NCLB

1. NCLB NO CHILD LEFT BEHIND Presented by : Daniel Lynn

2. The “No Child Left Behind”Act was signed into Federal Law by President Bush on Jan.8, 2002

3. The quality of our public schools directly affects us all as parents, as students, and as citizens. Yet too many children of America are segregated by low expectation, illiteracy, and self-doubt. -----George W. Bush

4. The Rationale Behind This Law • Goals of NCLB • The Specific Components of the Law • Goals 2000 & NCLB • Comparing with China

5. The rationale behind the law It is a good way to try to close achievement gap among the peers in Elementary and secondary Education in public schools, and it helps to create educational opportunities for all children and to ensure all children have the same opportunity to be successful, especially it takes more effort on educating disadvantaged children.

6. GOALS of • All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics by 2013-2014. • All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. • All students will learn in schools that are safe and drug free. • All students will be taught by highly qualified teachers by 2005-2006. • All students will graduate from high school.

7. The Specific Components of NCLB • Annual Yearly Progress ( AYP ) • Highly Qualified Teachers ( HQT ) • Parents Involvement • Disable and special needs students • Safe and Drug- free school

8. What Is AYP? • AYP, adequate yearly progress, represents the annual academic performance targets in reading and math that the schools, districts and State must reach to be considered on track for 100% proficiency by school year 2013-14. • As required by NCLB, each state shall establish a timeline for AYP. The timeline shall ensure that not later than 12 years after the 2001-2002 school year, all students in each group will meet or exceed the State's standards. • The ultimate goal of AYP is to have all students proficient in reading and math by 2014.

9. Reading American Indian Students with Disabilities Low Income Composite Asian Black White Hispanic LEP Math Composite American Indian Asian Black White Hispanic Students with Disabilities Low Income LEP AYP is determined by making it over all 18 hurdles (9 hurdles for reading and 9 for math) by disaggregation of data.

10. School Report Cards The NCLB law requires all states to publish report cards on school districts and schools. The report cards that New York State parents received in the past will now have more information as a result of this law. The report cards will not only show how well all students are doing, but will also show if there are achievement gaps among different groups of students based on economic background, race and ethnic group membership, English language proficiency, and disabilities. School report cards will also identify schools in need of improvement and show high school graduation rates and teacher qualifications. The report card should be available in languages parents can understand.

11. Consequences for Schools in Need of Improvement If a Title I school does not show adequate yearly progress for two years in a row in the same subject and grade, then the school is identified as being in need of improvement. With help from its district and the New York State Education Department, the school must take action to improve the performance of its students. The school plan for improvement must include ways that parents can work with the principal and teachers to help the school improve.

12. Highly Qualified Teachers • Federal definition of “Highly Qualified” teacher: • Holds at least a bachelor’s degree • Fully certified and/or licensed • Demonstrates competence in subject area(s) • Core subject teachers must be “Highly Qualified” in their teaching area(s) by June 30, 2006

13. Highly Qualified Teachers • hired to work in Title I-funded programs after the start of the 2002-2003 school year must be “highly qualified," i.e., they must hold an early childhood, elementary, secondary or special certificate and appropriate endorsement(s) if necessary, directly related to the subject(s) and grade level(s) they are teaching.

14. Core academic subjects • Social studies • Economics • Arts • History • Geography • Kindergarten-6 • English • Reading/language arts • Mathematics • Science • Foreign languages • Civics and government

15. Parents Involvement • Empower Parents:Parents will have more information about the quality of their childs school. Students in persistently low-performing schools will be given choice. • School Reports to Parents :Parents will be enabled to make informed choices about schools for their children by being given access to school-by-school report cards on student achievement for all groups of students.

16. NCLB Gives Parents New Options ( 1 ) Children who are in Title I schools in need of improvement are at risk of falling farther and farther behind in learning. NCLB gives new options to parents whose children are in Title I schools in need of improvement. • Public school choice is a new option for students in Title I schools identified as in need of improvement. Parents may choose to transfer their child to a higher performing public school in the same district. Generally, the school district must provide transportation, though certain limitations may apply. Parents must apply for a transfer in writing. If there are more transfer requests than seats available in other schools, the district must have a method to determine which students will be transferred.

17. NCLB Gives Parents New Options( 2 ) If your child’s school is a Title I school in need of improvement that fails to make adequate yearly progress for an additional year, you have another option. • Supplemental educational services are extra tutoring or other help for students who need to catch up in important subjects like reading, language arts, and math. These services take place outside the school day and in many different locations. Parents can choose services from a list of providers approved by the New York State Education Department. School districts and charter schools, not parents, pay for these services. However, parents must arrange transportation. There may be more requests for supplemental educational services than spaces available for students. In that case the district or charter school must have a plan for providing these services to students who are eligible to receive Title I services and show the greatest need. Students with disabilities may receive supplemental education services, too, if they have low scores on state tests.

18. Disabled and Special Needs Children Under NCLB, schools, school districts, and states are asked to show progress in educating children with special needs. If expectations are not met, both parents and schools qualify for emergency help. Schools qualify for extra funding and technical assistance. And parents of children with special needs in underachieving schools are are given new options – including the option of sending their children to higher-achieving public schools or charter schools, and the option of obtaining supplemental educational services such as private tutoring for their children.

19. NEW TOOLS FOR PARENTS OF CHILDREN WITH SPECIAL NEEDS • The No Child Left Behind Act provides new information and options for parents of children with special needs to help them make important decisions regarding their children’s education. Under NCLB: • Parents of children with special needs receive report cards on school achievement in special education as well as other academic areas. These report cards will enhance parents’ ability to make informed choices about their children’s education. • Parents of children with special needs will have access to information that lets them know whether their child is learning from a highly-qualified teacher.

20. NEW FUCUS ON RESULTS FOR CHILDREN WITH SPECIAL NEEDS • Under NCLB, federally-funded schools that have not made adequate yearly progress (as defined by the state) for special education for two consecutive years will be identified by the state or district as needing improvement. If a school is identified as needing improvement, both the school and the parents of children with special needs attending that school qualify for emergency help. • Struggling schools qualify for financial and technical assistance to help them turn around and improve special education. • Parents of children with special needs receive the option of sending their child to another public school or charter school immediately (with priority given to those students who are low-achieving or low-income). In addition, if a school continues to underachieve, parents of children with special needs may obtain supplemental educational services for their children – including tutoring, after school services, and summer school programs – using a portion of their child’s share of federal Title I funds (again based on priority for those students who are low-achieving or low-income).

21. Safe and Drug- free school • Retains, with some changes, State formula grants and national discretionary activities for drug and violence prevention. • Requires (in Title IX General Provisions) States to allow students who attend a persistently dangerous school, or who become a victim of a violent crime at school, to transfer to a safe school; requires States to report on school safety to the public; and requires school districts to implement drug and violence prevention programs of demonstrated effectiveness. continued

22. Safe and Drug- free school continued • Teacher Protection. Teachers will be empowered to remove violent or persistently disruptive students from the classroom. • Promoting School Safety. Funding for schools will be increased to promote safety and drug prevention during and after school. States will be allowed to give consideration to religious organizations on the same basis as other nongovernmental organizations when awarding grants for after-school programs.

23. Safe and Drug- free school • Rescuing Students from Unsafe Schools. Victims of school-based crimes or students trapped in persistently dangerous schools will be provided with a safe alternative. States must report to parents and the public whether a school is safe. • Supporting Character Education. Additional funds will be provided for Character Education grants to states and districts to train teachers in methods of incorporating character-building lessons and activities into the classroom.

24. NCLB & GOALS 2000 Goal 1 School Readiness By the year 2000, all children in America will start school ready to learn Goal 3 Student Achievement and Citizenship By the year 2000, all students will leave grades 4,8,and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepare for responsible citizenship, further learning ,and productive employment in our Nation’s modern economy.

25. NCLB & GOALS 2000 Goal 4 Teacher Education and Professional Development By the year 2000, the Nation’s teaching force will have access to programs for continued improvement of their professional skills and the opportunity to acquire the knowledge and skill needed to instruct and prepare all American students for the next century Goal 5 Mathematics and Science By the year 2000, United States students will be first in the world in Mathematics and science achievement.

26. NCLB & GOALS 2000 Goal 7 Safe, Disciplined, and Alcohol-and Drug-free school By the year 2000, every school in the United States will be free of drugs, violence, and the unauthorized presence of firearm and alcohol and will offer a disciplined environment conductive to learning. Goal 8 Parental Participation By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.

27. EDUCATION IN CHINA • Compulsory Education • China Hope Project • Disabled and Special Students

28. CHINA HOPE PROJECT The Hope Project was initiated in 1990 by the China Youth Development Fund under the CYLC. It has received over 1.78 billion yuan (about 214 million U.S. dollars) in donations and sent 2.29 million children back to school over the past decade.

29. CHINA HOPE PROJECT The goalof the non-governmental Hope Project, sponsored by the Communist Youth League (CYL) Central Committee and the China Youth Development Foundation, is to support young drop-outs in poverty-stricken areas. China, a developing country, faces a shortage of education funds, especially in poverty-stricken areas. More than 30 million children between the ages of 6-14 are unable to attend school or are forced to drop out, with 84 percent of the total number of related youngsters coming from the countryside. Each year, there are 1 million children deprived of education due to poverty.

30. CHINA HOPE PROJECT The purpose of the foundation was to "help children with funds collected from society." Subsidization methods include: 1) establishing long-term grant-in-aid programs to help educationally deprived young students with good character return to school in spite of poor family conditions; 2) building and refurbishing schools for poverty-stricken villages; 3) providing teaching aids, writing materials and textbooks; 4) and providing special scholarships enabling outstanding primary and middle school students in poverty-stricken areas to receive college education. During the year, the CYL sponsored the "Hope Project" aimed at supporting young drop-outs and promoting the development of basic education in poverty-stricken areas.

31. Nan Yang SChool

32. Nan Yang SChool

33. Nan Yang SChool

34. NCLB THANK YOU Presented by : Daniel Lynn