years must be restructured by
one or more of the following actions:
–
–
–
–
Reopening as a charter school
Replacing all or most school staff
State takeover of school operations
Other actions constituting “major restructuring”
of school governance
District AYP Consequences:
 The U.S. Department of Education will
establish a peer review process to evaluate
whether states have met their statewide AYP
goals. States who fail re to be listed in an
annual report to Congress, and technical
assistance is to be provided to states that fail
to meet their goals for two consecutive
years.
Questions
&
Answers
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