The No Child Left Behind Act NCLB of 2001

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The No Child Left Behind Act (NCLB) of 2001 Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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Changes in Federal Education Law Assistance The Elementary and Secondary Education Act of 1965 "A Nation at Risk," 1986 The National Education Summit, 1989 Goals 2000: Educate America Act of 1990 The Improving America's Schools Act of 1994 Accountability No Child Left Behind Act of 2001 Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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No Child Left Behind Accountability for Results (AYP) Highly Qualified Teachers Scientifically Based Instruction Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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Important Things to Understand About NCLB is a response to low scholarly accomplishment in America's understudies NCLB is clearing enactment that will apply a significant impact on training NCLB perceives and grasps science NCLB will influence the ways that colleges plan educators and instructors instruct their understudies NCLB is digging in for the long haul (there will be adjustments) Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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NCLB Performance Goals By 2013-2014, all understudies will achieve elevated expectations, at the very least, accomplishing capability or better in perusing and arithmetic. All restricted English capable (LEP) understudies will get to be capable in English and achieve high scholarly principles, at the very least, accomplishing capability or better in perusing/dialect expressions and arithmetic. By 2005-2006, all understudies will be educated by exceedingly qualified instructors. All understudies will be taught in learning situations that are sheltered, sedate free, and helpful for learning. All understudies will move on from secondary school. Holler/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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Accountability NCLB concentrates on : Increasing the scholarly accomplishment of all government funded school understudies Improving the execution of low-performing schools NCLB finishes this by: Requiring states to gauge the advance of understudies and gatherings of understudies each year Reporting the consequences of these measures to guardians Requiring states to set capability norms that schools must achieve inside a set timeframe Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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Adequate Yearly Progress NCLB requires that states: Develop a standard, called satisfactory yearly advance (AYP), to utilize every year to figure out whether schools are meeting state measures rapidly enough to permit them to have 100% of their understudies capable in perusing and math by 2014 Test all understudies on statewide appraisals Allow schools to give understudies incapacities access to testing housing and even interchange evaluations if necessary Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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AYP Requires High principles of scholastic accomplishment for all understudies Valid and solid appraisals Continuous and significant scholarly change for all understudies Disaggregation of data for the accompanying gatherings Students from various racial/ethnic gatherings Students from monetary weakness Students with incapacities Students with restricted English capability Improvement of graduation rates for HS and one other pointer for different schools Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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Example: Defining APR in Reading 100% Proficient 100% 90% 79.4% Proficient 80% 70% 58.8% Proficient 60% half 38.2% Proficient 40% 30% 17.6 capable 20% 10% 10-11 08-09 12-13 06-07 11-12 02-03 13-14 05-06 07-08 03 04-05 09-10 01-02 Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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ALL understudies with handicaps must partake in yearly statewide testing!! ALL understudies with handicaps are incorporated into AYP estimations Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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The IEP group chooses HOW an understudy will partake, not WHETHER he or she will take an interest!! Holler/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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The 1% Rule Students with " critical subjective inabilities " can be surveyed utilizing substitute measures to meet AYP objectives Students scoring "capable" for the AYP objective may not surpass 1% of all understudies in the review tried States can submit information and put forth a defense to surpass the top Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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The 2% Rule A predetermined number of understudies with incapacities (around 2 percent) will be permitted to take tests that are particularly intended for their capacities, Students scoring "capable" for the AYP objective may not surpass 2% of all understudies in the review tried (over the 1%) The state must demonstrate that it is attempting to serve those understudies by giving thorough research-based preparing to educators, enhancing evaluations, & sorting out coordinated effort between a specialized curriculum and classroom instructors Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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The Goal of the 2% Regulation Ensure that states hold these understudies to testing, however changed, accomplishment gauges that empower them to approach, and even meet, review level norms Ensure access to the general educational modules to guarantee understudies are instructed to a similar elevated expectations Measure advance with amazing appraisals so guardians are certain that their youngsters are learning & accomplishing Provide direction and preparing to IEP groups to recognize these understudies legitimately Provide proficient improvement to all educators. States must keep meeting the necessities of NCLB identified with understudies with incapacities Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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What Does This Mean for You? The IEP must address an understudy's cooperation in the statewide evaluation Four alternatives (just three choices at present) An understudy will take the statewide appraisal similar to An understudy will bring the statewide evaluation with suitable housing or changes (clarify in the IEP) An understudy will take a substitute evaluation (incorporate an announcement in the IEP of why the kid can't partake in the normal evaluation and why the substitute appraisal is fitting) An understudy will take an appraisal in view of adjusted accomplishment benchmarks Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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Adequate Yearly Progress Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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Making AYP First Way to Make AYP At slightest 95% of selected understudies take part in testing program (by subgroup) AND All understudies and all subgroups score in any event capable in statewide evaluations, at AYP focuses for that year AND All understudies and all subgroups meet AYP focus for graduation or participation OR … Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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Making AYP Second Way to Make AYP: Safe Harbor At minimum 95% of understudies enlisted partake in statewide testing (by subgroup) AND Percentage of understudies in subgroup(s) not scoring at any rate capable reductions by no less than 10% percent AND Students in subgroup(s) gain ground in graduation rate or participation Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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NCLB: Public Reporting The aftereffects of K – 12 testing are accounted for in light of two objectives: One is for guardians to have nitty gritty data about their schools to settle on educated parental choices Second is to give state funded schools input on guideline keeping in mind the end goal to enhance understudy accomplishment Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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If a School Doesn't Make AYP for: Two Consecutive Years • School will get specialized help from the region • Develop 2-year change arrange • Students are given the choice to exchange to a superior state funded school inside locale or an open sanction school (government funded school decision) Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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School Improvement Each locale must recognize for school change any Title I school that neglects to make AYP for 2 back to back years. Recognizable proof must happen before the start of the school year taking after the inability to make AYP. Inside 3 months, a distinguished school must build up a school arrange, in counsel with guardians, school staff, region staff, and outside specialists. Holler/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights held

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School Improvement Plan Yell/The Law and Special Education , Second Edition Copyright © 2006 by Pearson Education, Inc. All rights saved

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The School Improvement Plan must: Cover a 2-year time span Incorporate systems in light of deductively based research to include

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