North Carolina ABCs AYP and NCLB

What Do You Know? Discuss and Share NCLB NC ABCs AYP Testing Report Cards

North Carolina and No Child Left Behind Most sweeping reform of ESEA since The NCLB Legislation was Signed into law Jan. 8, Reauthorization of the NCLB Law in Four pillars of NCLB include: Increased accountability for States, school districts, and schools; Greater choice for parents and students; Greater flexibility in use of federal funds; and Stronger emphasis on reading

Increased Accountability Based on challenging standards in reading and math with increasing benchmarks through Annual testing in Grades 3-8 in reading and math. Science in grades 5 & 8. Writing through portfolio. Nine HS EOC tests. Assessment results must be disaggregated by poverty, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind.

Increased Accountability Schools and districts that fail to make AYP (Adequate Yearly Progress) toward statewide proficiency goals will, over time, be subject to improvement, corrective action, and restructuring measures. Schools that meet or exceed AYP objectives or close achievement gaps will be eligible for state rewards. Must include all students (participation) and set targets for all to reach state standards for proficiency in reading and math by

NCLB Expands Testing Annual reading and mathematics tests for Grades 3-8 (EOGs) and in high school (EOCs)—a Competency Test Continued NAEP sample testing in reading and mathematics in Grades 4-8 (biennially) Science testing required by LEP and SWD students must be tested annually

Choice for Parents In schools that do not meet state standards for at least two years, parents may: Transfer children to a better performing public school, including a public charter school, within their district. In schools that fail to meet standards for three years, students are eligible for supplemental services—tutoring, after-school services, and summer school. Students who attend a “persistently dangerous school or are the victim of a violent crime may attend another school within the district.

Greater Flexibility May transfer up to 50% of federal grant funds to any one of these programs or to Title I without approval. May use funds from Improving Teacher Quality, Educational Technology, Innovative Programs, and Safe and Drug Free Schools to hire teachers, increase teacher pay, improve teacher training, and professional development.

Proven Educational Methods Use of scientifically based instructional programs in the early grades in reading Reading First State Grant Initiative Early Reading First program

Other Major NCLB Changes Combines Eisenhower Professional Development and Class Size Reduction programs into Teaching Quality State Grants. Focuses on using “best practices” to prepare, train, and recruit high-quality teachers. Also simplified Federal support for English language instruction by combining bilingual and immigrant education grants into a State formula program. Implement drug and violence prevention programs of demonstrated effectiveness.

History of NCLB Success Student achievement is improving and achievement gaps (between subgroups) are closing. On the NAEP, reading scores for 9 year olds increased more during the last five years than in all of the previous 30 years combined since the test was first administered. African-American and Hispanic students also posted some of the biggest gains in NAEP’s history.

What is Tested in Elementary Middle Grades? Grades 3-8 Reading and Math EOG, NC ACCESS and NC EXTEND 2 Grades 4 (Narrative), 7 (Argumentative), and 10 (Informational) Annual Writing Test Grade 8 Computer Skills—on line test Grades 5 and 8 EOG Science.

What is Tested in HS? EOC Assessments (10): Algebra I, Algebra II, Geometry Biology, Physical Science, English I Civics & Economics, and US History NC EXTEND 2 and NC ACCESS— alternate assessments

ABCs Incentives Certified staff in schools meeting ABCs Expected Growth = $750 each Certified staff in schools meeting High Growth = $1500 each Qualified paraprofessionals in schools meeting Expected Growth = $375 each Qualified paraprofessionals in schools meeting High Growth = $500 each

Adequate Yearly Progress Targets The school as a whole (all students) White Black Hispanic Native American Asian/Pacific Islander Multiracial Limited English Proficient (LEP) Students with Disabilities (SWD) Economically Disadvantaged Students (Free and Reduced Lunch)

Three Results Measures Performance Composite – Percentage of test scores in the school at or above Achievement Level III Growth – Expected—one year’s worth of growth for one year of instruction. AYP Status – Whether the students in the school as a whole and in each identified group met the performance standards set by the state with the long term goal of 100% proficiency by 2014.

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How AYP is Determined There are both proficiency and participation targets (must test at least 95% of students in each group). Proficiency target goals are set increasingly higher in three- year increments. (as per chart) Grades 3-8 reading and math EOG’s determine elementary and middle school AYP. Attendance in elementary and middle school is used to determine participation target. (140 days) All subgroups must meet or exceed AYP targets for the year (group size of 30). If just one group in one subject does not meet the targeted proficiency goal, then the school does not make AYP.

How AYP is Determined Safe Harbor— Ensures that schools get credit for making significant year-to-year improvement even if they miss the target goal. The group can make AYP if it reduces the percent of students not proficient by at least 10 percent from the precious year.

Determining AYP-High School (Grades 9-12) Each subgroup must meet the following target: 95% 10 th grade participation rate in reading/language arts and mathematics assessments Meet or exceed the State’s annual measurable objective (AMO) for 10 th grade proficiency in reading/language arts (English I and Grade 10 Writing assessment)

AYP for HS Continued Meet or exceed the State’s annual measurable objective (AMO) for 10 th grade proficiency in mathematics (algebra I) The school as a whole must show progress on the other academic indicator (OAI), graduation rate, unless the high school does not graduate seniors, then it would be attendance.

NC Recognition School Status Labels Performance LevelAcademic Growth Making Expected or High Growth Making Less Than Expected Growth 90% to100% Met AYP- Honor Schools of Excellence AYP Not Met- Schools of Excellence No Recognition 80% to 89% Schools of Distinction No Recognition 60% to 79% Schools of Progress No Recognition 50% to 59% Priority Schools Less than 50% Priority SchoolsLow Performing

Highly Qualified Teachers By June 30, 2006, all core subject area teachers will meet NCLB’s definition of highly qualified Teachers must meet the requirements for full certification and have demonstrated competency in each of the subjects that they teach Almost 30% of NC’s 85,817 teachers are not fully licensed and/or are lacking subject area certification*

Highly Qualified Teachers Newly-hired teachers (those who began work in the school year) working in Title I funded programs teaching in core academic areas must already meet NCLB’s definition of highly qualified Lateral entry teachers must meet the same qualifications in three years (not five years) No provisional, emergency or temporary licenses

Highly Qualified Teachers Not-new teachers in core subject areas must meet the definition of highly qualified by June 30, 2006 Passing Praxis II test(s) demonstrates subject area knowledge Other options: major or its equivalent, graduate degree in subject area, master’s level licensure in subject area, NBC in subject area

Highly Qualified Teachers Not-new teachers can complete HOUSE (soon to be established in North Carolina) instead of the Praxis II to demonstrate subject matter competence

Standards for Instructional Paraprofessionals Designed to ensure they have the skills needed to help in reading, writing, mathematics and/or readiness for schooling instruction Requirements vary depending on school (Title I or not), position held and hire date Law applied to 57% of our 25,900 (in 2003) paraprofessionals (unlike teachers where all core subject area teachers are affected)

Standards for Instructional Paraprofessionals High school degree Associate’s degree and/or two years of higher education Formal assessment of instructional abilities including a staff development component Work under direct supervision of a highly qualified teacher Exceptions: paraprofessionals who perform translation, parental involvement, or only non-instructional duties

Parent knowledge, involvement and choices NCLB calls for states and districts to provide annual report cards on school performance and teacher quality to parents and the public Title I school parents have extensive rights to notification, information and involvement opportunities

NC Report Cards for Schools and LEA’s School basics Aggregated scores and AYP information Disaggregated scores by subgroups Percentage of students not tested Score comparisons to state objectives Two-year trend data Graduation/attendance rates Status of all districts including those identified for school improvement Teacher qualifications/credentials

Sample Report Card Two versions of Report Cards are available for parents—Snapshot and Standard Visit Visit Visit Visit

NCLB Reauthorization Building on Results What’s Working? What’s Not? Does NCLB need mere tweaking or substantial revision? Will it stay or will it go away? What do you think and why?