No Child Left Behind
Act of 2001
Presented by: Karen Ryback
Los Angeles County Office of Education
Division for School Improvement
Rejected Names for NCLB:
Most Kids Doing Pretty Well
Leave No Lawyers Behind
Survivor NCLB: The Administrator’s
Challenge
Timelines and Benchmarks and Plans,
Oh My!
Goals 2005: Better than My Dad’s
Elementary & Secondary Education
Act (ESEA)
Enacted in 1965 as
cornerstone of
President Johnson’s
“War on Poverty”
Reauthorized every
5-6 years
No Child Left Behind Act
Two years of negotiations
Bi-partisan with political compromises
Signed into law on January 8, 2002
Over 1,000 pages
14 Titles reorganized/consolidated into 10
Total Price Tag--$26.5 billion
NCLB Themes
Stronger accountability for results
Greater flexibility
Expanded options for parents
Emphasis on scientifically-based
research
Implementation of NCLB
SEA plans--describing how NCLB
requirements will be met--must be approved
by USDE (May 2003)
LEA Plans are due June 1, 2003 to CDE for
approval


Five Goals
59 Assurances
Overview of NCLB’s 10 Titles
Title I: Improving Academic Achievement for
the Disadvantaged
Aid for pupils in highpoverty schools
Reading programs for
young children
Education for migratory
and neglected &
delinquent children
Comprehensive School
Reform (CSR) grants
Title II: Preparing, Training, and Recruiting
High Quality Teachers and Principals
Training & recruitment
programs
Math & science
partnerships
Teacher training on use of
technology in the classroom
Title III: Language Instruction for
Limited English Proficient
Language
instruction to foster
English fluency
Successful
academic
achievement in core
academic subjects
Title IV: 21st Century Schools
Safe & Drug Free Schools






Drug & Violence Prevention
Programs
Student Code of Conduct
Policy
School Discipline Policies
Crisis Management Plan
Hate Crime Prevention
Gun Possession
After-school programs

21st Century Community
Learning Centers
Tobacco Prevention
Title V: Promoting Informed Parental
Choice & Innovative Programs
Grants for Innovative
Programs
Public Charter Schools
Magnet Schools
Title VI:Flexibility & Accountability
Grants to implement
accountability mandates
Transferability of funds
Flexibility Demonstration
Agreements
Title VII: Indian, Native Hawaiian,
and Alaska Education
Special Programs for Native Americans






Educational Opportunities
Professional Development for
Teachers/Education Professionals
Fellowships
Gifted & Talented
Adult Education
Family Literacy
Title VIII: Impact Aide
Aid for school districts affected by
military bases, Indian
reservations & other non-taxable
federal land
Title IX: General Provisions
Definitions



Highly Qualified
Professional Development
Scientifically Based Research
School Prayer
Military Recruiter Access
Unsafe School Choice Option
Title X: Repeals, Redesignations &
Amendments
Homeless Education
Significant Changes in the Law
Single Statewide Accountability System
Goal: All students proficient or above in
English Language Arts and Mathematics by
2013-14
All public schools, all students


Economically disadvantaged
Major racial/ethnic groups









African American (not of Hispanic origin)
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not of Hispanic origin)
Limited-English proficient
Students with disabilities
Adequate Yearly Progress (AYP)
Achievement of the statewide Annual
Measurable Objectives (AMOs) in
English Language Arts and
Mathematics
95% participation rate
Achievement on “other” indicator


API for all schools
Graduation rate for high schools
AMOs
Based on English-Language Arts (ELA)
and Mathematics separately
Grade 10 CAHSEE/CAPA


ELA: Proficient or above = 387+
Math: Proficient or above = 373+
AMOs: English Language Arts
Elementary and Middle Schools and Elementary Districts
100.0%
100%
89.2%
78.4%
67.6%
56.8%
46.0%
35.2%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
24.4%
13.6%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
AMOs: Mathematics
Elementary and Middle Schools and Elementary Districts
100.0%
100%
89.5%
79.0%
68.5%
58.0%
47.5%
37.0%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
26.5%
16.0%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
20
01
-2
20 00
02 2
-2
20 00
03 3
-2
20 00
04 4
-2
20 00
05 5
-2
20 00
06 6
-2
20 00
07 7
-2
20 00
08 8
-2
20 00
09 9
-2
20 01
10 0
-2
20 01
11 1
-2
20 01
12 2
-2
20 01
13 3
-2
01
4
AMOs: English Language Arts
High Schools and High School Districts
100%
80%
60%
40%
20%
0%
11.2%
100.0%
88.9%
77.8%
66.7%
55.6%
44.5%
33.4%
22.3%
20
01
-2
20 00
2
02
-2
20 00
3
03
-2
20 00
4
04
-2
20 00
5
05
-2
20 00
6
06
-2
20 00
7
07
-2
20 00
8
08
-2
20 00
9
09
-2
20 01
0
10
-2
20 01
1
11
-2
20 01
2
12
-2
20 01
3
13
-2
01
4
AMOs: Math
High Schools and High School Districts
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
9.6%
100.0%
88.7%
77.4%
66.1%
54.8%
43.5%
32.2%
20.9%
AMOs: English Language Arts
Unified Districts and High School Districts with Grades 7/8
100.0%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
89.0%
78.0%
67.0%
56.0%
45.0%
34.0%
23.0%
12.0%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
AMOs: Math
Unified Districts and High School Districts with Grades 7/8
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
100.0%
89.1%
78.2%
67.3%
56.4%
45.5%
34.6%
23.7%
12.8%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
The API “Status Bar’
Defining Progress on the API as the "Other" Indicator of AYP
800
800
770
750
740
710
API Score
700
680
650
650
620
600
560
590
550
500
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 201302
03
04
05
06
07
08
09
10 2011 2012 2013 2014
Graduation Rate
High schools must show progress

Increase of one tenth of one per cent
per year until the school reaches 100%
Based on the National Center for
Educational Statistics (NCES) four
year completion rate
NCLB Student Mobility Rules
Student was
enrolled since
CBEDS date
Yes
Count in school
accountability
report
No
Student was
enrolled in more
than one school in
the same district
since CBEDS date
No
Yes
Count in district
accountability
report
Count in state accountability report
Subgroup Size
Schools will be held accountable for groups
that have:


100 students, OR
50 students that comprise 15% of the student
population
Reporting will occur for groups with at least
11 students
Program Improvement
YE AR: 1
Does Not
Adequate
Year ly
Progre ss
2
Does Not
Adequate
Year ly
Progre ss

3
4
Progra m Improve ment
Impl ement
Plan
10% Pro f. Dev.
Technical
Assistance
(LEA )
Choice
School is
identified as
PI and
develops a
2-year plan
5
Corr ective
Action
6
Restructuring
Impl ement
Plan
10% Pro f. Dev.
Technical
Assistance
(LEA )
Choice
10% Pro f. Dev.
Technical
Assistance
(LEA )
Choice
Supplemental
Services
10% Pro f. Dev.
Technical
Assistance
(LEA )
Choice
Supplemental
Services
Supplemental
Services
Corr ective
Action (LEA)
Plan for
Alternative
Governance
Replace Staff
New Curriculum
Dec rease
Manage ment
Authority
Outside Exper t
Extend Yr/Day
Charter
or
Replace Staff
or
Private Mgmt.
or
State Control
or
Other
Funda mental
Reform
Restructure
Does Not
AYP

Does Not
AYP
Does Not
AYP
Does Not
AYP
7
Impl ement
Alternative
Governance
Plan
“OF COURSE, IF THEY’’RE
ALL LEFT BEHIND, THEN,
RELATIVELY SPEAKING,
NONE ARE
LEFT BEHIND”
…FOR WHAT IT’S WOR
From the comic strip: Pett Peeves by Joel Pett
Proposed Regulations
NCLB Compliant Teachers
“New” to the profession
 Hired on or after July 1,
2002
“Not new” to the profession
 Hired prior to July 1, 2002
Timelines for Compliance
New teachers teaching a core academic
subject in a Title I SWP school or funded
with Title I funds in a TAS school, must
have been NCLB compliant when hired.
All other public school teachers teaching a
core academic subject, must be compliant
by the last day of the 2005-06 school year.
Core Academic Subjects
English
Reading/language arts
Mathematics
Science
History
Geography
Civics/government
Economics
Foreign languages
Arts
3 Requirements for Core
Subject Teachers
Bachelor’s degree
State credential or Intern
certificate/credential (for
no more than three years
Demonstrated core
academic subject-matter
competence
Core Academic
Subject Matter Competence
Elementary
 Must pass the
California Subject
Examination for
Teachers (CSET)
Middle/High School
 CCTC approved
subject matter exam
or program
 A major
 A major equivalent
 Graduate degree
“New” Teachers
Core Academic
Subject Matter Competence
“Not New” Teachers
Elementary:
 Pass any past/current CCTC approved subject
matter exam OR complete the HOUSSE
Middle/High School:
 For each core subject taught:
 CCTC approved subject matter program OR
 A major OR
 A major equivalent OR
 A graduate degree OR
 National Board Certification (NBC)
 Complete the HOUSSE
HOUSSE
“High Objective Uniform
State Standard of
Evaluation”
100 points required to be
satisfied through Part I
and/or Part II
HOUSSE: Part I
Summation of:

Years of experience in grade
span/subject (Max. 50 pts.)

Core academic coursework in grade
span/subject

In-depth standards aligned professional
development

Service to the profession in relevant
core academic content
HOUSSE: Part 2
Completion of successful observations

Required documentation: lesson plan, analysis
of student performance, and observer notes
(Each observation = 20 pts)
Completion of portfolio assessment

4 entries required: 5 sequenced lesson plans,
student assignments, analysis of student
performance, reviewer notes
(100 pts--no partial credit)
Paraprofessionals
All instruction paraprofessionals

Must have a high school
diploma/equivalency

May only be assigned to work under the
direct supervision of a HQ teacher

Must be assigned only permissible duties
as listed in the law
Heightened Requirements
Must meet one of the following:
Associate’s degree
Two years of study at an institution of higher
education (48 semester units)
Local rigorous academic assessment
 Knowledge of reading, writing, & mathematics
(or readiness)
 Ability to assist in instructing in reading, writing, &
mathematics (or readiness)
Timelines for Paraprofessionals
Affected Paraprofessionals
All newly hired Title I-funded
paraprofessionals and all newly
hired paraprofessionals in a Title I
Schoolwide Program school
Date of Implementation
January 8, 2002
All previously hired Title I-funded
January 8, 2006
paraprofessionals and all previously
hired paraprofessionals in a Title I
Schoolwide Program school
Cap on Funding
The district may not fund any additional
paraprofessionals with Title I, Part A
funds, if after 3 years, the district does
not make progress toward meeting its HQ
teacher objectives and AYP.
Parent Notifications
Parents Right-to-Know (Title I Schools)

May request the qualifications of their child’s
teacher/paraprofessional
4-Week Notice (Title I Schools)

When child has been taught for 4 or more consecutive
weeks by a core subject teacher who does not meet the
NCLB
Unsafe School Choice Option
Option to transfer to a safe school
must be given if child is:
• in a school identified as
“persistently dangerous”
• the victim of a violent crime on
school property
Military Recruiter Access to
Students
LEAs are required to provide secondary
students’ names, addresses, and telephone
listings, when requested (unless a parent
“opts out”)
LEAs must provide the same access to
military recruiters to secondary school
students as given to postsecondary
institutions or prospective employers
Questions
Karen Ryback
Title I/NCLB Consultant
Los Angeles County Office of Education
Division for School Improvement
(562) 922-6752
Ryback_Karen@lacoe.edu