# Presentation: 238072

## Using Title I as a Model For ReformPresented by Jacquelyn C. Jackson, Ed.D.

- Using Title I as a Model For ReformPresented by Jacquelyn C. Jackson, Ed.D.

- Archived Information

## Issues for Low Performing Schools  

- Low expectations
- Lack of capacity to use data to drive decision-making
- Inconsistent system of accountability
- Non-certified teachers and unqualified staff
- Ineffective curriculum not aligned to standards
- Professional development not aligned to standards and curriculum
- Ineffective or inconsistent parental involvement

## Scale Score Percentiles

- High performing students show increases
- Low performing students show decreases

## Chart Percentage at or above Proficiently by Race/Ethnicity

- Chart Percentage at or above *Proficiently* by Race/Ethnicity

## Chart 1999 NAEP Reading Scores

## Flexbility

Accountability			

- Flexbility
- Accountability

- The Cornerstones

- Parental Choice
- Research

## Standards, Assessment & Accountability

**Flexibility        Parental Choice     Accountability   Research**

## Academic Standards
and 
Student Academic Achievement Standards

**and **
**Student Academic Achievement Standards**

## Indicate what children are expected to know and be able to do 
Contain coherent and rigorous content 
Encourage the teaching of advanced skills

- Contain coherent and rigorous content
- Encourage the teaching of advanced skills

- Academic Standards should:

## Student Academic Achievement Standards should:

- Be aligned to State academic Standards
- Describe, at least, 3 levels of achievement basic, proficient, and advanced
- Develop challenging academic standards in science by the 2005-2006 school year

## Assessment System	

- The assessment systems should be aligned to state standards  and measure what children should be able to do
- In at least reading and mathematics, develop and administer a system of assessments, to be administered in each of grades 3 through 8, and in high school by 2005-2006.
- Develop and administer a science assessment (aligned to science standards) by the 2007-2008 school year in at least one of grades 3-5, one of grades 6-9, and one of grades 10-12.
- Promptly provide test scores to school districts for distribution in schools no later than the school year after test is given.

## Assessment System

- The assessment for ELL students should be in a form and language that measures the child’s knowledge in the content area.
- For ELL students who have attended school in the US for 3 consecutive years the assessment in reading / language arts must be in English
- By the 2002-03  states must annually assess the English language proficiency of students who are ELL.
- Students with disabilities must be assessed with appropriate accommodations and adaptations to more accurately measure their knowledge in the content areas
- Participate in the biennial State assessments of 4th and 8th grade reading and math under NAEP in 2002-03 school year

## Map Assessment Systems

-   West
- Virginia

- Illinois

**Washington**

**Oregon**

**California**

**Nevada**

**Idaho**

**Montana**

**Wyoming**

**Utah**

**Arizona**

- Texas

**New Mexico**

**Colorado**

- Kansas

- Nebraska

- South Dakota

- North Dakota

- Minnesota

- Wisconsin

- Iowa

- Missouri

- Oklahoma

- Arkansas

**Louisiana**

- Mississippi

- Alabama

- Georgia

- Florida

- South
- Carolina

- North Carolina

- Kentucky

**Virginia**

- Indiana

- Ohio

- Pennsylvania

- New York

- Vermont

**Maine**

- New Hampshire

- Massachusetts

- Maryland

- Delaware

- Connecticut

- New Jersey

- Rhode Island

- Alaska

- Puerto Rico

- District of Columbia

- Hawaii

- Tennessee

- Michigan

**State of the Art**

- Texas

- Currently as of this date 10/1
- 21 States approved
- 26 Timeline Waivers
-   5  Compliance Agreements

## Accountability

- Criteria
- Based upon academic state standards and assessments
- Must be the same accountability system the State uses for all public schools and local educational agencies
- Include sanctions and rewards
- Adequate Yearly Progress
- Applies same high standards of academic achievement
- Is statistically valid and reliable
- Results in continuous and substantial academic improvement

##  Accountability

- Measures the progress of public schools and LEA’s based primarily on academic assessments
- Includes separate measurable annual objectives for continuous and substantial improvement for all students and subgroups
- Includes graduation rates and at least one other indicator

## A school has met AYP if:

- 95% of the students in each subgroup in the school have been assessed with the necessary accommodations, guidelines and alternative assessments;
- The school has met the minimum percentage of growth that each disaggregated group must meet in order to meet or exceed the proficient level on academic assessments;
- Each student meets the statewide measurable objectives so that all students will reach the proficient level within 12 years starting with the baseline data collected in the 2001-2002 school year.

## 
1st Year	-Did not make AYP
2nd Year- Did not make AYP
School Improvement
Year I 	- Choice, Technical Assistance
Year II	- Choice & Supplemental Ed. Services and Technical 		   Assistance
Corrective Action
Year III 	– Choice, Supplemental Ed. Services and LEA 			    must take a corrective action
Restructuring
Year IV	- Choice, Supplemental Ed.Services and Plan to 			   Restructure
Year V	- Implement Restructuring Plan & Alternate 					Governance Arrangement 

**1****st**** **Year	-Did not make AYP
**2****nd** Year- Did not make AYP
- _School Improvement_
**Year I** 	- Choice, Technical Assistance
**Year II**	- Choice & Supplemental Ed. Services and Technical 		   Assistance
- _Corrective Action_
**Year III** 	– Choice, Supplemental Ed. Services and LEA 			    must take a corrective action
- _Restructuring_
**Year IV**	- Choice, Supplemental Ed.Services and Plan to 			   Restructure
**Year V**	- Implement Restructuring Plan & Alternate 					Governance Arrangement

- Schools That Do Not Make AYP:

## Public School Choice

- When a school has been identified for school improvement, the LEA must provide all students enrolled with the option to transfer to another public school served by the LEA including a public charter school.
- Priority given first to the lowest achieving students from low-income families.
- Transportation is to be provided.

## Supplemental Ed. Services

- SEA Responsibilities
- Promote maximum participation by providers to insure as many choices are possible
- Develop and apply objective criteria
- Maintain an updated list of providers
- Develop, implement and publicly report on standards and techniques for monitoring the quality and effectiveness of services
- Develop a process for withdrawing approval from providers who for two consecutive years fail to increase the academic proficiency of students served

## Supplemental Ed. Services

- LEA Responsibilities
- Notify parents of availability
- Identify approved providers with demonstrated record of effectiveness
- Provide a brief description of the services, qualifications, and demonstrated effectiveness
- If requested, assist parents in choosing a provider
- Apply fair and equitable procedures for serving students if the number of students exceeds the space available.

## Supplemental Ed. Services

- Provider Responsibilities
- Notify parents, teachers of student progress
- Ensure that the instruction is consistent with instruction provided by the LEA and is aligned to State standards
- Meet Federal State and local health, safety and civil rights laws
- Ensure that all instruction is secular, neutral and nonideological

## Supplemental Ed. Services

- LEA, Parent and Provider responsibilities
- Develop a statement of specific achievement goal
- Determine how student progress will be monitored
- Determine a time table for improving student achievement
- Describe how parents and teachers will be regularly informed
- Provide for the termination if provider is unable to meet the goals and timelines

## Highly Quality Staff

- Standards, Assessment & Accountability

- Standards, Assessment & Accountability
- Flexibility, Parental, Choice and Accountability Research

## 			Highly Qualified Teachers and Paraprofessionals

- Highly Qualified Teachers
- All Teachers teaching in **CORE** **Academic subjects** must be highly qualified by 2005-2006
- Core Academic subjects means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.

## Definition of ‘Highly-qualified’

- Full State certification or passed teacher licensing exam, and hold a license to teach
- Certification or licensure requirements has not been waived on an emergency, temporary or provisional basis
- New teachers:
- Elementary – Bachelor’s degree and demonstrated competence in reading, math, writing and other areas of elementary curriculum
- Secondary – Bachelor’s degree and demonstrated competence in academic subjects in which the teacher teaches

## Definition of ‘Highly-qualified’ cont.

- Existing teachers:
- Bachelor’s degree
- Demonstrated competence in all academic subjects based on a State standard of evaluation (specific criteria)

## Paraprofessionals 

- New – Hired after 1/8/02 must meet new requirements immediately
- Existing-Have 4 years to meet requirements
- Completed at least 2 years of study at an IHE; or
- Obtained an associate’s (or higher) degree; or
- Met a rigorous **standard of quality** and can demonstrate, through a formal State or local academic assessment knowledge of , and the ability to assist in **instructing, reading, writing, mathematics and/or reading, writing and/or mathematics** readiness.

## Scientifically-bases Research

- Parental Choice

- Accountability

- Research

- Standards, Assessment & Accountability

- High
- Quality
- Staff

## Scientifically-based Research

- 	Research that involves the **application of rigorous, systematic and objective procedures** to obtain **reliable**, and **valuable knowledge** relevant to education activities and programs, and includes research that –
- Employs **methods that draw on observation and experiment**
- Involves **rigorous data** analyses adequate to **test hypotheses** and **justify** general conclusions
- Relies on **measurements** or **observational** methods that provide reliable data across evaluators, observations and studies

## Scientifically-based Research cont.

- Is evaluated using **experimental** or **quasi-experimental** designs
- Ensures that **studies** allow **for replication**; and
- Has been **accepted** by a **peer reviewed** journal or has been approved by a panel of experts through scientific review

## Scientifically-Based Research

- Schoolwide plans
- School Improvement plans
- Targeted assistance programs
- Technical assistance to schools identified for improvement
- School support teams

## Professional Development

- High
- Quality
- Staff

- Scientifically
- Based
- Research

## Professional Development

- At a minimum, states should ensure that there is an annual increase in the percentage of  teachers who are receiving high-quality professional development to enable such teachers to become highly-qualified
- Title I funds may be used to support on-going training and professional development for teachers and paraprofessionals

## Technical Assistance

-  Professional    Development

- High
- Quality
- Staff

- High
- Quality
- Staff

## Technical Assistance

- From the LEA
- From the SEA
- Professional Development
- Schools in Improvement
- School Support Teams

## Parental Involvement

- Parental Choice

- Accountability

- Research

- Standards, Assessment & Accountability

- High
- Quality
- Staff

- Scientifically
- Based
- Research

## Parental Involvement

- New Emphasis – Parents as Consumers
- Written Parental Involvement Policy
- Building Parental Capacity
- School/Parent Compacts
- Accessibility
- Reporting
- Annual School Review
- Professional Qualifications of Teachers
- LEP Students

## No Child Left Behind & Title I 

- Parental Choice

- Accountability

- Research

- Standards, Assessment & Accountability

**No Child**

**Left Behind**

- No Child Left Behind & Title I

## Rewards to Schools that Improve Student Achievement

## Group House with Sun 

*Special Ed*

*Migrant*

***Neglected & Delinquent***

*Homeless*

**No Child**

**Left Behind**

***Indian Ed***

**Title I**

***Bilingual***

*Safe & Drug Free*

- Group House with Sun

## No Child Left Behind little red school house