wisconsin department of public instruction march 30 2004 welcome 2r charter schools welcome 2r...

Wisconsin Department of Public InstructionMarch 30 2004

Welcome Welcome 2r Charter Schools2r Charter Schools

ESEA & NCLB Overview

22

Welcome and Welcome and IntroductionsIntroductions

Shirley MoutryShirley Moutry

Diana KasbaumDiana Kasbaum

Myrna ToneyMyrna Toney

Janice ZmrazekJanice Zmrazek

Department of Public Instruction Consultants:

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AgendaAgenda

ESEA and NCLB Pillars of NCLB

Accountability Overview of Titles II-V Consolidated Application and Claims Title I and Schoolwide Questions

44

No Child Left BehindNo Child Left BehindSometimes referred to as the NCLB Act, or ESEA Reauthorization, or HR1

Originally enacted in 1965 (ESEA)Reauthorized January 8, 2002

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No Child Left BehindNo Child Left Behind

Purpose – provide all children with a fair, Purpose – provide all children with a fair, equitable, and significant opportunity to obtain a equitable, and significant opportunity to obtain a high quality educationhigh quality education

CharacteristicsCharacteristics AccountabilityAccountability High quality teachers and paraprofessionalsHigh quality teachers and paraprofessionals Parent options Parent options Research based practicesResearch based practices FlexibilityFlexibility

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Federal Performance Goals

1. By 2013-14, all students proficient or better in reading and math.

2. All LEP students proficient in English and in reading and math.

3. By 2005-06, highly qualified teachers.

4. All students educated in safe and drug-free learning environments.

5. All students will graduate from high school.

AccountabilityAccountability

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AccountabilityAccountability

Single Statewide

Accountability System

Adequate Yearly Progress

Testing

More Data Collection and Reporting

Highly Qualified Teachers

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NCLB AccountabilityNCLB AccountabilityMeans More TestingMeans More Testing

Reading at 3rd Grade (WRCT)

Reading, Language Arts (Writing), Math, Science, and Social Studies at 4, 8, and 10 (WKCE Enhanced)

NAEP was optional prior to 02-03

Testing grades 3, 4, 5, 6, 7, 8, and high school (10th grade) in Reading and Mathematics by 2005-06

NAEP participation required starting 2002-03

Currently we test: ESEA requires:

Testing grades 4, 8, and 10 in Language Arts, Science, and Social Studies (State Law)

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Adequate Yearly ProgressAdequate Yearly Progress%

Pro

fic

ien

t/A

dva

nc

ed

Proficient by 2013-14 = 100%

ReadingMath

All states must achieve…

1010

Proficient by 2013-14 = 100%

% P

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nt/

Ad

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Adequate Yearly ProgressAdequate Yearly Progress

Accelerated annual gains

beginning 2010-11

Wisconsin

61%

37%

0

20

40

60

80

100

2001

-02

2002

-03

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08

2008

-09

2009

-10

2010

-11

2011

-12

2012

-13

2013

-14

ReadingMath

1111


Reading Math

Starting Point 2001-02 61% 37%

2002-03 61% 37%

2003-04 61% 37%

Intermediate Goal 2004-05 67.5% 47.5%

(Begin new 3-8 tests) 2005-06 67.5% 47.5%

2006-07 67.5% 47.5%

Intermediate Goal 2007-08 74% 58%

2008-09 74% 58%

2009-10 74% 58%


Intermediate Goal 2011-12 87% 79%


Goal: All Proficient 2013-14 100% 100%

Annual Measurable Objectives

% P

rofi

cie

nt/

Ad

van

ced

Wisconsin

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1. Test Participation (95 %)

2. Other Academic Indicator

Attendance rate for elementary

and middle school

Graduation rate for high school

Academic Achievement Indicators:

3. Reading

4. Math

Determining AYP


Based on Full Academic Year

Based on total enrollment

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1. Test Participation (95 %)

Determining AYP


Determine whether 95% of students enrolled were tested in each subgroup meeting minimum cell size.

All students 40

Subgroups: Economically disadvantaged students 40 American Indian/Alaska Native 40 Asian/Pacific Islander 40 Black, not of Hispanic Origin 40 Hispanic 40 White, not of Hispanic Origin 40 Students with disabilities (SwD) 50

Students with limited English proficiency (LEP) 40

Minimum cell size

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At the elementary or middle school level, 90% of the statewide average or growth in attendance rate.

At the high school level, 90% of the statewide average or growth in graduation rate.

Determining AYP


2. Other Academic Indicator

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Determine if the number of students enrolled for a full academic year (FAY) meet the minimum cell size in each subgroup.

Determining AYP


Academic Achievement Indicators:3. Reading 4. Math

All students 40

Subgroups: Economically disadvantaged students 40 American Indian/Alaska Native 40 Asian/Pacific Islander 40 Black, not of Hispanic Origin 40 Hispanic 40 White, not of Hispanic Origin 40 Students with disabilities (SwD) 50

Students with limited English proficiency (LEP) 40

Minimum cell size

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If minimum cell size is NOT reached...

All students

Determining AYP


Roll 2 years of data together

Roll 3 years of data together

Still not reached?

Still not reached?

Alternate evaluation process.

Academic Achievement Indicators:3. Reading 4. Math

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The identification…


Missing AYP two consecutive years in:Test ParticipationOther IndicatorReadingMathematics

Schools: SIFI

Districts: DIFI

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What happens if schools don’t make AYP?


No AYP for 2 consecutive years: Must write an improvement plan

Must receive technical assistance from district

School choice option for parents

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Supplemental educational services


2020






Corrective Action


2121






Corrective Action

Develop plan for alternative governance


2222






Corrective Action

Develop plan for alternative governance

Implement alternative governance


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What happens if districts don’t make AYP?


2 years –Develop a plan for improvement

3 years –Implement plan and State may direct corrective action

4 years –Continue plan and State may direct corrective action

5 years and beyond – Mandated corrective action as prescribed in federal law

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All teachers hired after January 8, 2002 and teaching in a program supported by Title I funds be highly qualified and all teachers teaching “core academic subjects” are to be highly qualified by 2005-06..

Core academic subjects means English, reading or language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography.

Teacher QualityTeacher Quality

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All Title I paraprofessionals newly hired after January 8, 2002 must have: at least 2 years of higher education or an associates

degree; or passed formal state or local tests/assessments

designed to demonstrate knowledge and ability in certain subject areas.

All Title I paraprofessionals hired before January 8, 2002 must meet the above requirements by the end of the 2005-06 school year.

ParaprofessionalsParaprofessionals

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FlexibilityFlexibility

Transferability – use money from Transferability – use money from one title for the purposes of one title for the purposes of another – based on local needs and another – based on local needs and prioritiespriorities

Parent OptionsParent Options

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Parent Options Under Parent Options Under NCLBNCLB

Parents may request information about Parents may request information about teacher qualifications -teacher qualifications -http://www.dpi.state.wi.us/dpi/esea/bul_0209.htmlhttp://www.dpi.state.wi.us/dpi/esea/bul_0209.html

Must be notified if child is provided Must be notified if child is provided services by paraprofessionalsservices by paraprofessionals

Must be notified if the school has been Must be notified if the school has been identified as in need of improvementidentified as in need of improvement

Must be given options for school choice if Must be given options for school choice if school is in need of improvementschool is in need of improvement

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Parent Options Under Parent Options Under NCLBNCLB

Must be informed of their child’s Must be informed of their child’s achievement on state assessmentsachievement on state assessments

Title II and Title V $s available to train Title II and Title V $s available to train teachers about how to involve parentsteachers about how to involve parents

Requirements for Title I $sRequirements for Title I $s

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Research-Based Research-Based ProgramsPrograms

Scientific research-based practices are mentioned throughout the legislation, in every title

All programs, strategies, professional development, and technology activities should be based on proven research with these characteristics: Scientific Method Replicated Generalized Meets Rigorous Standards Convergent Findings

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Data Collection and Data Collection and ReportingReporting

Development of an individual student record system in order to collect the required data.

This system will eliminate the need for local districts to develop costly data summarization systems.

The Wisconsin Information Network for Successful Schools (WINSS) will be used to meet all of the state and local district reporting requirements

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VII VIII

IX X

Titles Under NCLBTitles Under NCLB

IV V VI

II III

I

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VII VIII

IX X

IV V VI

II III

II-Improving Academic

Achievement of the DisadvantagedII-Preparing,

Training, and Recruiting High Quality Teachers and Principals

III-English Language Acquisition, Language

Enhancement, and Academic Achievement Act

IV-21st Century Schools

V-Promoting Informed Parental

Choice and Innovative Programs

VI-Flexibility and Accountability

VII-Native Americans &

Alaskan Education

VIII-Impact Aid

IX-General Provisions

X-Amendments to Other Statutes

Titles Under NCLBTitles Under NCLB

3333

VII VIII

IX X

IV V VI

Funding for SchoolsFunding for Schools

II III

I

VIII

VII

IV

X

VIV

II III

I

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VII VIII

X

IV V VI

Funding for SchoolsFunding for Schools

II III

I

VIII

VII

IV

X

VIV

II III

I

Districts access these funds through entitlements and

competitive grants

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Title I, Part A—Improving the Academic Title I, Part A—Improving the Academic Achievement of the Disadvantaged - Achievement of the Disadvantaged -

Basic ProgramsBasic Programs

Funding - $145 M to WI in 2003-04 Allocations to LEAs - based on number of low

income children Use of funds – for programming provided by the

district; or allocated to school buildings based on the number of low income children

Allowable activities - a variety of services and activities, most commonly for instruction in reading and math.

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Title I, Part C, Part DTitle I, Part C, Part D

Title I, Part C—Migrant Education - addresses the special educational needs of migrant children to better enable migrant children to succeed academically. This grant makes funds available to districts to address the unique needs of migrant students.

Title I, Part D—Neglected and Delinquent - assists districts and agencies to address the academic and support needs of at-risk children and youth living in residential institutions. Enables students to make successful transition from institutional status to further schooling and employment

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Title II, Part A—Teacher and Title II, Part A—Teacher and Principal Training and Principal Training and

RecruitingRecruiting Funding - $43.7 M to WI in 2003-04

Allocations to LEAs - based on enrollment and number of low income children

Use of funds – LEAs assure priority in allocating funds to schools with fewest highly-qualified teachers, largest class sizes, or identified for improvement (SIFI)

Allowable activities - a wide variety of professional development activities for teachers, paraprofessionals, and administrators; and class size reduction.

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Title II, Part D—Enhancing Title II, Part D—Enhancing Education through TechnologyEducation through Technology

Funding - $3.6 M to WI in 2003-04

Allocations to LEAs – linked to LEA eligibility for Title I A

Use of funds – support use of technology in elementary and secondary schools, assist every student to become technologically literate by the end of eighth grade, effective integration of technology resources and systems with professional development and curriculum development

Allowable activities – at least 25% for professional development, purchase of computers and software

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Title III, Part A—English Title III, Part A—English Language Acquisition and Language Acquisition and Language EnhancementLanguage Enhancement


Allocations to LEAs – based on census of ELL students the prior year

Use of funds – help ELL students become proficient in English and achieve high academic standards

Allowable activities – high quality English language instruction programs, bilingual instruction in core subjects, promote parent involvement

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Title IV, Part A – Safe and Drug Title IV, Part A – Safe and Drug Free Schools and CommunitiesFree Schools and Communities


Allocations to LEAs – 60% of prior year and enrollment

Use of funds – coordinate with other school and community services and programs to promote safe and drug free learning environment to support academic achievement – using programs consistent with Principals of Effectiveness

Allowable activities – AODA prevention programs, peer intervention, safety equipment

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Title V, Part A—Promoting Title V, Part A—Promoting Informed Parental Choice Informed Parental Choice

and and Innovative ProgramsInnovative Programs

Funding - $6.1 M to WI in 2003-04 Allocations to LEAs – based on enrollment and

number of low income children Use of funds – improve student achievement

and educational quality thorough a wide variety of activities, programs, or services

Allowable activities – instruction, specialized services, professional development, materials, technology, parent involvement

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Supplement not Supplement not SupplantSupplant ESEA funds must be used to enhance ESEA funds must be used to enhance

the regular program that the LEA is the regular program that the LEA is required to provide to all studentsrequired to provide to all students

Funds cannot be allocated to replace Funds cannot be allocated to replace money the LEA formerly provided to the money the LEA formerly provided to the activity or serviceactivity or service

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How to Apply for ESEA How to Apply for ESEA FundsFunds

WISline Web training – April 1, 8, 13WISline Web training – April 1, 8, 13http://www.dpi.state.wi.us/dpi/esea/pdf/2-11-

04trainingmemo.pdf Electronic Application

http://www.dpi.state.wi.us/dpi/esea/conapp/default.html

DPI Title-Specific Staff Contactshttp://www.dpi.state.wi.us/dpi/esea/pdf/contacts.pdf

4444

ESEA Application ESEA Application ComponentsComponents

Paper Documents – print out, sign, Paper Documents – print out, sign, return to DPIreturn to DPI Assurances, Debarment, Internet Safety, Assurances, Debarment, Internet Safety,

Application Requirements ChecklistApplication Requirements Checklist Contact Persons – update/complete on Contact Persons – update/complete on

lineline Consolidated Program Plan – overall Consolidated Program Plan – overall

description of how ESEA money will be description of how ESEA money will be usedused

Budgets by TitleBudgets by Title

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ESEA Application ESEA Application TimelineTimeline

March 31 – work on paper documents, March 31 – work on paper documents, involve parents and community members in involve parents and community members in planning, start budgets with estimates of planning, start budgets with estimates of aid and carryoveraid and carryover

May/June – DPI will enter official allocationsMay/June – DPI will enter official allocations July 1 – submit applications with plans and July 1 – submit applications with plans and

budgets based on official allocationsbudgets based on official allocations November 1 – revise budgets as needed November 1 – revise budgets as needed

after DPI enters official carryoverafter DPI enters official carryover

4646

ESEA Application ESEA Application ChangesChanges

Transferability – will be part of the Transferability – will be part of the electronic applicationelectronic application

Editing – items can be changed Editing – items can be changed without deleting and reenteringwithout deleting and reentering

Budget Summaries – consistent Budget Summaries – consistent summaries will be generated from summaries will be generated from detail entered by the LEAdetail entered by the LEA

Management Options – manage own Management Options – manage own funds, join a consortium, use a fiscal funds, join a consortium, use a fiscal agent to complete application and agent to complete application and revisions, coordinate programrevisions, coordinate program

4747

Claiming ESEA FundsClaiming ESEA Funds Fiscal year July 1-June 30Fiscal year July 1-June 30 DPI Approval – application must be DPI Approval – application must be

submitted and approved before LEA submitted and approved before LEA can get reimbursed for costscan get reimbursed for costs

Claims – PI 1086 form must be used - Claims – PI 1086 form must be used - http://www.dpi.state.wi.us/dfm/sms/pi-http://www.dpi.state.wi.us/dfm/sms/pi-1086.html1086.html

Final Claims – due no later than Final Claims – due no later than September 30September 30

4848

Title I A - Eligibility for Title I A - Eligibility for FundsFunds

Economic data determines eligibility Economic data determines eligibility for funds.for funds.

The charter school has 10 formula The charter school has 10 formula children (5-17 year olds from low children (5-17 year olds from low income families) and a poverty rate income families) and a poverty rate greater than 2% of its total greater than 2% of its total enrollment.enrollment.

4949

Service Service PopulationPopulation

Purpose of Title I A funds is to Purpose of Title I A funds is to provide support to students failing provide support to students failing or those at risk of failing to attain or those at risk of failing to attain high academic standards. high academic standards.

Focus is on students residing in Focus is on students residing in areas of concentrated low-income; areas of concentrated low-income; educationally disadvantaged educationally disadvantaged young children and youth.young children and youth.

5050

Service PopulationService Population

Specifically cited as priority students Specifically cited as priority students are the:are the:

Educationally disadvantagedEducationally disadvantaged HomelessHomeless MigrantMigrant LEPLEP Neglected/DelinquentNeglected/Delinquent Young children with high need for Young children with high need for

assistance with reading.assistance with reading.

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Providing Additional Providing Additional InstructionInstruction

Congress established the Title I A funding Congress established the Title I A funding source to give additional time, source to give additional time, instruction, and attention to special instruction, and attention to special needs of the high need student needs of the high need student populations.populations.

Title I A, therefore is supplementary Title I A, therefore is supplementary support and does not replace the regular support and does not replace the regular curriculum of the school.curriculum of the school.

5252

Key Implementation Key Implementation StrategiesStrategies

Eligible Schools plan for and serve the Eligible Schools plan for and serve the most in need students.most in need students.

Data-driven -decision making determines Data-driven -decision making determines needs and guides action plans. needs and guides action plans. Curriculum, instructional strategies and Curriculum, instructional strategies and assessments are aligned.assessments are aligned.

Scientifically-based research related to Scientifically-based research related to best practices is employed.best practices is employed.

5353

Key Implementation Key Implementation StrategiesStrategies

Student progress is monitored. Student progress is monitored.

Effort is intensified to elevate the quality Effort is intensified to elevate the quality of instruction through opportunities for of instruction through opportunities for professional development.professional development.

Parents are afforded meaningful Parents are afforded meaningful educational opportunities to participate educational opportunities to participate in the education of their children.in the education of their children.

5454

Service Delivery ModelsService Delivery ModelsTargeted Assistance SchoolsTargeted Assistance Schools

Schools with less than 40% poverty rate must

operate as targeted assistance schools.

Student identification through multiple achievement measures and selection on a priority-basis is required.

Services are provided only to eligible students.

Instructional services are to be coordinated with regular program. In-class programs are encouraged.

5555

Service Delivery ModelsService Delivery ModelsSchoolwide ProgramsSchoolwide Programs

The schoolwide program model is an option that a school with a poverty rate of at least 40 per cent may elect to design.

This model offers opportunities for schoolwide educational improvement efforts.

Schoolwide programs vary from the targeted assistance school model. All children may be considered eligible.

The school wide model offers more flexibility in the use of Title I A resources, in combination with other local, state, and federal funds.

5656

Schoolwide ProgramsSchoolwide Programs A school is eligible if it has a poverty level A school is eligible if it has a poverty level

(eg. f/r lunch) of at least 40%.(eg. f/r lunch) of at least 40%. Must develop a comprehensive plan for how Must develop a comprehensive plan for how

the total instructional program of the school the total instructional program of the school will make use of all available resources to will make use of all available resources to help all students meet high standards.help all students meet high standards.

The centerpiece of the planning process.The centerpiece of the planning process. Presents a profile of the school that includes Presents a profile of the school that includes

all factors influencing student achievement.all factors influencing student achievement.

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Schoolwide Programs Schoolwide Programs (cont)(cont)

Identifies school strengths and Identifies school strengths and challenges.challenges.

Asks specific “data questions” about:Asks specific “data questions” about: Student achievementStudent achievement Curriculum and instructionCurriculum and instruction Professional developmentProfessional development Family and community involvementFamily and community involvement School climate and organizationSchool climate and organization

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SWP ComponentsSWP Components

1.1. A comprehensive needs assessmentA comprehensive needs assessment

2.2. A comprehensive plan describing A comprehensive plan describing coordinationcoordination

3.3. Use best-practices, school reform strategiesUse best-practices, school reform strategies

4.4. Highly qualified instructional staffHighly qualified instructional staff

5.5. Professional development for all members Professional development for all members of the school communityof the school community

6.6. Strategies to attract highly qualified Strategies to attract highly qualified teachers to high-needs schoolsteachers to high-needs schools

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SWP Components (cont.)SWP Components (cont.)

7.7. Parent involvementParent involvement

8.8. Help preschool children with transition from Help preschool children with transition from preschool programs to elementary schoolpreschool programs to elementary school

9.9. Teachers involved in assessment decisionsTeachers involved in assessment decisions

10.10. Intensive assistance to all students who Intensive assistance to all students who have difficulty in mastering state standardshave difficulty in mastering state standards

11.11. Coordination and integration federal, state, Coordination and integration federal, state, and local services and programsand local services and programs

6060

Professional Professional DevelopmentDevelopment

Ongoing training of all staffOngoing training of all staff Highly trained staff providing Highly trained staff providing

instruction in the content areasinstruction in the content areas Content of training based on teacher Content of training based on teacher

input and identified needinput and identified need

6161

Parent/Family Parent/Family InvolvementInvolvement

Written policy distributed to parentsWritten policy distributed to parents Use of school-parent compactsUse of school-parent compacts Build capacity for increased Build capacity for increased

involvement of parents in planning & involvement of parents in planning & evaluationevaluation

Parents Rights to Know PolicyParents Rights to Know Policy

6262

Schoolwide PlanSchoolwide Plan

Provides the blueprint for operation of the school.

Is developed using data obtained from the needs assessment; addresses the critical area of need identified by the needs assessment.

Is developed in consultation with staff in the school, parents, external technical assistance providers, and others in the community.

6363

Schoolwide Plan (cont)Schoolwide Plan (cont)

Is reviewed and revised regularly by the school planning team.

Is evaluated annually to determine its effectiveness in upgrading the entire education program, and improving student achievement.

Intensive assistance to all students who have difficulty in mastering state standards.

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http://www.ed.gov/programs/transferability/legislation.html?exp=0

http://www.ed.gov/programs/transferability/guidance.doc

Transferability

Information and ResourcesInformation and Resources

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DPI Office of Educational Accountability –http://www.dpi.state.wi.us/oea/index.html

Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) – http://www.dpi.state.wi.us/dlsea/een/assmt-waa.html

WAA Pre-Requisite English (WAA-LEP) - http://www.dpi.state.wi.us/dlsea/equity/biling.html#waalep

DPI Toll-free: 1 (800) 441-4563

Testing


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DPI’s NCLB Web site http://www.dpi.state.wi.us/dpi/esea/index.html

ESEA Information Update Bulletins http://www.dpi.state.wi.us/dpi/esea/bulletins.html

USED Web site - http://www.ed.gov Schoolwide web site

http://www.dpi.state.wi.us/dpi/dlsea/title1/sst/schoolwide.html

Title I, Part A Guidance web site http://www.ed.gov/programs/titleiparta/legislation.html?exp=0

ESEA/NCLB


6767

WINSS Web site - http://www.dpi.state.wi.us/sig/index.html

Program Planning/Improvement


wisconsin department of public instruction march 30 2004 welcome 2r charter schools welcome 2r...

Documents

testing reading

high school level

number of students

lep students proficient

intermediate goal2011

intermediate goal2012

intermediate goal2010

intermediate goal2004