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Elementary and Secondary Education Act (ESEA) “No Child Left Behind” Act of 2001Public Law 107-110 (NCLB)
Brian JeffriesOffice of Superintendent of Public Instruction
Key Principles of NCLB
• Increased Accountability• Scientifically Based
Research and Proven Practices
• Flexibility• Parent Knowledge,
Choice, Involvement
Major Points
Assessment for All StudentsAssessment for All Students
Accountability for All SchoolsAccountability for All Schools
Highly Qualified PersonnelHighly Qualified Personnel
Public ReportingPublic Reporting
Dollars to the ClassroomDollars to the Classroom
H.R. 1 – No Child Left Behind Act
State Testing Requirements
Beginning School Year 2002-2005
Annual testing in one grade within three levels; 3-5, 6-9 and 10-12 in reading and mathematics
Beginning School Year 2002-2003
Annual English proficiency assessment for all LEP students
Beginning School Year 2002 - 2003
Participation in NAEP required in grades 4 and 8 in reading and mathematics
Beginning School Year 2005 – 2006
Annual testing in Grades 3-8 in reading and mathematics (and HS year; 10th)
Beginning School Year 2007 – 2008
Annual testing in one grade within three levels, 3-5, 6-9, and 10-12 in science
Additional Indicators Required
Graduation rate for secondary, state selects elementary/middle indicator(s)
Alternate Assessments• States must measure all student performance against the state’s
standards
• “Developmentally appropriate” testing allowed
• Special Education students are currently assessed using:– WASL
– WASL with Accommodations
– Portfolio Alternate Assessment
1 on WASL = Below Basic 1 on WAAS = Below Basic
2 on WASL = Basic 2 on WAAS = Basic
3 on WASL = Proficient 3 on WAAS = Proficient
4 on WASL = Advanced 4 on WAAS = Advanced
• 1% limitation allowed to count toward proficiency alternate (WA: 2003: .2% --- 2004: 1%)
• ALL students “proficient” by 2014
• Separate, measurable goals in reading and mathematics -- State Uniform Bars
• Separate, measurable objectives/disaggregated data and goals for: • All Children
• Racial/Ethnic Groups
• Students from Low-Income Families
• Students with Disabilities (Special Education)
• Students with Limited English Proficiency (ELL)
NCLB Adequate Yearly Progress Elements
Other NCLB AYP Elements
• Must include at least one other indicator:– Graduation rates, for high schools– Attendance for elementary/middle schools
• 95% of students in each group must be tested
• School is making AYP if there is a 10 percent reduction in each group not reaching proficiency -- “Safe Harbor”
• Determination of “personally identifiable” and “statistically reliable” number(s)– Personally identifiable = 10
– Statistical reliable = 30
Full Academic Year Requirement
• Full academic year = October 1st
– all students whose enrollment is continuous and uninterrupted on or before October 1st in the school year through the date the assessment is administered
• Beginning Fall 2003
• Determines which students are to be included in decisions about Adequate Yearly Progress (AYP).
Applies To:
– Enrolled Full Academic Year in School– Enrolled Full Academic Year in District– Enrolled Full Academic Year in State
Other Indicator: Elementary/Middle Schools (Gr. 1-8)
Attendance– Definition of an unexcused absence: Failure to meet the district’s policy for excused absences
– RCW 28A.225.020 defines unexcused absence: Failure to attend the majority of hours or periods in an average school day or failure to comply with a more restrictive school district’s policy for excused absences.
The rate for AYP purposes is calculated as follows:
Total number of student days of unexcused absences in the year Average monthly headcount X number of student days in the SY
– AYP will be met if a school/district attains an unexcused absence rate of 1 percent or less. Schools/districts with unexcused absence rates greater than 1 percent must show a reduction from the prior year to meet AYP.
Other Indicator: High Schools (Gr. 9-12)Calculation of the Graduation Rate
– Cohort begins at the beginning of Grade 9• Identify “Expected Year of Graduation” (i.e., after 4 years)
The expected graduation year may be reassigned under the following conditions:
• Transfers into district after grade 9• IEP Team exception decisions no later than age 16
– Washington State will also calculate an “Extended Cohort Analysis”• Students who successfully obtain a diploma after their graduation year
will be “added” to the cohort graduation rate for reporting purposes.
High Schools, districts, and the state annual graduation rate goal = 73%Graduation goal for 2014 = 85%
To make AYP if the rate is below 73%, it must increase by 1% point compared to the previous year. The graduation rate applies to the entire school and district, not to the student subgroups.
“Multiple Hurdles”
All schools will have a “multiple hurdle” model in which they need to make AYP in all areas to be considered on schedule.
Must have 95% participation rate to meet AYP.
Faces of our students
All Students
Native American
Asian Black White
Hispanic Students with
Disabilities Low-Income
StudentsELL
GROUPS DISTINGUISHED to Determine AYP
Hurdles
Each group must have
95% participation rate to
meet AYP.
ReadingReadingReadingReading
MathMath
AYP is determined by making AYP is determined by making it over all 18 hurdles (9 hurdles it over all 18 hurdles (9 hurdles for reading and 9 for math) by for reading and 9 for math) by
disaggregation of data.disaggregation of data.
AYP is determined by making AYP is determined by making it over all 18 hurdles (9 hurdles it over all 18 hurdles (9 hurdles for reading and 9 for math) by for reading and 9 for math) by
disaggregation of data.disaggregation of data.
AllStudents
AllStudents
NativeAmerican
NativeAmerican
Asian
Asian
Black
Black
White
White
Hispanic
Hispanic
Students withDisabilities
Students withDisabilities
LowIncome
LowIncome
ELL
ELL
Disaggregated Data Forces a “Closer Look”
Percent Proficient
Reading Math
Percent Participation
Reading Math
Unexcused Absence/
Graduation Rate
All Students
Native American
Asian/Pac. Is.
Black
Hispanic
White
Special Education
Limited English (ELL)
Low Income
State Target
AYP Matrix (37 categories)
NEW GRADE 4 YEARLY TARGETS
Reading Mathematics100.0
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2008 2010 2011 2012 2013 2014
Pe
rce
nt
Me
eti
ng
Sta
nd
ard
AYP can be made if the percent meeting standard is below the yearly target either via safe harbor or when the standard error is included in the total.
(Increments are rounded)
88.1
2009
76.1
2007
64.2
2004
52.2
29.7
2002 2003
47.3
64.9
82.4
100.0
Mathematics
Reading
NEW GRADE 7 YEARLY TARGETS
30.1
47.6
65.1
82.5
100.0
0
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Per
cen
t M
eet
ing
Sta
nd
ard
Reading Mathematics
AYP can be made if the percent meeting standard is below the yearly target either via safe harbor or when the standard error is included in the total.
(Increments are rounded)
58.7
79.3
17.310
38.0
100.0
Mathematics
Reading
NEW GRADE 10 YEARLY TARGETS
61.5
74.3
87.2
100.0
48.6
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Per
cen
t M
eeti
ng
Sta
nd
ard
Reading Mathematics
AYP can be made if the percent meeting standard is below the yearly target either via safe harbor or when the standard error is included in the total.
(Increments are rounded)
43.6
62.4
81.2
24.8
100.0
Mathematics
Reading
Made AYP 2003 2004
Did not make AYP 2003 2004
Too small to evaluate 2003 2004
296 Districts
District 2003 and 2004 AYP Results
22
8390
190
123
84
0
25
50
75
100
125
150
175
200
225
250
Num
ber
of
dis
tric
ts
“Making It”
AYP AYP AYP AYP AYP
School
Improvement Plan
Continue:
Public School Choice
Continue:
Public School Choice
Supplemental Services
Continue:
Public School Choice
Supplemental Services
Public School
Choice
Supplemental
Services
Corrective
Action
Plan for Alternative
Governance
Step 1
Step 2
Step 3
Step 4
Implement
Plan For
Alternative Governance
Step 5
1 2
AYP AYP
AYP TIMELINE
AYP TIMELINE FOR DISTRICTS(Consequences apply only to districts receiving Title I funds)
District
Improvement Plan
District
Improvement Plan
State Offers Technical Assistance
and MAY Take Corrective Action
State
MUST Take Corrective Action
Step 1
Step 2
1 2 AYP AYP
AYP AYP
StateImprovement Plan
U.S. Department of Education
Offers Technical Assistance
Step 11 2
AYP
AYPAYP
Identified for State Improvement
AYP TIMELINE FOR STATES(Consequences apply only to sates receiving Title I funds)
Federal Responsibility
2004-2005 School Year
