International Center for Leadership in Education

1. Meeting the Challenge of Increased Accountability NCLB International Center for Leadership in Education Dr. Richard D. Jones

2. Further Information http://dickjones.us rdj@nycap.rr.com

3. NCLB Lightning Rod for Education Issues

7. NCLB Shift in Education Policy

8. U.S Education

9. Source: NCES 1999-081R, Highlights From TIMSS

10. Source: NCES 1999-081R, Highlights From TIMSS

11. U.S. Education • Enrollment growing and will reach 54 million students by 2007. • Over the next ten years, schools will need 2 million new teachers. • The number of students with disabilities has increased by 44% in the last decade. • The number of English Language Learners has increased by 66% in the last decade • The number of Hispanic students is 12% and will increase to 25% by 2025.

12. U.S Education cont’d. • Enrollment in Special Education is 70% male. ADD is diagnosed four times greater in males. • Women earn 58% of college degrees. • Ph.D.s in Engineering • 33% Asian American • 2% African American • 1% Hispanic American

13. NAEP Math Scores 17 Year-Olds 20 32 Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000

14. NAEP Reading17 Year-Olds 31 21 Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

15. African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds Source: NAEP 1999 Long Term Trends Summary Tables (online)

16. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

17. High School Graduation Rates National (Class of 2001) SOURCE: Manhattan Institute for Policy Research

18. Different Schools – Different Expectations National Reading Test A B C D <D A B C D <D SOURCE: US Department of Education

19. Elementary and Secondary Education Act (ESEA) “No Child Left Behind”

20. New requirements, resources and opportunities. Focus on: ACCOUNTABILITY TEACHER QUALITY PUBLIC REPORTING Provisions apply to all students, not just those receiving federal funds.

21. New Provisions • Content and Performance Standards • Annual Assessments • Public Reporting • Definition of Proficiency • All proficient by 2014 • Schools required to make Adequate Yearly Progress (AYP) • Disaggregate Data • Parent Communication • Align Funds

22. Standards • Content and performance standards in at least READING/LANGUAGE ARTS AND MATHEMATICS • SCIENCE standards in place beginning 2005-2006 school year.

23. Annual Assessments • Beginning no later than 2005-06, states assess reading/language arts and math every year grades 3–8 as well as one year in grades10–12 • By 2007-08, states must also assess science annually in at least one grade in each of the grade spans: 3-5, 6-9, and 10-12. • Must assess at least 95% (overall and disaggregated) of school’s students.

24. Measuring Student Performance • The assessments must produce individual student diagnostic reports (not just school level or sampling) • Students’ performance is to be measured against standards (not simply percentile scores) • At Least Three Performance Levels: Advanced, Proficient and Basic

25. Consequences not Meeting AYP • Increasing Actions • Improvement Planning • Supplemental Services • Eligible for Transfer • Restructuring

26. Disaggregated Data • Requires that states, districts and schools assure that children from all groups are making progress: • Including each and all of the following student groups: • Low Income, • Major racial or ethnic subgroups • Students with Disabilities • LEP

27. New York’s Definitions of Proficiency • Level 3 on the Grade 4 and 8 language arts and mathematics assessments, • level 3 growth on New York State English as a Second Language Achievement Test (NYSESLAT) • and Level 3 on New York State Alternate Assessment (NYSAA) for certain students with disabilities (SWDs). • At the high school level,a score of 65 or higher on the Regents examination in English and math or passing an approved alternative • Level 3 on NYSAA for certain SWDs.

28. Measurement of Adequate Yearly Progress • Use Performance Indices to Measure Adequate Yearly Progress and Attainment of Safe Harbor. • Establish separate Indices for Grade 4 and 8 and for language arts and math based on continuously enrolled students. • Establish separate Indices for high school language arts and math based on annual high school cohort. • Have indices range from 0 to 200. Zero means all students are at basic level; 200 means all students are at proficient or advanced levels - the ultimate goal of NCLB.

29. Meeting the Challenge

30. Meeting the Challenge of Increased Accountability • Focusing on the Right Standards • Teaching the Right Curriculum • Creating the Right Learning Environment • Using the Right Teaching Methods

31. Meeting the Challenge of Increased Accountability • Curriculum Matrix of Priority Standards • Teaching the Right Curriculum • Creating the Right Learning Environment • Using the Right Teaching Methods

32. Curriculum Matrix Priority Standards State Test Survey of Essential Skills Resource Kits Arts CTE Special Ed NCLB

33. State/Regents ELAPerformance Indicators Tested

34. State/Regents MathPerformance Indicators Tested

35. Meeting the Challenge of Increased Accountability • Curriculum Matrix of Priority Standards • Teaching the Right Curriculum • Creating the Right Learning Environment • Using the Right Teaching Methods

36. Meeting the Challenge of Increased Accountability • Curriculum Matrix of Priority Standards • Rigorous and Relevant Curriculum • Creating the Right Learning Environment • Using the Right Teaching Methods

37. Rigor/Relevance Framework

38. Assimilation of knowledge Thinking Continuum Acquisition of knowledge

39. Application Model

40. Action Continuum Acquisition of knowledge Application of knowledge

41. Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

42. 6 5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5

43. Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5

44. Rigor/Relevance Framework 6 5 4 3 2 A 1 1 2 3 4 5

45. Rigor/Relevance Framework 6 5 4 3 2 B A 1 1 2 3 4 5

46. Rigor/Relevance Framework 6 C 5 4 3 2 B A 1 1 2 3 4 5

47. Rigor/Relevance Framework 6 D C 5 4 3 2 B A 1 1 2 3 4 5

48. Meeting the Challenge of Increased Accountability • Curriculum Matrix of Priority Standards • Rigorous and Relevant Curriculum • Creating the Right Learning Environment • Using the Right Teaching Methods

49. Meeting the Challenge of Increased Accountability • Curriculum Matrix of Priority Standards • Rigorous and Relevant Curriculum • Relationships driven by guiding principles • Using the Right Teaching Methods

50. Rigor/Relevance Framework KNOWLEDGE D C B A A P P L I C A T I O N