Welcome 2r Charter Schools ESEA & NCLB Overview

1. Welcome 2r Charter SchoolsESEA & NCLB Overview Wisconsin Department of Public Instruction March 30 2004

2. Welcome and Introductions Department of Public Instruction Consultants: Shirley Moutry Diana Kasbaum Myrna Toney Janice Zmrazek

3. Agenda • ESEA and NCLB • Pillars of NCLB • Accountability • Overview of Titles II-V • Consolidated Application and Claims • Title I and Schoolwide • Questions

4. No Child Left Behind • Sometimes referred to as the NCLB Act, or ESEA Reauthorization, or HR1 • Originally enacted in 1965 (ESEA) • Reauthorized January 8, 2002

5. No Child Left Behind • Purpose – provide all children with a fair, equitable, and significant opportunity to obtain a high quality education • Characteristics • Accountability • High quality teachers and paraprofessionals • Parent options • Research based practices • Flexibility

6. Accountability Federal Performance Goals • By 2013-14, all students proficient or better in reading and math. • All LEP students proficient in English and in reading and math. • By 2005-06, highly qualified teachers. • All students educated in safe and drug-free learning environments. • All students will graduate from high school.

7. Accountability Single Statewide Accountability System Testing Adequate Yearly Progress Highly Qualified Teachers More Data Collection and Reporting

8. Currently we test: ESEA requires: NCLB AccountabilityMeans More Testing Testing grades 3, 4, 5, 6, 7, 8, and high school (10th grade) in Reading and Mathematics by 2005-06 Reading at 3rd Grade (WRCT) Reading, Language Arts (Writing), Math, Science, and Social Studies at 4, 8, and 10 (WKCE Enhanced) Testing grades 4, 8, and 10 in Language Arts, Science, and Social Studies (State Law) NAEP was optional prior to 02-03 NAEP participation required starting 2002-03

9. Reading Math • Adequate Yearly Progress Proficient by 2013-14 = 100% All states must achieve… % Proficient/Advanced

10. 100 80 61% 60 Accelerated annual gains beginning 2010-11 37% 40 20 0 • Adequate Yearly Progress Wisconsin Proficient by 2013-14 = 100% % Proficient/Advanced Reading Math 2012-13 2013-14 2011-12 2010-11 2001-02 2009-10 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

11. Adequate Yearly Progress Annual Measurable Objectives Wisconsin % Proficient/Advanced

12. Based on total enrollment Based on Full Academic Year • Adequate Yearly Progress Determining AYP • Test Participation (95 %) • Other Academic Indicator • Attendance rate for elementary and middle school • Graduation rate for high school Academic Achievement Indicators: • Reading • Math

13. Adequate Yearly Progress Determining AYP Test Participation (95 %) Minimum cell size Determine whether 95% of students enrolled were tested in each subgroup meeting minimum cell size.

14. Adequate Yearly Progress Determining AYP Other Academic Indicator • 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.

15. Adequate Yearly Progress Determining AYP Academic Achievement Indicators: Reading 4. Math Minimum cell size Determine if the number of students enrolled for a full academic year (FAY) meet the minimum cell size in each subgroup.

16. Adequate Yearly Progress Determining AYP Academic Achievement Indicators: Reading 4. Math If minimum cell size is NOT reached... All students Roll 2 years of data together Still not reached? Roll 3 years of data together Still not reached? Alternate evaluation process.

17. The identification… • Adequate Yearly Progress Missing AYP two consecutive years in: Test Participation Other Indicator Reading Mathematics Schools: SIFI Districts: DIFI

18. Adequate Yearly Progress 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

19. Adequate Yearly Progress What happens if schools don’t make AYP? No AYP for 3 consecutive years: • Must write an improvement plan • Must receive technical assistance from district • School choice option for parents • Supplemental educational services

20. Adequate Yearly Progress What happens if schools don’t make AYP? No AYP for 4 consecutive years: • Must write an improvement plan • Must receive technical assistance from district • School choice option for parents • Supplemental educational services • Corrective Action

21. Adequate Yearly Progress What happens if schools don’t make AYP? No AYP for 5 consecutive years: • Must write an improvement plan • Must receive technical assistance from district • School choice option for parents • Supplemental educational services • Corrective Action • Develop plan for alternative governance

22. Adequate Yearly Progress What happens if schools don’t make AYP? No AYP for 6 consecutive years: • Must write an improvement plan • Must receive technical assistance from district • School choice option for parents • Supplemental educational services • Corrective Action • Develop plan for alternative governance • Implement alternative governance

23. Adequate Yearly Progress 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

24. Teacher Quality • 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.

25. 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. • Paraprofessionals

26. Flexibility • Transferability – use money from one title for the purposes of another – based on local needs and priorities • Parent Options

27. Parent Options Under NCLB • Parents may request information about teacher qualifications -http://www.dpi.state.wi.us/dpi/esea/bul_0209.html • Must be notified if child is provided services by paraprofessionals • Must be notified if the school has been identified as in need of improvement • Must be given options for school choice if school is in need of improvement

28. Parent Options Under NCLB • Must be informed of their child’s achievement on state assessments • Title II and Title V $s available to train teachers about how to involve parents • Requirements for Title I $s

29. Research-Based Programs • 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

30. Data Collection and Reporting • 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

31. I II III IV V VI VII VIII IX X Titles Under NCLB

32. I II III IV V VI VII VIII IX X Titles Under NCLB I-Improving Academic Achievement of the Disadvantaged II-Preparing, Training, and Recruiting High Quality Teachers and Principals III-English Language Acquisition, Language Enhancement, and Academic Achievement Act V-Promoting Informed Parental Choice and Innovative Programs VI-Flexibility and Accountability IV-21st Century Schools VII-Native Americans & Alaskan Education X-Amendments to Other Statutes IX-General Provisions VIII-Impact Aid

33. I I II II III III IV IV V V VI VI VII VII VIII VIII IX X X Funding for Schools

34. I I II II III III IV IV V V VI VI VII VII VIII VIII X X Funding for Schools Districts access these funds through entitlements and competitive grants

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

36. Title 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

37. Title II, Part A—Teacher and Principal Training and Recruiting • 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.

38. Title II, Part D—Enhancing Education 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

39. Title III, Part A—English Language Acquisition and Language Enhancement • Funding - $4.7 M to WI in 2003-04 • 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

40. Title IV, Part A – Safe and Drug Free Schools and Communities • Funding - $5.5 M to WI in 2003-04 • 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

41. Title V, Part A—Promoting Informed Parental Choice and Innovative 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

42. Supplement not Supplant • ESEA funds must be used to enhance the regular program that the LEA is required to provide to all students • Funds cannot be allocated to replace money the LEA formerly provided to the activity or service

43. How to Apply for ESEA Funds • WISline Web training – April 1, 8, 13 http://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 Contacts http://www.dpi.state.wi.us/dpi/esea/pdf/contacts.pdf

44. ESEA Application Components • Paper Documents – print out, sign, return to DPI • Assurances, Debarment, Internet Safety, Application Requirements Checklist • Contact Persons – update/complete on line • Consolidated Program Plan – overall description of how ESEA money will be used • Budgets by Title

45. ESEA Application Timeline • March 31 – work on paper documents, involve parents and community members in planning, start budgets with estimates of aid and carryover • May/June – DPI will enter official allocations • July 1 – submit applications with plans and budgets based on official allocations • November 1 – revise budgets as needed after DPI enters official carryover

46. ESEA Application Changes • Transferability – will be part of the electronic application • Editing – items can be changed without deleting and reentering • Budget Summaries – consistent summaries will be generated from detail entered by the LEA • Management Options – manage own funds, join a consortium, use a fiscal agent to complete application and revisions, coordinate program

47. Claiming ESEA Funds • Fiscal year July 1-June 30 • DPI Approval – application must be submitted and approved before LEA can get reimbursed for costs • Claims – PI 1086 form must be used - http://www.dpi.state.wi.us/dfm/sms/pi-1086.html • Final Claims – due no later than September 30

48. Title I A - Eligibility for Funds • Economic data determines eligibility for funds. • The charter school has 10 formula children (5-17 year olds from low income families) and a poverty rate greater than 2% of its total enrollment.

49. Service Population • Purpose of Title I A funds is to provide support to students failing or those at risk of failing to attain high academic standards. • Focus is on students residing in areas of concentrated low-income; educationally disadvantaged young children and youth.

50. Service Population Specifically cited as priority students are the: • Educationally disadvantaged • Homeless • Migrant • LEP • Neglected/Delinquent • Young children with high need for assistance with reading.