NCLB Funding clause:
Bush DID NOT provide funding authorized by Congress![Only registered and activated users can see links. ]
ELEMENTARY & SECONDARY EDUCATION
Table of Contents
EC. 1. SHORT TITLE
Begun and held at the City of Washington on Wednesday, the third day of January, two thousand and one
An Act
To close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,
SEC. 1. SHORT TITLE.
This title may be cited as the No Child Left Behind Act of 2001'.
Title I — Improving The Academic Achievement Of The Disadvantaged
SEC. 101. IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED.
Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) is amended to read as follows:
• TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
o SEC. 1002. AUTHORIZATION OF APPROPRIATIONS.
• LOCAL EDUCATIONAL AGENCY GRANTS- For the purpose of carrying out part A, there are authorized to be appropriated —
• $13,500,000,000 for fiscal year 2002;
• $16,000,000,000 for fiscal year 2003;
• $18,500,000,000 for fiscal year 2004;
• $20,500,000,000 for fiscal year 2005;
• $22,750,000,000 for fiscal year 2006; and
• $25,000,000,000 for fiscal year 2007.
more slides from my PPT presentaition:
Add slides:
1. Return On Investment – students not taking homework home from school
2. Bullying – costs associated, students fight/flight – affecting achievement
3. Parent involvement slide – children going to sleep at reasonable hour
4. Prohibit after-school jobs by those at-risk students
5. PSD not responsible for what parents do or don’t do at home – but NCLB makes the children responsible
6. Show MODESE parent .pdfs
7. Parental involvement may be the final frontier of student academic success.
8. Process in Congress.
INTRODUCTION
• PSD should not be held accountable for what a student and his or her parent(s)/guardian do or don’t do after the student leaves the custody of PSD and enters his or her home.
• But the federal Public Law 107-110 does hold PSD accountable. PSD is held responsible for achieving a perfect score of 100% of all students meeting proficiency by 2014.
• PSD must take aggressive and effective action to enhance what the child learns outside of school!
DESE
News Release
Vol. 41, No. 52
August 13, 2007
The Missouri Department of Elementary and Secondary Education has notified more than 250 public schools and school districts that they are unlikely to meet “adequate yearly progress” goals and will be classified by state education officials as “needing improvement” during 2007-08.
Under the provisions of federal law (No Child Left Behind), these schools and districts will be in the category of needing improvement for the first time. They are required to notify parents about the designation as soon as possible. The school districts will be required to prepare a new school-improvement plan.
• The Congress of the United States and the President, the Missouri General Assembly and the Governor cannot legislate parental involvement behaviors.
• There are no civil or criminal penalties that can be imposed upon parents for failure to follow parental involvement standards set forth in NCLB.
• Child neglect statutes do not include provisions to prosecute parents who fall short of NCLB parental involvement obligations.
• PSD should not be held accountable for what a student and his or her parent(s)/guardian do or don’t do after the student leaves the custody of PSD and enters his or her home.
• But the federal Public Law 107-110 does hold PSD accountable. PSD is held responsible for achieving a perfect score of 100% of all students meeting proficiency by 2014.
• PSD must take aggressive and effective action to enhance what the child learns outside of school!
Another slide I created:
I am having a problem formatting the bullets.Areas of Parental Involvement:
• Support a personal values system
• Develop organizational skills
• Develop analytical skills
o Practice the skill of pattern finding
o Experience the skill of interpreting data and planning
o Practice the skill of mathematical problem solving
o Develop the skill of goal setting and decision making
• Develop critical thinking skills
o Practice skill of defining terms and judging definitions
o Practice the skill of focusing on a question and asking and answering questions of clarification
o Analyze the skill of making and judging inductions (generalizing to produce universal claims or principle from observed instances
• Develop time management
• Develop memorization skills
• Develop social skills
• Develop technology skills, particularly keyboarding, to improve productivity
• Express expectations to children
• Monitor:
o Attendance
o Homework completion
o TV Viewing
o Positive use of extracurricular time
• Parents should understand;
o Missouri Show-Me Standards
o MAP & all other standardized tests and results of tests
o How to work with teachers to improve student performance
o Importance of parent/teacher conferences
o How to monitor a child’s progress
o Importance of reading and understanding all communications from the school
o Importance of attending school
o How to schedule an appointment with the school counselor
o Importance of sleep - children going to sleep at reasonable hour
o Monitor if and when an after-school job(s) interferes with learning of at-risk students
• Monitor bullying
• = main item
o = indented below • main item
Another slide:
Senator Byron Dorgan (D-ND)
Press Release Thursday, September 13, 2007
CONTACT: Barry E. Piatt or Brenden Timpe PHONE: 202-224-2551
DORGAN RELEASES TASK FORCE REPORT ON HOW TO FIX 'NO CHILD LEFT BEHIND' EDUCATION PROGRAM
In May, Senator Dorgan convened a task force of education and community leaders in North Dakota to make recommendations for how No Child Left Behind can be fixed.
North Dakota NCLB Task Force Recommendations September 2007
Excerpts:
• Shift to a growth model.
• Schools are now “teaching to the test”
• A greater emphasis needs to be made on getting parents involved. Parents need to be more involved and engaged with all aspects of NCLB through direct communication with their schools.
• National data shows that more than 70 percent of schools have reduced class time for subjects such as history, geography and others in order to focus on teaching for the test. That doesn’t advance education, it retards it.
• The current No Child Left Behind program must be changed if it is to work in a way that really improves our schools for all students,”
Source: [Only registered and activated users can see links. ]
More slides:
Source:
Evidence Suggests Otherwise
Hot Air: How States Inflate Their Educational Progress Under NCLB
Author: Kevin Carey Publication Date: May 16, 2006 Education Sector
[Only registered and activated users can see links. ]
Excerpt:
In truth, No Child Left Behind (NCLB) gives states wide discretion to define what students must learn, how that knowledge should be tested, and what test scores constitute “proficiency”—the key elements of any educational accountability system. States also set standards for high school graduation rates, teacher qualifications, school safety and many other aspects of school performance. As a result, states are largely free to define the terms of their own educational success.
With the approval of the U.S. Department of Education, many states are reporting educational results under NCLB that defy reality and common sense.
Principals and teachers in states that establish high standards under NCLB are under intense pressure to improve, while similar educators in states with low standards are told that everything is fine and they're doing a great job.
The result is a system of perverse incentives that rewards state education officials who misrepresent reality.Source:
Evidence Suggests Otherwise
Hot Air: How States Inflate Their Educational Progress Under NCLB
Author: Kevin Carey Publication Date: May 16, 2006 Education Sector
[Only registered and activated users can see links. ]
Excerpt:
NCLB also gives states near-total discretion to determine what students must learn, how to test that knowledge, and what scores students need to pass the test.
It's difficult for teachers and students to focus on academic achievement when schools aren't safe. But while a recent report from the U.S. Department of Education and the U.S. Department of Justice found that overall school violence is down, it also found that violence, theft, bullying, drugs, and weapons are still “widespread.”
The March 2006 No Child Left Behind reports show that when states have the opportunity to define the terms of their own success, many will make themselves look better than they really are.NCLB also gives states near-total discretion to determine what students must learn, how to test that knowledge, and what scores students need to pass the test.
It's difficult for teachers and students to focus on academic achievement when schools aren't safe. But while a recent report from the U.S. Department of Education and the U.S. Department of Justice found that overall school violence is down, it also found that violence, theft, bullying, drugs, and weapons are still “widespread.”
The March 2006 No Child Left Behind reports show that when states have the opportunity to define the terms of their own success, many will make themselves look better than they really are.
Source:
Evidence Suggests Otherwise
Hot Air: How States Inflate Their Educational Progress Under NCLB
Author: Kevin Carey Publication Date: May 16, 2006 Education Sector
[Only registered and activated users can see links. ]In truth, No Child Left Behind (NCLB) gives states wide discretion to define what students must learn, how that knowledge should be tested, and what test scores constitute “proficiency”—the key elements of any educational accountability system. States also set standards for high school graduation rates, teacher qualifications, school safety and many other aspects of school performance. As a result, states are largely free to define the terms of their own educational success.
With the approval of the U.S. Department of Education, many states are reporting educational results under NCLB that defy reality and common sense.
Principals and teachers in states that establish high standards under NCLB are under intense pressure to improve, while similar educators in states with low standards are told that everything is fine and they're doing a great job.
The result is a system of perverse incentives that rewards state education officials who misrepresent reality.
Source:
Evidence Suggests Otherwise
Hot Air: How States Inflate Their Educational Progress Under NCLB
Author: Kevin Carey Publication Date: May 16, 2006 Education Sector
[Only registered and activated users can see links. ]
More slides:
Year Following Failure to Meet AYP in Two Consecutive Years:
SEC. 1116. ACADEMIC ASSESSMENT AND LOCAL EDUCATIONAL AGENCY AND SCHOOL IMPROVEMENT.
(b) SCHOOL IMPROVEMENT-
(5) FAILURE TO MAKE ADEQUATE YEARLY PROGRESS AFTER IDENTIFICATION- In the case of any school served under this part that fails to make adequate yearly progress, as set out in the State's plan under section 1111(b)(2), by the end of the first full school year after identification under paragraph (1), the local educational agency serving such school —
(A) shall continue to provide all students enrolled in the school with the option to transfer to another public school served by the local educational agency in accordance with subparagraphs (E) and (F);
(B) shall make supplemental educational services available consistent with subsection (e)(1); and
(C) shall continue to provide technical assistance.Year Following Failure to Meet AYP in Three Consecutive Years:
SEC. 1116. ACADEMIC ASSESSMENT AND LOCAL EDUCATIONAL AGENCY AND SCHOOL IMPROVEMENT.
(b) SCHOOL IMPROVEMENT-
(7) CORRECTIVE ACTION-
(C) ROLE OF LOCAL EDUCATIONAL AGENCY- In the case of any school served by a local educational agency under this part that fails to make adequate yearly progress, as defined by the State under section 1111(b)(2), by the end of the second full school year after the identification under paragraph (1), the local educational agency shall —
(i) continue to provide all students enrolled in the school with the option to transfer to another public school served by the local educational agency, in accordance with paragraph (1)(E) and (F);
(ii) continue to provide technical assistance consistent with paragraph (4) while instituting any corrective action under clause (iv);
(iii) continue to make supplemental educational services available, in accordance with subsection (e), to children who remain in the school; and
(iv) identify the school for corrective action and take at least one of the following corrective actions:
(I) Replace the school staff who are relevant to the failure to make adequate yearly progress.
(II) Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff, that is based on scientifically based research and offers substantial promise of improving educational achievement for low-achieving students and enabling the school to make adequate yearly progress.
(III) Significantly decrease management authority at the school level.
(IV) Appoint an outside expert to advise the school on its progress toward making adequate yearly progress, based on its school plan under paragraph (3).
(V) Extend the school year or school day for the school.
(VI) Restructure the internal organizational structure of the school.
Year Following Failure to Meet AYP in Four Consecutive Years:
SEC. 1116. ACADEMIC ASSESSMENT AND LOCAL EDUCATIONAL AGENCY AND SCHOOL IMPROVEMENT.
(b) SCHOOL IMPROVEMENT-
(8) RESTRUCTURING-
(A) FAILURE TO MAKE ADEQUATE YEARLY PROGRESS– If, after 1 full school year of corrective action under paragraph (7), a school subject to such corrective action continues to fail to make adequate yearly progress, then the local educational agency shall—
(i) continue to provide all students enrolled in the school with the option to transfer to another public school served by the local educational agency, in accordance with paragraph (1)(E) and (F);
(ii) continue to make supplemental educational services available, in accordance with subsection (e), to children who remain in the school; and
(iii) prepare a plan and make necessary arrangements to carry out subparagraph (B).
(B) ALTERNATIVE GOVERNANCE–Not later than the beginning of the school year following the year in which the local educational agency implements subparagraph (A), the local educational agency shall implement one of the following alternative governance arrangements for the school consistent with State law:
(i) Reopening the school as a public charter school.
(ii) Replacing all or most of the school staff (which may include the principal) who are relevant to the failure to make adequate yearly progress.
(iii) Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school.
(iv) Turning the operation of the school over to the State educational agency, if permitted under State law and agreed to by the State.
(v) Any other major restructuring of the school's governance arrangement that makes fundamental reforms, such as significant changes in the school's staffing and governance, to improve student academic achievement in the school and that has substantial promise of enabling the school to make adequate yearly progress as defined in the State plan under section 1111(b)(2). In the case of a rural local educational agency with a total of less than 600 students in average daily attendance at the schools that are served by the agency and all of whose schools have a School Locale Code of 7 or 8, as determined by the Secretary, the Secretary shall, at such agency's request, provide technical assistance to such agency for the purpose of implementing this clause.
another slide:
I told my children when they entered 6th grade they had several choices:
A. They could spend the next 7 years at PSD playing instead of studying and preparing for class, then the next 40 or 50 years working hard, most likely for less money than B, or
B. They could spend the next 7 years at PSD followed by at least 4 years of college working hard to learn and earn a college degree, then spend the next 40 or 50 years playing and accumulating toys and other things they would be able to afford with a better paying job than in A.
C. They should not work hard to learn and do well in standardized tests for my wife and I, or for their teachers, or for Pattonville. Rather, they should put in the obligatory hard work learning and earning a college degree for them selves.
When they accepted B and C, they took ownership of their future. They worked to achieve academic success for the opportunity for a better future. In school they put in the obligatory hard work.
another slide:
News Release
CONTACT: JIM MORRIS
Director, Public Information
573-751-3469
Vol. 41, No. 52
August 13, 2007
DESE Lists More Public Schools and Districts
That "Need Improvement," Based on AYP Standards
The Department of Elementary and Secondary Education has notified more than 250 public schools and school districts that they are unlikely to meet "adequate yearly progress" goals and will be classified by state education officials as "needing improvement" during 2007-08.
Under the provisions of federal law (No Child Left Behind), these schools and districts will be in the category of needing improvement for the first time. They are required to notify parents about the designation as soon as possible. The school districts will be required to prepare a new school-improvement plan.
"We are making a preliminary identification of new schools and districts that need improvement, as required by the law and based on 2006 MAP scores, attendance rates and graduation rates. In previous years, we made this determination after all schools had received their new test results. Federal officials have told us we must accelerate our timetable," said Stan Johnson, assistant commissioner of the department of education.
Results from the 2007 MAP tests will be released Friday (August 17).
DESE staff have officially notified local school officials that 102 additional buildings and 167 districts will be in the "needs improvement" category for the coming year. In all, the state now has about 200 school buildings that are designated for improvement.
Students in some of the newly designated schools may be entitled to transfer to other schools within their districts, and district officials are required to notify parents as soon as possible about options they may have.
###
List of Districts
List of Schools
Missouri Department of Elementary and Secondary Education
Email: [Only registered and activated users can see links. ]
Revised: August 13, 2007
[Only registered and activated users can see links. ]
I still have a problem with bullet formatting.
• = is main bullet point.
o = is indented below •
more slides:
dese.mo.gov/divimprove/fedprog/grantmgmnt/Parental_Involvement/Parent-SchoolCompact_(2).pdf
Parent Responsibilities
I, as a parent, will support my child’s learning in the following ways:
1. Make sure they are in school every day possible.
2. Check that homework is completed.
3. Monitor the amount of television watched.
4. Volunteer in my child’s classroom/school.
5. Be aware of my child’s extracurricular time and activities.
6. Stay informed about my child’s education by reading all communications from the school and responding appropriately.
dese.mo.gov/divimprove/fedprog/grantmgmnt/Parental_Involvement/SchoolParentInvolPlan.pdf
(03/05)
School Parental Involvement Plan
In addition to the district parent involvement policy, each Title I building must jointly develop with and distribute to parents of participating children a written parent involvement plan. The plan must be updated periodically to meet the changing needs of parents and the school, and be in a format and language readily understood by parents and district personnel. If the building already has a plan for involving all parents, that plan may be revised to meet the federal requirements.
The written plan must address all of the following requirements.
Page 1 of 5Strategies for Involvement
Each building must:
• hold an annual meeting to inform parents of their school’s participation in Title I, explain Title I requirements, and explain parents’ right to be involved
• offer a number of meetings at various times and, if necessary, use Title I funds to provide transportation, child care, or home visits as these services relate to Title I parental involvement
• involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under Title I, including the school parental involvement plan and the development of the schoolwide plan
• provide parents of participating children:
o timely information about Title I programs
o an interpretation of the school’s annual performance report
o an explanation of the curriculum in use at the school, the forms of assessment used to measure student progress, and the proficiency levels students are expected to meet
o if requested by parents, regular meetings to formulate suggestions and to participate, when appropriate, in decisions relating to the education of their children
o timely responses to the suggestions made by parents that have been offered in the meetings
• include comments from parents of participating children who find any aspect of the schoolwide plan unsatisfactory when it is submitted to the school district.
Page 2 of 5
Shared Responsibilities for High Student Academic Achievement
As a component of the school-level Title I parental involvement plan, each school participating in Title I must jointly develop with parents of participating children a school-parent compact. The compact will outline how parents, the entire school staff, and students will share the responsibility for improving student achievement and describe how the school and parents will build and develop a partnership to help children achieve the Show-Me Standards.
The school-parent compact must:
• describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment
• describe how parents will be responsible for supporting their child’s learning, such as monitoring attendance, homework completion, and TV viewing;
• volunteering in their child’s classroom; participating, as appropriate, in decisions relating to the education of their child; and positive use of extracurricular time
• describe opportunities for parents and teachers to communicate on an ongoing basis including, at a minimum:
o parent-teacher conferences in elementary schools, at least annually, during which the compact will be discussed in relation to their child’s achievement frequent reports to parents on the progress of their child
o reasonable access to staff and opportunities to volunteer, participate, and observe in their child’s classroom.
Page 3 of 5
Expanding Opportunities for Involvement
To ensure effective involvement of parents and to support a partnership with the Title I school, parents, and the community to improve student academic achievement, each district and participating school must:
• provide assistance to participating parents with such topics as
o understanding the Show-Me Standards, the MAP test and local assessments
o understanding how to monitor a child’s progress
o knowing how to work with teachers to improve the performance of their child
• provide parents the training and materials necessary to improve their child’s achievement, such as literacy training and using technology, as appropriate
• educate, with parental assistance, all school personnel in valuing parent contributions, communicating and working with parents as equal partners, implementing and coordinating parent programs, and building ties between home and school
• coordinate and integrate the Title I parent involvement program and activities with other existing parent involvement programs, such as Head Start, Reading First, Early Reading First, Even Start, Parents as Teachers, Practical Parenting Partnerships, public preschool programs
• ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of Title I children in a format and language they can understand to the extent appropriate and feasible, provide parent resource centers and opportunities for parents to learn about child development and child rearing issues
• provide other reasonable support for Title I parental involvement activities as requested by parents.
Page 4 of 5
The district and participating school may:
• pay reasonable and necessary expenses, including transportation and childcare costs, to enable parents to participate in school-related meetings and trainings
• train parents to enhance the involvement of other parents
• provide necessary literacy training if all other available sources of funding have been exhausted
• arrange school meetings at a variety of times or other locations to maximize parental involvement and participation
• adopt and implement model parent involvement approaches
• establish a districtwide parent advisory council to advise on all Title I parent involvement matters
• develop appropriate roles for community organizations and businesses in parent involvement activities.
(From the Missouri Consolidated Federal Programs Administrative Manual, January 2005)
Page 5 of 5
Very well done, webby. Everything you posted has merit and should (legally) be in place for Title 1 schools.
It is what would be best for the community, as it certainly fills a need.
That said, it won't happen. Note that I didn't say it shouldn't...
From my experience, the BoE will do everything it can to follow the letter of the law while maintaining the status quo.
I have to admit that when reading your posts, potential 'loopholes' kept popping into my head.
Years of conditioning I suppose.
I have a feeling of possible responses to my above comments... I don't post them just to be provocative and I didn't rush to post them, I gave careful consideration...
I wonder, for example, if giving parents the opportunity to take part in the above programs but allowing them to opt out satisfies the law. I have seen similar actions many times...
It is the simplest way to satisfy the law yet keep the status quo... I realize this may cause indignation as it in no way truly satisfies the law...
I guess I can't make a case against every point you raised... I have just seen the game too long. I have seen NCLB testing requirements satisfied by 'hiding' those students who don't perform as well as others. I have seen districts solve inequalities between different facilities by offering open enrollment, knowing that most students would choose to stay where they are. Satisfied the law, but the inequalities still exist.
I have also read about teachers getting fired for ideas posted on message boards and innocent enough (well legal anyway) photos on Facebook.
This will be my final public post on the subject.
Last edited by offabit; 12-28-2009 at 10:07 PM. Reason: I am so not a teacher. I don't even live in NJ. Just sayin.'
Beware the sanctimonious when they make laws. Scratch a moralist, and you will find a hypocrite. ~ Shakespeare
I'll betcha there are some Teachers that want parents thrown in jail for their LACK of involvement in their child's education.
A couple of years ago, a Republican committee staff director told me candidly (and proudly) what the method was to all this obstruction and disruption. Should Republicans succeed in obstructing the Senate from doing its job, it would further lower Congress’s generic favorability rating among the American people. By sabotaging the reputation of an institution of government, the party that is programmatically against government would come out the relative winner.If you could reason with religious people there'd be no religious people. -House
-Mike Lofgren, 28 years as a staffer on the Republican House and Senate budget and other committees, often dealing with national security and defense issues
There you go!Originally Posted by webhead
Parents that are involved in their child's life/education.... Now, That would solve so many problems.
Thanks for your input, Web.
A couple of years ago, a Republican committee staff director told me candidly (and proudly) what the method was to all this obstruction and disruption. Should Republicans succeed in obstructing the Senate from doing its job, it would further lower Congress’s generic favorability rating among the American people. By sabotaging the reputation of an institution of government, the party that is programmatically against government would come out the relative winner.
-Mike Lofgren, 28 years as a staffer on the Republican House and Senate budget and other committees, often dealing with national security and defense issues
GREAT work, Web. Thank you very much.
A couple of years ago, a Republican committee staff director told me candidly (and proudly) what the method was to all this obstruction and disruption. Should Republicans succeed in obstructing the Senate from doing its job, it would further lower Congress’s generic favorability rating among the American people. By sabotaging the reputation of an institution of government, the party that is programmatically against government would come out the relative winner.
-Mike Lofgren, 28 years as a staffer on the Republican House and Senate budget and other committees, often dealing with national security and defense issues
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