Title I Teacher Training Module
No Child Left Behind Act of
2001
Title I Teacher Training Module
Introduction
Purpose
To deliver support to Title I teachers who interact
with Title I students, helping them to achieve high
academic performance. This module will do the
following:




Provide a high-level framework of No Child Left
Behind and Title I requirements.
Present the new accountability requirements
Provide instructional strategies based on data
analysis.
Identify requirements and activities for parental
involvement.
Role of Teachers





Teachers play a pivotal role in the
process and successful
implementation of NCLB.
First line of contact as the main link
with parents.
Assess students’ needs and
performance on a daily basis.
Evaluate programs’ success (tools,
strategies, materials, programs &
activities).
Direct activities of paraprofessionals.
Contents of Title I
Teacher Training Module










General Overview of No Child Left Behind (NCLB)
Title I
Understanding Accountability
Data-Driven Analysis and Assessment
Data-Driven Decision-Making
Instructional Strategies for Student Achievement
Scientifically Based Research
Parental Involvement
Highly Qualified Teachers and High-Quality
Professional Development
Resources
Title I Teacher Training Module
Understanding NCLB
No Child Left Behind


The No Child Left Behind Act
of 2001 (NCLB) frames the
structure of accountability in
education to help all children
reach proficiency by 2014.
NCLB embodies four key
principles of education
reform: Accountability,
Flexibility, Choice, and
Methodology.
Purpose of Title I
Help children who are low achievers
meet high academic standards.
Title I Requirements
Under Title I, states and districts are required
to close the achievement gap by the following
methods:
o
o
o
Targeting dollars to low-performing
students.
Placing a “highly qualified” teacher in
every classroom.
Improving the qualifications of
paraprofessionals.
Title I Requirements (cont.)
o
o
o
Offering professional development for
staff.
Using instructional practices and
programs based on research.
Involving the parents in their child’s
education.
Title I Funding



Determined by number of
low-income students in
district.
Districts allocate their funds
to schools based on the
poverty level.
Schools serve the lowestperforming students to help
them achieve academically.
Title I Funding (cont.)
Eligible low-performing private
school students in attendance area
of eligible school are also served.
 Targeted assistance or schoolwide
programs.
 Districts apply for funds through
the NCLB Consolidated Application
process.

Title I Teacher Training Module
Understanding Accountability: A
Teacher’s Perspective
Understanding Accountability





New Jersey’s Single Accountability
System
State Assessments
Disaggregating Results for
Subgroups
AYP Calculations
Sanctions
Single Accountability System


New Jersey has a Single Accountability
System, in compliance with NCLB
requirements, to ensure that all schools
will make “adequate yearly progress”
(AYP) toward meeting the state’s
academic achievement standards.
Students must score “Proficient” or
“Advanced Proficient” levels on state
assessments.
Single Accountability System (cont.)



AYP is based on assessment results and
participation plus secondary indicators
• Attendance for elementary and middle
schools
• Graduation rate (starting in 20042005) for high schools
Student participation in state
assessments must meet 95%.
The goal is that all students will be
proficient by 2014.
State Assessments: Percent of
Proficiency
Language
Arts
Literacy
Elementary
Grades 3, 4, 5
Middle
Grades 6, 7,8
Mathema
tics
Starting
Point
2003
2005
2008
2011
2014
68
75
82
91
100
66
76
87
100
58
H.S.
Grade 11
73
79
85
92
100
Elementary
Grade 4, 5
53
62
73
85
100
Middle
Grade 7, 8
39
49
62
79
100
High School
Grade 11
55
64
74
86
100
State Assessments



Students are currently tested in grades
3, 4, 8, and 11 in language arts literacy
(LAL) and mathematics using the state
assessments.
Other grades will be phased in. By the
2005-2006 school year, LAL and
mathematics tests will be administered
in every year in grades 3 through 8 and
once during grade span 10-12.
Science will be tested in all the above
grades by the 2007-2008 school year.
State Assessments (cont.)


An Alternative Proficiency
Assessment (APA) will be
administered to eligible students
with disabilities.
LEP students must be tested.
AYP Calculations
Subgroups
 Adequate Yearly Progress (AYP) is calculated for
total district, total for each school, and the
following student subgroups for each content area
(LAL/math/science):
 Racial/ethnic groups, including White, AfricanAmerican, Hispanic, Asian/Pacific Islander, and
Native American
 Students with Disabilities
 Economically Disadvantaged
 Limited English proficient (LEP)
Purpose of Disaggregating Data


Accountability
Closing the Achievement Gap
Sample School Results
School A Elementary School
LAL AYP
Yes/No
Safe Harbor
Math AYP
Yes/No
Safe Harbor
All Students
Yes = 75%
AfricanAmerican
Yes = 65%
AYP Targets for
2002-2003 School Year
No = 49%
No
No = 39%
No
No = 50%
Yes = 56%
No = 45%
No
Hispanic
Native
American
Asian/Pacific
Islander
Yes = 70%
Yes = 58%
Yes = 70%
Yes = 60%
White
LEP
No = 45%
No
No – 35%
No
No = 41%
No
No = 38%
No
Economically
Disadvantaged
Students with
Disabilities
New Jersey Professional Education Port
NJ ASK
LAL
68%
Math
53%
__________________
Sample School AYP Profile
What Happens if AYP Is Not Met?



Year 1 − Early Warning: School did not
meet AYP in at least one content area for
total student population or one or more
subgroups.
Year 2 − Choice: School did not meet
AYP in the same content area for two
consecutive years. School identified as in
need of improvement and must offer
intradistrict choice and prepare School
Improvement Plan.
Year 3 − SES: School did not meet AYP
again; it must continue to offer choice
and also offer supplemental educational
services (SES).
What Happens if AYP Is Not Met?
(cont.)



Year 4 − Corrective Action: School did not
meet AYP again; it must continue to offer choice
and SES and also prepare a Corrective Action
Plan.
Year 5 − Planning for Restructuring: School
did not meet AYP again; it must improve
academic performance or go into restructure
status.
Year 6 − Restructuring: School did not meet
AYP again; it is identified for restructuring, which
could result in state takeover.
Title I Teacher Training Module
Data-Driven Analysis/Assessment
Data-Driven Decision-Making


NCLB requires schools to make
critical decisions regarding
instructional and academic services
based on data analysis.
Collectively and interactively, data
informs schools of the impact of
current programs and processes on
their students so that decisionmaking can occur.
Four Types of Data to Be Gathered
There are four types of data that
should be gathered:




Demographic Data
Perceptual Data
Student Learning Data
School Process Data
Resource: [email protected]
State School Report Card



Information on aggregate student
achievement at each proficiency level
Disaggregated information by
ethnicity, gender, disability status,
migrant status, English proficiency,
and economically disadvantaged
Shows a comparison between the
actual achievement of each group
and the state’s annual measurable
objectives
State School Report Card (cont.)





The percentage of students not tested
The most recent 2-year trend in student
achievement
Aggregate information on indicators used
to determine AYP
Attendance rates for elementary and
middle schools
Graduation rates for secondary school
students
State School Report Card (cont.)



Information on the performance of
districts and if they made AYP
Information on the professional
qualifications of teachers in the
state
Web site for School Report Cards:
http://education.state.nj.us/rc
Data Reports



School-Level Reports
District Summary Report
Individual Student Reports
School-Level Reports
School-Level Reports
School-Level Reports
District Summary Report
Analysis of School-Level and
Individual Reports

Analyze the results of the proficiency
levels and the cluster reports in order
to determine the strengths and
deficiencies of the following:
 Curriculum
 Teaching strategies
 Classroom environment
 Culture
 Parental support
 Students’ affective needs
Other Assessments



Beginning of school year
End of school year
Mid year
Tools for School Improvement
Planning

The Annenberg Institute for School
Reform has a Web site that provides
links to surveys and using data for
school improvement.
http://www.annenberginstitute.org/tools/
Title I Teacher Training Module
Instructional Strategies for
Student Achievement
Test Preparation –



Providing Tools
Use Core Curriculum Content
Standards as the basis for
curriculum
Rely on the support of
scientifically based research
programs
Consult the list of approved
Title I activities in the NCLB
reference manual
www.nj.gov/njded/grants/entitlement/nclb
Test Preparation (cont.)




Reference the test specifications for
the NJ ASK, GEPA, and HSPA
Use sample test items and rubrics
throughout the year
Incorporate assessment experiences
in the classroom that simulate state
assessments
Provide several picture prompts and
other writing tasks to be done in a
limited time frame
Test Preparation (cont.)



Provide open-ended questions
Simulate the physical test setting
several times throughout the year
Discuss rubrics with the students
and use them in your scoring
Strategies for At-Risk Students





Examine the nonacademic
factors that may be
affecting performance
Maintain high (but not
frustrating) expectations
Use differentiated
instruction strategies and
assessment
Integrate strategies across
the curriculum
Include cognitive strategies
Strategies for Limited English Proficient
(LEP) Students


Use academic content to
teach the language skills of
listening, speaking, reading,
and writing
Sheltered English
 Used in an integrated
setting
 Each class has a language
objective and a content
area objective
Strategies for Students with Disabilities


Programs should be organized to promote the
same high expectations for achievement
established for nondisabled students
All programs, regardless of setting (general
education class, resource center, special class)
should provide access to the district’s
comprehensive general education curricula,
materials, and assessments as well as
supplementary services provided to other
students (e.g., tutoring)
www.state.nj.us/education
Title I Teacher Training Module
Scientifically Based Research
Scientifically Based Research
Programs
Title I programs must be
 Research-based
 Proven to work
www.ed.gov/nclb/methods/whatworks/doing.html
Evaluating an Educational Intervention
for Research Worthiness
Is the intervention backed by
“strong” evidence of effectiveness?
 Randomized controlled trials that
are well-designed and
implemented
 Trials showing effectiveness in 2
or more typical school settings
 Trials in schools similar to your
school
Examples of Effective Evidence-Based
Interventions



Tutoring by qualified tutors
for at-risk readers Grades
1-3.
Life skills training for junior
high students effective in
reducing smoking and
substance abuse.
Reduced class size Grades
K-3 raises Stanford scores in
reading & math.
More Examples of Effective EvidenceBased Interventions


Phonemic awareness and
phonics helps early readers
read more proficiently.
High-quality, educational
child care and preschool for
low-income children reduces
special education placements
by age 15.
Reading First Program
Five key components of a reading program:
 Phonemic awareness
 Phonics
 Reading fluency
 Vocabulary development
 Reading comprehension strategies
www.nj.gov/njded/readfirst/Programs
Title I Teacher Training Module
Parental Involvement
Positive Results
The most accurate predictor of a
student’s achievement in school is not
income or social status, but the extent
to which that student’s family is able to:
 Create a home environment that
encourages learning.
 Communicate high, yet reasonable,
expectations for their children’s
achievement and future careers.
 Become involved in their children’s
education at school and in the
community.
Research on Parental Involvement
Parental involvement has
shown the following benefits:
 An increase in student
academic achievement
 A decrease in behavioral
issues such as violence and
drug abuse
 Better attendance
 Positive attitudes
 Lower drop-out rates
District and School Plans
NCLB requires schools and
districts to implement
parental involvement plans.
Collaboration Required by Title I



Districts must include parents in the
development of their parent involvement
policy.
Schools must develop a School-Parent
Compact that outlines how parents,
school staff, and students will share
responsibility for improved student
academic achievement.
In some cases, Title I funds must be set
aside for parent involvement activities
(1% of allocations over $500,000).
Building Capacity
Through the NCLB “14
Activities to Build Capacity
for Parental Involvement,”
the schools and district will
ensure effective partnerships
between the parents and
community and the school.
Six activities are required;
eight are suggested. NCLB
Section 1118
Parental Notifications Required by
Title I
Notifications must be in a format and
language that parents will understand.
Letter informing parents of school’s
improvement status and notification
of school choice and SES options
 Letter about teacher qualifications
(Parents’ Right-to-Know section 1111)

Parental Notifications Required by
Title I (cont.)



Letter for placement of a limited
English proficient (LEP) child in an
English language instruction
program
School Report Card and NCLB
Report Card
NAEP notification
Parent Options for Schools Identified
for Improvement


Intradistrict Choice: Parents of all
children in a school identified for
improvement may choose to transfer
their child to another “available” public
school in the district. The choice school
cannot also be in improvement status
or identified as “persistently
dangerous.”
SES: During the second year of
improvement status, or if choice is not
an option in the first year, eligible
students must be offered supplemental
educational services, provided by stateapproved vendors.
Follow-up Activity
Sample School A shows gaps in both LAL
and math for subgroups AfricanAmerican, Hispanic, LEP, and Special Ed.
The school needs to actively engage the
parents to be more involved and
supportive of the school endeavors.
Parents can be provided with some
lessons that the students can work on at
home.
Title I Teacher Training Module
Highly Qualified Teachers
and High-Quality
Professional Development
Title I Teacher Training Module
Highly Qualified Teachers
The Federal Context: NCLB


The Highly Qualified Teacher
initiative is a federal mandate that
requires states to demonstrate the
alignment between teachers’
academic preparation and their
content area teaching assignments
through each state’s licensing
system.
Teachers’ content expertise is the
strongest predictor of student
achievement.
Highly Qualified Teacher Requirements



At least a bachelor’s degree
Standard certification (no
emergency or conditional
certification)
Proof of content area expertise in
the core academic content area(s)
the teacher teaches
 Elementary generalists
 Middle and secondary content
specialists
 Special education and ESL
teachers
Which Teachers Must Document Their
Qualifications?


All teachers with responsibility for
direct instruction in one or more
core academic subjects, including
elementary generalists
Special education teachers who
provide direct instruction in one or
more core academic subjects
Core Academic Content Areas






Language Arts
Reading
English
Science
Mathematics
History






Government
Geography
Economics
Arts
Civics
Foreign
Languages
Title I Teachers and HQT Requirements

Expedited timeline for qualifying:
 Teachers in Title I schools hired after
September 1, 2002, must satisfy the
definition at the time of hire.
 Veteran teachers working in all schools prior
to 2002 have until June 2006 to satisfy the
requirement.
Title I Teachers and HQT Requirements
(cont.)

Use of the NJ HOUSE Standard Content
Knowledge Matrix
 First-year teachers in Title I schools
may not use the NJ HOUSE Standard
Content Knowledge Matrix to satisfy
the requirement.
 Veteran Title I teachers and
experienced teachers newly hired in
Title I schools may use the NJ HOUSE
Standard Content Knowledge Matrix.
Content Expertise
The highly qualified requirement
focuses on content knowledge. An
education degree is not sufficient
without demonstrating content
expertise in the core academic
content the teacher teaches.
Parent Notification and HQT
Requirements

Parent Notification Requirements apply
to schools receiving any level of Title I
funding.
 In September, Title I schools must
inform parents of their right to inquire
about the credentials of their child’s
teachers.
Title I Teachers and HQT Requirements
(cont.)

By November 1, Title I schools must
inform parents which of their child’s
teachers have not yet satisfied the
HQT requirement―even if teachers
have until June 2006 to satisfy the
requirement.
2004 HQT Survey Results
(Percent of classes taught by HQTs)
All Schools
Elementary
96.3%
Middle/HS
90.5%
High Poverty
Schools
91%
81.1%
Low Poverty
Schools
98.6%
94.5%
Federal Requirement: By June 2006, 100% of
classes must be taught by highly qualified teachers
Highly Qualified Teacher Resources
The New Jersey Model for Identifying
Highly Qualified Teachers (2004-2005
edition) is available on NJDOE Web
site: www.nj.gov/njded/profdev/nclb/
E-mail helpline for questions:
[email protected]
Title I Teacher Training Module
High-Quality
Professional Development
A New Vision of High-Quality
Professional Development
“It’s not ‘what counts’ it’s what matters.”
- Willa Spicer*
High-quality professional learning
focuses not on accruing hours but on
achieving results―the improved learning
of all students.
High-Quality
Professional Learning





Sustained
Intensive
Classroomfocused
Research-based
Aligned with state
standards and
assessments
Principles of Effective Professional
Development




District framework
Research-based principles
Network of instructors
Data-driven decision-making
Title I Professional Development
Requirements



Title I funds may be used for professional
development of Title I teachers
Districts must reserve 5% of their Title I
allocation for professional development
Schools identified as in need of
improvement must set aside 10% of their
Title I school allocation for professional
development
Title I Teacher Training Module
Paraprofessional
Requirements
Paraprofessional Responsibilities

Apply to instructional paraprofessionals
funded by Title I:
 Provide one-on-one tutoring
 Assist with classroom management
 Provide computer assistance
 Conduct parent activities
 Provide library support
 Translate
 Provide instructional assistance
Paraprofessional Qualifications
Must meet one of the following:
 Two years of study at institution of
higher education
 Associate’s degree
 Paraprofessional
Performance/Portfolio Assessment
www.nj.gov/njded/title1/hqs/pp/portfolio.shtml
The Greatest Challenge for Title I:
Changing the Culture of “Can’t”
The transformational
change agent says,
“Here is the
standard, which I
know is impossible,
so let’s stand
together and learn
our way into a
higher level of
performance.”
- Robert Quinn
Descargar

Title I Teacher Training Module