1. Chapter 8 (key issues for Special Education)
No Child Left Behind
Chapter 8
(key issues for Special Education)

2. Changes in Federal Education Law
The Elementary and Secondary Education Act (1965) Johnson
“Nation at Risk” (1986) Regan
The National Education Summit (Bush)
Goals 2000: Educate America Act (1990) Bush—Clinton
Improving America’s Schools Act of 1994
No Child Left Behind of (GW Bush)
Assistance
Accountability

3. No Child Left Behind Accountability for Results (AYP)
Highly Qualified Teachers
Scientifically Based Insturction

4. Important Things to Understand about NCLB
Reaction to low academic achievement
Sweeping legislation
Embraces scientifically valid instruction
Affects teacher preparation
Affects instruction and student learning
Affects all schools
Here to stay

5. Structure of NCLB—Table 8.1
Title I Title IX
Title II Title X
Title III
Title IV
Title V
Title VI
Title VII
Title VIII

6. ALL student with disabilities must participate in annual statewide testing!!
ALL students with disabilities are included in AYP

7. The IEP team decides HOW a student will participate, not WHETHER he or she will participate!!

8. The 1% Rule
Student with “significant cognitive disabilities” can be assessed using alternate measures to meet AYP goals
Students scoring “proficient” for the AYP goal may not exceed 1% of all students in the grade tested
States can submit data and make a case to exceed the cap

9. The 2% Rule
A limited number of students with disabilities will be allowed to take tests that are specifically geared toward their disabilities
Students scoring “proficient” for the AYP goal may not exceed 2% of all students in the grade being tests (above the 1%)

10. The 2% Rule
The state must show that it is working to serve those students by providing
rigorous research-based training for teachers,
improving assessments,
organizing collaboration between special education regular education classroom teachers

11. The Goal of 2% Regulation (states must continue to meet NCLB requirements)
Ensure states hold these students to challenging, though modified, achievement standards
Ensure access to the general curriculum
Measure progress with high quality assessment
Provide guidance to IEP team
Provide professional development to all teachers

12. AYP Students with disabilities are one of the subgroups of NCLB
95% of enrolled students must participate in the testing
The percentage of the students in the subgroup not scoring “proficient” must decrease by at least 10% AND
Students in subgroup make progress in graduation rate or attendance

13. School Improvement Plan
Incorporate strategies based on scientifically based research to address areas of academic failure
Establish annual measurable progress objectives to ensure that each subgroup will meet proficiency within 12 years
Parent involvement
Extended-time activities
Teacher-mentoring

14. Schoo of Choice
All students enrolled in the Title I schools needing improvement are eligible for school of choice
Priority must be given to the lowest achieving, low-income students

15. Schools that can receive students
Not identified for improvement
May include a public charter school within the LEA

16. Three Consecutive Years
Schools must offer supplemental educational services
Tutoring
Remediation
Academic Intervention
Instruction must take place outside the regular school day

17. Special Education Students
Supplemental services are provided IN ADDITION to any supplementary services in the IEP
Supplemental service are NOT a substitute for IEP services
Supplemental service should NOT be included in the IEP

18. Four Consecutive Years
Corrective Action
Five Consecutive Years
Restructuring

19. Highly Qualified Teachers
Education (minimum of a bachelor’s)
Certification (full state, no waivers)
Competence (demonstrated)

20. HOUSSE Option
Experienced teachers can demonstrate competence by meeting the High Objective Uniform State Standard of
Evaluation

21. Elementary Teachers
Demonstrate subject knowledge and knowledge of teaching skills in reading, writing, mathematics and other basic elementary school curriculum by passing a rigorous state test

22. Middle and Secondary Teachers
Demonstrate a high level of competency in each of the academic subjects which they are teaching
Pass a rigorous state academic subject test in each core area which they are teaching OR
Or successful completion of a major, coursework equivalent, or graduate degree for the academic subject which they are teaching

23. HQ Special Education Teachers
Competency
Resource room—No testing requirement if teacher is not considered the teacher of record
Resource room—MTTC in subject area being taught if special educator is the teacher of record for math, English (LA), history (social studies), or science
Self-contained—Elementary or Content MTTC
HOUSE

24. Paraprofessionals Must meet one of the following
Successfully completed 2 years of student in an institution of higher education
Obtained associate (or higher) degree
Met a rigorous standard of quality and be able to demonstrate knowledge and ability to assist in instructing reading, writing, and mathematics

25. Paraprofessionals
Must work under the direct supervision of a highly qualified teacher
Teacher plans instructional activities
Teacher evaluates achievement of students
Paraprofessionals work in close and frequent proximity of the teacher

26. Paraprofessionals may . . .
Provide one-to-one tutoring
Conduct parental involvement activities
Assist with classroom management
Provide assistance in a computer lab
Provide instructional services under direct supervision of a teacher

27. Scientifically Based Research
“means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” --NCLB, 2001

28. Scientifically Based Instruction
OUT with the practices based on fads, fancy, and personal bias
Programs that have been demonstrated to be effective by rigorous scientific research
All professional development activities and use of fund must be grounded in scientifically based research and must focus on improving students academic achievement

29. How to Find Existing Science
Search Literature
Peer-reviewed journals (Exceptional Children)
Predigested evidence (ERIC or meta analysis)
Attend conferences
Screen government resources

30. US Dept. of Education The What Works Clearinghouse Fund Evaluations
Conduct Evaluations

31. How NCLB and IDEA work together
Focus—Group AYP
Value—Proficiency
Target—Absolute (AYP)
Accommodations—Preserve validity of measure
Instructional priority--Reading and math
Focus—Individual (IEP)
Value—Progress
Target—Relative (goals)
Accommodations—Modifications to include children in assessments
Instructional priority—Academics, functional skills (e.g., behavior)