Title I Teacher Training Module No Child Left Behind Act of 2001.

Title I Teacher Training Module

No Child Left Behind Act of 2001


Introduction

Purpose

To deliver support to Title I teachers who interact with Title I students, helping them to achieve high academic performance. This module will do the following:

Provide a high-level framework of No Child Left Behind and Title I requirements.

Present the new accountability requirements Provide instructional strategies based on data

analysis. Identify requirements and activities for parental

involvement.

Role of Teachers

Teachers play a pivotal role in the process and successful implementation of NCLB.

First line of contact as the main link with parents.

Assess students’ needs and performance on a daily basis.

Evaluate programs’ success (tools, strategies, materials, programs & activities).

Direct activities of paraprofessionals.

Contents of Title I Teacher Training Module

General Overview of No Child Left Behind (NCLB) Title I Understanding Accountability Data-Driven Analysis and Assessment Data-Driven Decision-Making Instructional Strategies for Student Achievement Scientifically Based Research Parental Involvement Highly Qualified Teachers and High-Quality

Professional Development Resources


Understanding NCLB

No Child Left Behind

The No Child Left Behind Act of 2001 (NCLB) frames the structure of accountability in education to help all children reach proficiency by 2014.

NCLB embodies four key principles of education reform: Accountability, Flexibility, Choice, and Methodology.

Purpose of Title I

Help children who are low achievers meet high academic standards.

Title I Requirements

Under Title I, states and districts are required to close the achievement gap by the following methods:

o Targeting dollars to low-performing students.

o Placing a “highly qualified” teacher in every classroom.

o Improving the qualifications of paraprofessionals.

Title I Requirements (cont.)

o Offering professional development for staff.

o Using instructional practices and programs based on research.

o Involving the parents in their child’s education.

Title I Funding

Determined by number of low-income students in district.

Districts allocate their funds to schools based on the poverty level.

Schools serve the lowest-performing students to help them achieve academically.

Title I Funding (cont.)

Eligible low-performing private school students in attendance area of eligible school are also served.

Targeted assistance or schoolwide programs.

Districts apply for funds through the NCLB Consolidated Application process.


Understanding Accountability: A Teacher’s Perspective

Understanding Accountability

New Jersey’s Single Accountability System

State Assessments Disaggregating Results for

Subgroups AYP Calculations Sanctions

Single Accountability System

New Jersey has a Single Accountability System, in compliance with NCLB requirements, to ensure that all schools will make “adequate yearly progress” (AYP) toward meeting the state’s academic achievement standards.

Students must score “Proficient” or “Advanced Proficient” levels on state assessments.

Single Accountability System (cont.)

AYP is based on assessment results and participation plus secondary indicators

• Attendance for elementary and middle schools

• Graduation rate (starting in 2004- 2005) for high schools

Student participation in state assessments must meet 95%.

The goal is that all students will be proficient by 2014.

State Assessments: Percent of Proficiency

Starting Point 2003

2005 2008 2011 2014

Language Arts Literacy

Elementary Grades 3, 4, 5

68 75 82 91 100

MiddleGrades 6, 7,8

58 66 76 87 100

H.S.Grade 11

73 79 85 92 100

Mathematics

ElementaryGrade 4, 5

53 62 73 85 100

Middle Grade 7, 8

39 49 62 79 100

High SchoolGrade 11

55 64 74 86 100

State Assessments

Students are currently tested in grades 3, 4, 8, and 11 in language arts literacy (LAL) and mathematics using the state assessments.

Other grades will be phased in. By the 2005-2006 school year, LAL and mathematics tests will be administered in every year in grades 3 through 8 and once during grade span 10-12.

Science will be tested in all the above grades by the 2007-2008 school year.

State Assessments (cont.)

An Alternative Proficiency Assessment (APA) will be administered to eligible students with disabilities.

LEP students must be tested.

AYP Calculations

Subgroups Adequate Yearly Progress (AYP) is calculated for

total district, total for each school, and the following student subgroups for each content area (LAL/math/science): Racial/ethnic groups, including White, African-

American, Hispanic, Asian/Pacific Islander, and Native American

Students with Disabilities Economically Disadvantaged Limited English proficient (LEP)

Purpose of Disaggregating Data

Accountability Closing the Achievement Gap

Sample School ResultsSchool A Elementary SchoolLAL AYP Yes/No Safe Harbor

Math AYP Yes/No Safe Harbor

All StudentsYes = 75% Yes = 65%

African-American No = 49% No No = 39% No

HispanicNo = 50% Yes = 56% No = 45% No

Native American

Asian/Pacific Islander Yes = 70% Yes = 58%

WhiteYes = 70% Yes = 60%

LEPNo = 45% No No – 35% No

EconomicallyDisadvantaged

Students with Disabilities No = 41% No No = 38% No

New Jersey Professional Education Port

AYP Targets for2002-2003 School Year

NJ ASKLAL 68%Math 53%__________________

Sample School AYP Profile

What Happens if AYP Is Not Met?

Year 1 − Early Warning: School did not meet AYP in at least one content area for total student population or one or more subgroups.

Year 2 − Choice: School did not meet AYP in the same content area for two consecutive years. School identified as in need of improvement and must offer intradistrict choice and prepare School Improvement Plan.

Year 3 − SES: School did not meet AYP again; it must continue to offer choice and also offer supplemental educational services (SES).

What Happens if AYP Is Not Met? (cont.)

Year 4 − Corrective Action: School did not meet AYP again; it must continue to offer choice and SES and also prepare a Corrective Action Plan.

Year 5 − Planning for Restructuring: School did not meet AYP again; it must improve academic performance or go into restructure status.

Year 6 − Restructuring: School did not meet AYP again; it is identified for restructuring, which could result in state takeover.


Data-Driven Analysis/Assessment

Data-Driven Decision-Making

NCLB requires schools to make critical decisions regarding instructional and academic services based on data analysis.

Collectively and interactively, data informs schools of the impact of current programs and processes on their students so that decision-making can occur.

Four Types of Data to Be Gathered

There are four types of data that should be gathered:

Demographic Data Perceptual Data Student Learning Data School Process Data

Resource: [email protected]

State School Report Card

Information on aggregate student achievement at each proficiency level

Disaggregated information by ethnicity, gender, disability status, migrant status, English proficiency, and economically disadvantaged

Shows a comparison between the actual achievement of each group and the state’s annual measurable objectives

State School Report Card (cont.)

The percentage of students not tested The most recent 2-year trend in student

achievement Aggregate information on indicators used

to determine AYP Attendance rates for elementary and

middle schools Graduation rates for secondary school

students

State School Report Card (cont.)

Information on the performance of districts and if they made AYP

Information on the professional qualifications of teachers in the state

Web site for School Report Cards:http://education.state.nj.us/rc

Data Reports

School-Level Reports District Summary Report Individual Student Reports

School-Level Reports



District Summary Report

Analysis of School-Level and Individual Reports

Analyze the results of the proficiency levels and the cluster reports in order to determine the strengths and deficiencies of the following:CurriculumTeaching strategiesClassroom environmentCultureParental supportStudents’ affective needs

Other Assessments

Beginning of school year End of school year Mid year

Tools for School Improvement Planning

The Annenberg Institute for School Reform has a Web site that provides links to surveys and using data for school improvement.

http://www.annenberginstitute.org/tools/


Instructional Strategies for Student Achievement

Test Preparation – Providing Tools

Use Core Curriculum Content Standards as the basis for curriculum

Rely on the support of scientifically based research programs

Consult the list of approved Title I activities in the NCLB reference manual

www.nj.gov/njded/grants/entitlement/nclb

Test Preparation (cont.)

Reference the test specifications for the NJ ASK, GEPA, and HSPA

Use sample test items and rubrics throughout the year

Incorporate assessment experiences in the classroom that simulate state assessments

Provide several picture prompts and other writing tasks to be done in a limited time frame

Test Preparation (cont.)

Provide open-ended questions Simulate the physical test setting

several times throughout the year Discuss rubrics with the students

and use them in your scoring

Strategies for At-Risk Students

Examine the nonacademic factors that may be affecting performance

Maintain high (but not frustrating) expectations

Use differentiated instruction strategies and assessment

Integrate strategies across the curriculum

Include cognitive strategies

Strategies for Limited English Proficient (LEP) Students

Use academic content to teach the language skills of listening, speaking, reading, and writing

Sheltered English Used in an integrated

setting Each class has a language

objective and a content area objective

Strategies for Students with Disabilities

Programs should be organized to promote the same high expectations for achievement established for nondisabled students

All programs, regardless of setting (general education class, resource center, special class) should provide access to the district’s comprehensive general education curricula, materials, and assessments as well as supplementary services provided to other students (e.g., tutoring)

www.state.nj.us/education


Scientifically Based Research

Scientifically Based Research Programs

Title I programs must be Research-based Proven to work

www.ed.gov/nclb/methods/whatworks/doing.html

Evaluating an Educational Intervention for Research Worthiness

Is the intervention backed by “strong” evidence of effectiveness?Randomized controlled trials that are

well-designed and implementedTrials showing effectiveness in 2 or

more typical school settingsTrials in schools similar to your

school

Examples of Effective Evidence-Based Interventions

Tutoring by qualified tutors for at-risk readers Grades 1-3.

Life skills training for junior high students effective in reducing smoking and substance abuse.

Reduced class size Grades K-3 raises Stanford scores in reading & math.

More Examples of Effective Evidence-Based Interventions

Phonemic awareness and phonics helps early readers read more proficiently.

High-quality, educational child care and preschool for low-income children reduces special education placements by age 15.

Reading First Program

Five key components of a reading program: Phonemic awareness Phonics Reading fluency Vocabulary development Reading comprehension strategies

www.nj.gov/njded/readfirst/Programs


Parental Involvement

Positive Results

The most accurate predictor of a student’s achievement in school is not income or social status, but the extent to which that student’s family is able to: Create a home environment that encourages learning. Communicate high, yet reasonable, expectations for their children’s achievement and future careers. Become involved in their children’s education at school and in the community.

Research on Parental Involvement

Parental involvement has shown the following benefits: An increase in student academic achievement A decrease in behavioral issues such as violence and drug abuse Better attendance Positive attitudes Lower drop-out rates

District and School Plans

NCLB requires schools and districts to implement parental involvement plans.

Collaboration Required by Title I

Districts must include parents in the development of their parent involvement policy.

Schools must develop a School-Parent Compact that outlines how parents, school staff, and students will share responsibility for improved student academic achievement.

In some cases, Title I funds must be set aside for parent involvement activities (1% of allocations over $500,000).

Building Capacity

Through the NCLB “14 Activities to Build Capacity for Parental Involvement,” the schools and district will ensure effective partnerships between the parents and community and the school. Six activities are required; eight are suggested. NCLB Section 1118

Parental Notifications Required by Title I

Notifications must be in a format and language that parents will understand.

Letter informing parents of school’s improvement status and notification of school choice and SES options

Letter about teacher qualifications (Parents’ Right-to-Know section 1111)

Parental Notifications Required by Title I (cont.)

Letter for placement of a limited English proficient (LEP) child in an English language instruction program

School Report Card and NCLB Report Card

NAEP notification

Parent Options for Schools Identified for Improvement

Intradistrict Choice: Parents of all children in a school identified for improvement may choose to transfer their child to another “available” public school in the district. The choice school cannot also be in improvement status or identified as “persistently dangerous.”

SES: During the second year of improvement status, or if choice is not an option in the first year, eligible students must be offered supplemental educational services, provided by state-approved vendors.

Follow-up Activity

Sample School A shows gaps in both LAL and math for subgroups African-American, Hispanic, LEP, and Special Ed. The school needs to actively engage the parents to be more involved and supportive of the school endeavors. Parents can be provided with some lessons that the students can work on at home.


Highly Qualified Teachers and High-Quality

Professional Development


Highly Qualified Teachers

The Federal Context: NCLB

The Highly Qualified Teacher initiative is a federal mandate that requires states to demonstrate the alignment between teachers’ academic preparation and their content area teaching assignments through each state’s licensing system.

Teachers’ content expertise is the strongest predictor of student achievement.

Highly Qualified Teacher Requirements

At least a bachelor’s degree Standard certification (no

emergency or conditional certification)

Proof of content area expertise in the core academic content area(s) the teacher teaches Elementary generalists Middle and secondary content

specialists Special education and ESL

teachers

Which Teachers Must Document Their Qualifications?

All teachers with responsibility for direct instruction in one or more core academic subjects, including elementary generalists

Special education teachers who provide direct instruction in one or more core academic subjects

Core Academic Content Areas

Language Arts Reading English Science Mathematics History

Government Geography Economics Arts Civics Foreign

Languages

Title I Teachers and HQT Requirements

Expedited timeline for qualifying: Teachers in Title I schools hired after

September 1, 2002, must satisfy the definition at the time of hire.

Veteran teachers working in all schools prior to 2002 have until June 2006 to satisfy the requirement.

Title I Teachers and HQT Requirements (cont.)

Use of the NJ HOUSE Standard Content Knowledge Matrix First-year teachers in Title I schools

may not use the NJ HOUSE Standard Content Knowledge Matrix to satisfy the requirement.

Veteran Title I teachers and experienced teachers newly hired in Title I schools may use the NJ HOUSE Standard Content Knowledge Matrix.

Content Expertise

The highly qualified requirement

focuses on content knowledge. An education degree is not sufficient without demonstrating content expertise in the core academic content the teacher teaches.

Parent Notification and HQT Requirements

Parent Notification Requirements apply to schools receiving any level of Title I funding. In September, Title I schools must

inform parents of their right to inquire about the credentials of their child’s teachers.

Title I Teachers and HQT Requirements (cont.)

By November 1, Title I schools must inform parents which of their child’s teachers have not yet satisfied the HQT requirement―even if teachers have until June 2006 to satisfy the requirement.

2004 HQT Survey Results (Percent of classes taught by HQTs)

Elementary Middle/HS

All Schools 96.3% 90.5%

High Poverty Schools 91% 81.1%

Low PovertySchools 98.6% 94.5%

Federal Requirement: By June 2006, 100% of classes must be taught by highly qualified

teachers

The New Jersey Model for Identifying Highly Qualified Teachers (2004-2005edition) is available on NJDOE Web site: www.nj.gov/njded/profdev/nclb/

E-mail helpline for questions: [email protected]

Highly Qualified Teacher Resources


High-QualityProfessional Development

A New Vision of High-Quality Professional Development

“It’s not ‘what counts’ it’s what matters.”- Willa Spicer*

High-quality professional learning focuses not on accruing hours but on achieving results―the improved learning of all students.

High-Quality Professional Learning

Sustained Intensive Classroom-

focused Research-based Aligned with state

standards and assessments

Principles of Effective Professional Development

District framework Research-based principles Network of instructors Data-driven decision-making

Title I Professional Development Requirements

Title I funds may be used for professional development of Title I teachers

Districts must reserve 5% of their Title I allocation for professional development

Schools identified as in need of improvement must set aside 10% of their Title I school allocation for professional development


ParaprofessionalRequirements

Paraprofessional Responsibilities

Apply to instructional paraprofessionals funded by Title I:

Provide one-on-one tutoring Assist with classroom management Provide computer assistance Conduct parent activities Provide library support Translate Provide instructional assistance

Paraprofessional Qualifications

Must meet one of the following: Two years of study at institution of

higher education Associate’s degree Paraprofessional

Performance/Portfolio Assessment www.nj.gov/njded/title1/hqs/pp/portfolio.shtml

The Greatest Challenge for Title I: Changing the Culture of “Can’t”

The transformational change agent says, “Here is the standard, which I know is impossible, so let’s stand together and learn our way into a higher level of performance.”

- Robert Quinn

Title I Teacher Training Module No Child Left Behind Act of 2001.

Documents

nclb slide

nclb title

teachers perspective

achievement gap slide

state assessments students

purpose of title

contents of title

eligible students