No Child Left Behind
Kathleen Whittier
7/1/2016
SUNY Plattsburgh ESS: Cultivating
the scholar, teacher, and colleague
within.
1
No Child Left Behind Act of
2001 (NCLB)
 expands the federal government’s role in
elementary and secondary education.
 reinforces the Elementary and Secondary
Education Act of 1965 (ESEA)
7/1/2016
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within.
2
Elementary and Secondary
Education Act role in K-12
 was primarily one of providing aid to
disadvantaged students investing in educational
research and development.
 Emphasis now is accountability by making
federal aid for schools conditional on those
schools meeting academic standards and abiding
by policies set by the federal government.
7/1/2016
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3
NCLB - Emphasizes
 accountability
 making federal aid for schools conditional on
those schools meeting academic standards and
abiding by policies set by the federal government
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4
Sets strict requirements and
deadlines for states
 to expand the scope and frequency of student
testing,
 revamp their accountability system and
 guarantee that every classroom is staffed by a
teacher qualified to teach in his or her subject area.
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5
The NCLB requires states
 to improve the quality of their schools from year to year.
 percentage of students proficient in reading and math must
continue to grow and the test-score gap between
advantaged and disadvantaged students must narrow.
 pushes state governments and educational systems to help
low-achieving students in high-poverty schools meet the
same academic performance standards that apply to all
students.
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6
The NCLB has four basic
points:
 Accountability for results
 Emphasis on doing what works based on scientific
research
 Expanded parental options
 Expanded local control and flexibility
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What does this really mean in
NY?
 All children in at least one grade within the
grade intervals of 3rd – 5th, 6th – 9th, and 10th
– 12th will be assessed annually in language
arts/reading and mathematics
 All children within the grade intervals of
3rd - 8th will be assessed annually in
language arts/reading and mathematics
beginning in 2005 -2006
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 All children in at least one grade within the
grade intervals of 3rd – 5th, 6th – 9th, and 10th
– 12th will be assessed annually in science
 All children means just that all students
regardless of placement, economic, racial or
ethnic group must be assessed
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SUNY Plattsburgh ESS: Cultivating
the scholar, teacher, and colleague
within.
9
Adequate Yearly Progress (AYP)
100% Proficiency minus start point = X
X/12 = AYP
100% - 40% = 60%
60%/12 = 5% AYP
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10
Demographic Groups
Includes all “continuously
enrolled students”
All students
Students from major racial
& ethnic groups
Students with limited
English proficiency
Students with disabilities
Economically
disadvantaged
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Needs Improvement
 Stage 1 Fails to make
AYP for 2 consecutive
yrs.
– Must implement 2yr
improvement plan:
– Choice of transfer
 Stage 2 Fails to make
AYP the next year
(I.e., 3 consecutive
yrs)
– Supplemental
educational services
*Items not underlined only apply
to title I schools
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Corrective action
 Fails to make AYP for 4 consecutive years
 Must perform at least one of the following:
– Replace school staff
– Introduce new curriculum
– Significantly decrease management authority
– Appoint outside experts to implement improvement
plan
– Extend school year or school day
– Reorganize the school
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13
Restructuring
 Fails to make AYP for 5 consecutive years
 Must develop a plan for restructuring, including:
–
–
–
–
–
7/1/2016
Closing school down
Replacing all or most of staff
Allow state takeover
Hire private management contractor
Convert to a charter school
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NYSED Commissioner’s regulations in
Implementation of NCLB Transfer Rights
 Districts with schools in status of “improvement”,
“ corrective”, or “restructuring” shall provide all
students enrolled the option to transfer to another
school district not in such status.
 In providing students option to transfer, priority
should be given to lowest achieving students from
low-income families as determined by the district.
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 Transferring students have same rights as other
student, and are permitted to remain in the school
until they have completed highest grade achieved.
 Transfer students with disabilities must continue
to receive FAPE.
 Note lack of financial capacity at school is not
defense for paying for transfer
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NCLB’s
Unsafe School Provision
 School districts must allow students to
transfer to a “safe school” under either of
these circumstances:
– Student’s school has been designated as a
“persistently dangerous public elementary or
secondary school” or
– Student is a victim of a violent criminal offense
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Parental Notice
 Must notify the parents or guardian of all students
who attend such school no later than 10 days after
notification to district of persistently dangerous
status
 Notice to parents or guardian for victims of violent
offense is 24 hours
 Notice of status and offer to transfer to a safe
school may be made simultaneously in same
communication
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 Notice should be, to the extent possible, in
dominant language or mode of communication
used by parent or guardian
 No notice is required where there are no other
public schools within the district at the same grade
level, or
 Transfer to a safe school is otherwise impossible.
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District’s Obligations to Student receiving
Special Education who’s Parents Exercise Option
of Choice
 School of choice may implement the IEP in
place; or
 Convene a CSE and develop new IEP that
meets the student’s unique needs
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 School districts must offer students with
with disabilities and those eligible under
Second 504 and Title II of ADA opportunity
to be educated in an eligible school. One
that has not been:
– Identified for improvement, corrective action or
restructuring, or
– Identified as persistently dangerous
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 Parents must be given at least two choices
of eligible schools
 Districts are not required to offer students
with disabilities same choice of schools as
those offered to student who are nondisabled
7/1/2016
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within.
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