No Child Left Behind

1. No Child Left Behind Spring 2002 Workshops United States Conference of Catholic Bishops

2. Introduction • Re-authorizes the Elementary and Secondary Education Act for 6 years. • Provides for flexibility with accountability

3. Materials • No Child Left Behind Act: Participation of Private School Students and Teachers • Effective Consultation • Cross-cutting brochures: • Parental involvement • Technology • Special education • Health services • Professional development

4. Highlights of changes • WHERE DID IT GO? • See chart on page 29 of the Blue Book • PROGRAM ELIMINATED • Capital expenses under Title I • PROGRAMS WITH CHANGES • Reading Excellence/Reading First • Bilingual/Language Acquisition • Emergency Immigrant • 21st Century Community Learning Centers

5. New Programs for Private School Students and Teachers • Even Start Family Literacy • Math and Science Partnerships • Governors’ Program for SDFS • 21st Century Community Learning Centers New authority for public schools: Flexibility and Transferability of Funds

6. Services Available • Disadvantaged children • Reading intervention and improvement • Family literacy • Migrant education • Teacher and principal training • Professional development for math and science

7. Services (cont.) • Teacher training and recruitment • Technology • Limited English proficiency • Safe and drug-free schools • After-school programs • Innovative programs • Gifted and talented

8. Funding Mechanisms • Formula grant programs • Competitive grant programs • Programs that are formula to the state and competitive from state to eligible entity

9. Consultation • Consultation is the mechanism by which public and private school officials: • Design programs • Discuss needs of private school students, teachers and parents • Track the progress of program implementation • Discuss the results of program assessment

10. Uniform Provisions, Title IX The Uniform Provisions require: • Timely and meaningful consultation • Secular, neutral, and nonideological services • Equitability of services and timeliness of services • Equal expenditures • Public control of funds • Public provision of services

11. Covered Programs Programs covered by the uniform provisions are: • Reading First • Even Start • Migrant Education • Teacher and Principal Training and Recruiting • Math and Science Partnerships • Education Technology • English Language Acquisition • Safe and Drug-Free Schools and Communities • 21st Century Community Learning Centers

12. Equitable Participation Provisions • Title I, Part A • Emergency Immigrant Education • Innovative Programs • Gifted and Talented Students

13. Effective Consultation • Title IX-Uniform Provisions • Effective consultation is the key to good programs • Consultation must be timely and meaningful • Consultation occurs during design, development and delivery • Genuine opportunity to air views must be given to private school officials

14. Children’s needs Services offered: how, where, and by whom Assessment and use of assessment results Funds available Decision-making process Third party provider Flexibility and transferability authorities Consultation issues

15. Before your first meeting… • What programs require equitable participation? • What are the needs of my students? What student information should I provide? • What topics must be discussed during consultation? • Who is administering the program?

16. At the first meeting… • Timetable • Funds • Services • Location • Third party provider • Assessment • Program improvement • Future meetings

17. Dealing with problems… • Put your concerns in writing to the LEA • If the response is not satisfactory or not received in a timely manner, contact the SEA in writing. Ask for a written response. • If the SEA does not respond in a timely manner or the response is not satisfactory, contact the Education Department’s Office of Non-Public Education.

18. Bypass Request • Complaint to ED can resolve issue or, if not resolved, lead to a request for a bypass. • Reasons for a bypass: • Unable by reason of law or substantially failed • Considering one or more factors, including the quality, size, scope and location of the program, and the opportunity to participate.

19. Timetable—Fall/Winter • Student count and poverty count • Consultation meeting on count; consultation meeting on current year’s implementation • Initiate contact if none received

20. Timetable—Late Winter/Early Spring • Design and develop program for next year • Receive estimation of funds available for next year’s program • Monitor current year’s implementation

21. Timetable—Spring/Summer • Finalize program design and implementation plans • Sign-off IF you are satisfied with the program • Make all arrangements to ensure timely start

22. Title I: Improving the Academic Achievement of the Disadvantaged • Part A: Improving Basic Programs Operated by Local Educational Agencies • FY02 Appropriation: $10,350.0 billion; FY01 Appropriation: $8,762.7 billion

23. Title I Purpose • Services to disadvantaged students in public and private schools • Meet and exceed State’s challenging academic content and student achievement standards

24. Title I: Types of Services • Additional instruction outside of regular classroom • Before or after school or in the summer • Direct instruction or computer-assisted instruction or combination

25. Parent Involvement • The parents of Title I children in private schools must participate equitably in parental involvement activities. • Activities must be designed to support the learning needs of participating private school students. • Parent compact is between parents and Title I program

26. Professional Development • Public school teachers providing Title I service for private school students must be “highly qualified” • Private school teachers who teach Title I students

27. Title I Attendance Areas • Title I attendance areas are determined by the number of public and private school students residing in that attendance area who meet the criteria for poverty. • School attendance areas are ranked and the poorest areas become Title I attendance areas.

28. Generation of Funds • Using the same measure • Taking a survey and allowing the results to be extrapolated; • Assuming proportional numbers of poor children in public and private schools • Using an equated measure

29. Use of Funds • Funds generated by poor private school students who reside in Title I attendance areas are used only for instructional services to eligible private school students.

30. Non-instructional costs Insurance Electricity Transportation Non-instructional technicians Mobile instructional units Administration Off-the-top instructional costs (equitability) Professional development Parental involvement Summer school Supplemental services Off-the-top Costs

31. Capital Expenses • Capital expenses is phased out with the current school year. • If the private school program has non-instructional costs, those costs come off-the-top of the total allocation to the LEA. • Non-instructional costs include mobile instructional units and non-instructional technicians

32. Students who are educationally needy and reside in Title I attendance areas are eligible for Title I services. Most educationally needy are served first if funds are limited. Educational need is determined in consultation between public and private school officials: Multiple measures Age appropriate NOT poverty Eligibility for Services

33. Title I Consultation • Similar to consultation under Title IX for other NCLB programs. • Timely and meaningful/Design, development and implementation • Identify children’s needs and determine how Title I can help meet those needs.

34. How and when the agency will make decisions about delivery of services. Thorough analysis of the views of private school officials re: third party provider. Written explanation if third party request not honored. Professional development and parental involvement activities. Consultation must be documented through sign-off. Sign-off only if satisfied with consultation Consultation (cont.)

35. Assessment and Accountability • Public schools must test every child in every school by 2005-06. • Requirement does NOT apply to private schools. • Private school students that receive Title I services must be assessed. • Assessed through state assessment or other more appropriate tool, as determined in consultation.

36. Title I Teacher Quality • New hires must be highly qualified • Current teachers meet standards by 2005-06 • States establish measurable objectives to achieve goal

37. Paraprofessionals • New hires must have: • Completed 2 years of study at IHE; • Obtained associates degree; • Demonstrates quality through formal academic assessment; and • Knowledge of core subjects and ability to assist with instruction. • Current employees achieve in 4 years.

38. Public School Choice and Supplemental Services • If public school does not achieve AYP for 2 years, Title I students offered public school choice and transportation. • If public school does not achieve AYP for 3 years, Title I students may receive voucher for supplemental services. • Cost for transportation and supplemental services is taken from Title I allocation.

39. Additional Title I Provisions • The complaint procedures and reasons for a bypass are similar to Uniform Provisions • Committee of Practitioners must have private school representative

40. Title I, Part B, Subpart 1: Reading First • FY02 Appropriation: $900 million; FY01 Appropriation for Reading Excellence Act: $286 million

41. Reading First: Funding • Formula grants to states based on number of children 5-17 below poverty line. • 80% available to LEAs on competitive basis • Priority for high poverty LEAs

42. Reading First: Required Activities • Selecting and administering screening, diagnostic, and classroom-based instructional reading assessments; • Selecting and implementing a program of instruction; • Purchasing instructional materials; • Providing professional development; • Collecting and reporting data; and • Promoting reading and literacy programs

43. Family literacy programs Training for reading tutors Providing assistance to parents to help them support their child’s reading Private school students and teachers within participating LEA or school attendance areas must be offered equitable participation Location of school or residence of student Reading First: Additional Activities

44. Title I, Part B, Subpart 3: Even Start Family Literacy Program • FY02 Appropriation: $250 million; FY01 Appropriation: $250 million

45. Funding Allocated in proportion to Title I funds. Grants from states to eligible partnerships comprised of LEA, CBO, IHE, or another public or non-profit agency. Federal share in year one is no more than 90%; continues to decrease. Activities Serve parents of children birth through age 7 eligible for adult literacy or school age. Target areas with high levels of poverty, illiteracy, unemployment, Title I, LEP, public assistance, victims of domestic violence Even Start Family Literacy

46. Title I, Part C: Migrant Education • FY02 Appropriation: $396 million; FY01 Appropriation: $380 million

47. Activities High quality and comprehensive programs to reduce educational disruptions and other problems resulting from repeated moves. Funding SEA receives funding based on number of migrant children ages 3-21 multiplied by 40% of the State’s per pupil expenditure. Migrant Education

48. Title II: Preparing, Training, and Recruiting High Quality Teachers and Principals • Part A: Teacher and Principal Training and Recruiting Fund • FY02 Appropriation: $2.85 million; FY01 Appropriation: $2.25 million

49. Teacher and Principal Training and Recruiting Fund • Professional development and teacher recruiting efforts • Equitable participation of private school teachers in funds used for professional development only • Minimum funds must equal previous Eisenhower and Class-Size Reduction

50. Teacher Training--Funding States, and in turn localities, receive funding by formula, based on the total number of public and private school students and the number of those children below the poverty line