1. ESEA 1965- NCLB -2001-2014

2.  Stronger accountability  More freedom for states and communities  Use of proven research-based methods  More choices for parents

3. What does this mean for schools?

4.  Use of state-designed tests to assess students every year in grades 3-8 and once in grades 10- 12  ISATS in Idaho= Math, Reading, Language Usage  Science tested once each level 3-5, 6-9, 10-12

5.  Students take tests once a year and according to the state scoring system their score ranks as  Below Basic  Basic  Proficient (performing at grade level)  Advanced

6. States are required to keep not just overall data, but data in 9 specific sub-categories of students as well to ensure that those groups are not being left behind.

7.  African-American  Asian  American Indian/Alaska Native  Hispanic  Native Hawaiian/Pacific Islander  White  Limited English Proficiency (LEP)  Students with Disabilities (SWD)  Economically Disadvantages (FRL)

8.  To have all students (100%) proficient or above in math, reading, and science by 2013-14.

9.  The measurement a state uses to determine if a school is meeting its annual goals

10. 2010/2011 Adequate Yearly Progress Report State of Idaho () ISAT ReadingISAT Math3rd Indicator % Tested% Proficient% Tested% ProficientGraduation Goal: 95.0%Goal: 85.6%Goal: 95.0%Goal: 83.0%Goal: 90.0% All Students99.792.799.688.492.4 African American98.183.999.374.9 Asian96.290.899.889.6 American Indian99.284.899.275.6 Hispanic99.786.199.479.9 Native Hawaiian/Pacific Islander 99.889.499.886.3 White99.794.399.690.4 Limited English Proficiency 96.274.699.569.1 Economically Disadvantaged 99.789.199.583.6 Students with Disabilities 98.366.698.258.7 ~ For reporting purposes (participation), Idaho does not report student data for less than 10 students. For accountability purposes (proficiency), Idaho does not report student data for less than 34 students. ) 334-2228

11.  A school must meet the states’ AYP goals not just overall, but in all subcategories.  If not, they are placed on “alert” status for the first year.  If a school does not meet AYP in the same category for a second consecutive year, they are “in need of improvement.”

12.  They must then develop a “Plan of Improvement.”  They must allow the parents and students the option of sending their children to another public school in the district.

13.  If a school does not meet AYP in the same category for a fourth consecutive year, they must take “corrective action”– new staff or curriculum.  If a school does not meet AYP in the same category for a fifth consecutive year, they must restructure the school which could include all new staff or having the state or a private company take over the school.

14.  NCLB also required that all teachers be “highly qualified” to teach in their subject area.  That generally means having a bachelor’s degree in the subject that he/she teaches and/or having passed a certification exam.

15.  NCLB required states to have a “highly qualified” teacher in every classroom by the end of 2006 school year.  Not one state as met the requirement.  Approximately 90% of teachers in the nation are designated as highly qualified.

16.  “Highly Qualified”  The “highly qualified” provision makes it even harder for schools in difficult, high need areas (rural and urban) to find teachers.

17.  Narrowing of the curriculum  The requirement of testing reading, science, and math has taken focus away from art, music, physical education, social studies.

18.  Less time for learning  All the time spent testing could be better used actually instructing students.  Teachers must spend so much time on teaching the basics, the creative part of education is what gets left behind.

19. Each state makes its own tests and sets the scores needed, creating a wide range of difficulty. Many states have lowered standards and weakened tests to improve results.

20.  Students with disabilities should not be included in AYP results.  To expect every child with a disability, even those who are cognitively impaired, to be proficient in reading and math is unrealistic and sets schools up to fail.

21.  Results aren’t always valid.  There is so much pressure on schools to perform that some teachers are teaching to the test or even cheating.

22.  With all the focus on making sure students are proficient, little effort or money is spent challenging the top students and making sure they continue to advance.

23.  In some areas, struggling students are actually encouraged to drop out so their test scores will not reflect poorly on a school/district.

24.  Once again, teachers are being asked to do more with fewer resources.  The pressure of increased test scores and teaching to the test leads to teacher burnout.