No Child Left Behind Act © No Child Left Behind Act ©Kristina Krampe, 2005 EDS 513: Legal Issues in Special Education

Introduction to the Presentation Prior to beginning this presentation, you should have read Chapter 8 of Yell’s (2006) The Law and Special Education, 2nd Edition Prior to beginning this presentation, you should have read Chapter 8 of Yell’s (2006) The Law and Special Education, 2nd Edition Upon completion of this presentation, you should be able to summarize the implications of the NCLB in terms of students with disabilities Upon completion of this presentation, you should be able to summarize the implications of the NCLB in terms of students with disabilities

Development of NCLB Elementary & Secondary Education Act (1965) created Title I for “disadvantaged students” Elementary & Secondary Education Act (1965) created Title I for “disadvantaged students” National Education Summits resulted in National Educational Standards Improving America’s Schools Act (1994) implemented standards-based education nationwide

Purpose of NCLB Ensures that students in public school reach learning goals in safe classrooms with well-prepared teachers Ensures that students in public school reach learning goals in safe classrooms with well-prepared teachers All students at 100% proficiency levels within 12 years ( ) All students at 100% proficiency levels within 12 years ( ) Close achievement gaps Close achievement gaps Adequate yearly progress (AYP) Adequate yearly progress (AYP) Highly qualified teachers

Structure of NCLB Title I - disadvantaged and low-income students; Reading First Title I - disadvantaged and low-income students; Reading First Title II - highly qualified teachers and principals Title II - highly qualified teachers and principals Title III - limited English proficient and immigrant students Title IV - drug and violence prevention Title V - research-based instructional practices Title VI - local control of funds; state assessment

Major Principle of NCLB - Accountability Statewide standards (reading, math, & science) Statewide assessments (95% of students; disaggregate scores; annual report cards) Students with disabilities (testing accommodations - based on 504 plan or IEP, alternate assessments 1%)

Major Principle of NCLB - Accountability Adequate Yearly Progress Reading and math; Grades 3-8 Reading and math; Grades % proficiency by % proficiency by Assessments + another academic measure of progress (e.g., graduation rates) Assessments + another academic measure of progress (e.g., graduation rates) Entire student body + students w/ disabilities subgroup Entire student body + students w/ disabilities subgroup

Major Principle of NCLB - Accountability School Meets AYP? Closing gap between lowest and highest performing students = rewards Closing gap between lowest and highest performing students = rewards Outstanding progress for 2 years = rewards Outstanding progress for 2 years = rewards School Fails AYP? Technical assistance plan; Technical assistance plan; 2 years = technical assistance + school choice option 2 years = technical assistance + school choice option 3 years = technical assistance + school choice option + supplemental services 3 years = technical assistance + school choice option + supplemental services

Major Principle of NCLB - Accountability School Fails AYP? 4 years = technical assistance + school choice option + supplemental services + corrective actions 4 years = technical assistance + school choice option + supplemental services + corrective actions 5 years = technical assistance + school choice option + supplemental services + major restructuring 5 years = technical assistance + school choice option + supplemental services + major restructuring District Fails AYP? Improvement plan Improvement plan State Fails AYP? Corrective actions Corrective actions

Major Principle of NCLB- Scientifically Based Instruction Application of rigorous, systematic, & objective procedures to obtain relevant knowledge Reading First - cornerstone of NCLB Phonemic awareness Phonemic awareness Phonics Phonics Vocabulary development Vocabulary development Fluency Fluency Comprehension Comprehension What Works Clearinghouse

Major Principle of NCLB - Highly Qualified General education - Core content areas by (Bachelor’s degree at minimum; Full state teacher certification/licensure; & Pass state- administered tests) Special education - highly qualified in special education + core content areas taught; MSD - special education + basic elementary curriculum Paraprofessionals - high school diploma + 2 years of college/associate’s degree/pass state test