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Home My WebLink AboutAgenda - 03-16-2004-6a2North Carolina, Orange Countv, and No Child Left Behind L ? • Signed into law Jan. 8, 2002 • Tremendous impact on North Carolina's public schools • Closing achievement gaps • High achievement for ALL students • Highly qualified teachers • Has been integrated with the ABCs i. • Greater local school accountability and control • Rewards for success • Sanctions for not meeting standards • Strong basics • Flexibility in resource allocation • Parent communication, participation, and, in NCLB, school choice Chc 3rd-8th graders proficient in both reading and math 12002-03 1 80.8% 2901-02 74.7% 1996-97 61.7% 1992-93 53% In 2001, the General Assembly mandated that, beginning in the 2002-03 school year, the state include a "closing the achievement gap" component in its measurement of student growth Grades 3-8 Reading and Math Percent of Students Proficient: ce • 100% of students proficient or better in reading and mathematics (according to state standards) by 2013-14 • Building on the success of the ABCs to meet the goal of the federal law • Expands testing -scope and participation • Focuses assessment data on subgroup performances • Increases reporting of disaggregated data results and progress toward closing the achievement gap i. • Raises standards for teacher and paraprofessional quality • Opens more options for parents -supplemental services, information and school choice ABCs • "growth" model • ABCs measures: overall performance of the school growth of students over time NCLB • Adequate Yearly Progress (AYP): "all or nothing" model • AYP uses ABCs scores to measure: whether specific groups of students meet specified goals - regardless of how much they have grown Y Efland-Cheeks Elementary School Subject Target All ECE Black White Econ. Disadv. Students w Disabilities Reading 68.9 86.5 YES 75.4 YES 93.3 YES 81.1 YES 69.1 YES Math 74.6 89.6 YES 77.2 YES 95.0 YES 84.4 YES 74.5 NO • The school as a whole 9 White • Black • Native American Asian/Pacific Islander • Hispanic • Multiracial • Limited English Proficient • Students with Disabilities • Economically Disadvantaged Students Orange County Schools 2002-03 • The school as a whole 9 White • Black • Native American • Asian/Pacific Islander • Hispanic • Multiracial • Limited English Proficient • Students with Disabilities • Economically Disadvantaged Students Chapel H ill-Carrboro City Schools 2002-03 Year Grades 3-8(%) Grade 10 (%) Reading Math Reading Math 2002-03 68.9 74.6 52 54.9 2004-05 76.7 81 64 66.2 2007-08 84.5 87.3 76 77.5 2010-11 92.2 93.7 88 88.7 12013-14 100 100 100 100 • All subgroups meet or exceed AYP targets for the year OR • The percentage of students not scoring proficient in a subgroup is reduced by at least 10 percent in a year, and the subgroup makes progress on the other AYP indicator • At least 95% of eligible students take the test • Attendance or graduation rate goals are met i. • 46.9% of NC schools made AYP in 02-03 • Only 27% of NC elementary and middle schools would have made AYP for 2000-01 School # of targets # met % met AYP ? Cameron Park 21 19 90.5% NO Central 17 17 100% YES Efland-Cheeks 21 20 95.2% NO Grady Brown 19 17 89.5% NO Hillsborough 9 9 100% YES New Hope 17 13 76.5% NO Pathways 21 20 95.2% NO Stanback 21 18 85.7% NO Stanford 23 22 95.7% NO Cedar Ridge 11 5 45.5% NO Orange 17 13 76.5% O ?I C. MMi ?lT ?+ School # of targets # met % met AYP ? Carrboro 21 18 85.7% No Seawell 25 25 100% YES Ephesus Road 23 22 95.7% NO Estes Hills 21 19 90.5% NO Graham 21 18 85.7% NO Glenwood 17 17 100% YES McDoug le Elem. 21 21 100% YES School # of targets # met % met AYP Scroggs 15 15 100% YES McDougle Middle 21 19 90.5% NO Culbreth 21 19 90.5% NO Phillips 25 24 96.0% NO Smith 31 27 87.1% NO Chapel Hill 17 13 76.5% NO East Chapel Hill 16 14 87.5 NO Memorial Hospital 1 0 0% NO • $1,500 bonus for certified staff in schools making High Growth • $500 bonus for teacher assistants in schools making High Growth • $750 bonus for certified staff in schools making Expected Growth • $375 bonus for teacher assistants in schools making Expected Growth i. Year Status Sanctions Year 1 Fails to make AYP None Year 2 Fails to make AYP None Year 3 Fails to make AYP In Title I SI Public school choice, technical assistance Year 4 Fails to make AYP In Title I SI Public school choice, supplemental educational services, technical assistance Year Status Sanctions Year 5 Fails to make AYP Public school choice, supplemental In Title I SI education services, corrective action, technical assistance Year 6 Fails to make AYP Public school choice, supplemental In Title I SI educational services, plan for restructuring, technical assistance Year 7 Fails to make AYP Public school choice, supplemental educational In Title I SI services, implement plan for restructuring i, ` ` , • North Carolina • 840 schoolwide • 235 targeted assisted • Chapel Hill-Carrboro • 0 schoolwide • 7 targeted assisted • Orange County • 0 schoolwide • 5 targeted assisted Free/Reduc e d Lunch 031 School % freelreduced Cameron Park 47 .47% Central 66 .02% Efland-Cheeks 57 .61% Grady Brown 31 .35% Hillsborough 12 .59% New Hope 28 .60% Pathways 28.11% Stanback 29 .81% Stanford 30 .29% Cedar Ridge 15 .47% Orange 17 .50% C School % free/reduced Carrboro 25 .5% Ephesus 25 .7% Estes Hills 21 .5% Frank P. Graham 28 .0% Glenwood 15 .8% McDougle Elem 14 .6% Rash kis 15 .5% Scroggs 12 .4% i, IV. School % free/reduced Seawell 25. 7% Culbreth 15. 7% McDougle Middle 11. 6% Phillips 13. 4% Smith 17. 4% Chapel Hill 5.8% East Chapel Hill 6.3% i. • By June 30, 2006, all core subject area teachers will meet NCLB's definition of highly qualified • Teachers must meet the requirements for full certification and have demonstrated competency in each of the subjects that they teach i. • Chapel Hill-Carrboro 93.42% • Orange 93.32% • Durham 79.30% • Chatham 89.78% • Alamance 83.02% • Wake 85.45% • STATE 82.70% i. • Associate's degree and/or two years of higher education • Formal assessment of instructional abilities including a staff development component • Work under direct supervision of a highly qualified teacher • Requirements vary, depending on school and position held ehc • High school degree "All or nothing" model penalizes schools and school systems by labeling those that miss only one target the same as those that miss multiple targets • "All or nothing" model penalizes schools and school systems that have the most diverse and fastest-growing student population • NCLB expects all students within a school or school system to achieve the same level of proficiency, despite their limitations or special needs • NCLB sets absolute expectations for children within specific subgroups, when the growth of these children, particularly those with special needs and those who are typically high achievers, would be a better measure of success • Parents and communities find it difficult to distinguish the difference between the ABCs and AYP, and the two do not have the same measures • A school can be a School of Excellence under ABCs and be a failing school under NCLB • NCLB requires all teachers to be highly qualified in the content area in which they are assigned to teach • Problematic because teachers must either attain certification in multiple subject areas or receive alternative credit for additional subject areas • Particularly affects special teachers since they teach education multiple subjects LJ-1C e?? • Requiring North Carolina teachers to increase their credit hours from 18 to 24 in one content area in order to gain highly qualified status may be a costly mandate that will exacerbate North Carolina's teacher shortage Z. le. I: • Staff development of teachers and paraprofessionals will become a focal point for meeting AYP goals • School administrators will devote considerable attention and resources toward staff development issues V. lull • NCLB legislation set adequate federal funding levels for successful implementation, but the federal budget has fallen short of those funding levels • Individuals with Disabilities Education Act (IDEA) of 1975 promised federal funds of 40% of the cost of serving an exceptional child, but almost 30 years later, there is a 68% shortage of full funding for the program i. • Requirements of NCLB combined with lack of adequate funding may result in a significant strain on school systems • Non-compliance with NCLB could result in a loss of federal money Federal Expenditures 2001-02 System $ amount % of budget Orange County Schools 1$2,661114115.48% Chapel Hill-Carrboro Schools 1$3,005,653 13.37% Source: North Carolina Statistical Profile • North Carolina Department of Public Instruction www. ncpubl icschools. org • Chapel Hill-Carrboro Schools district Web site www.chccs.k12.nc.us • orange County Schools district Web site www.oranqe.k12.nc.us • North Carolina Report Cards ,vvww. • North Carolina Association of School Administrators Recommendations Regarding the No Child Left Behind Act: February 2004 cf-iC . 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