highly qualified and effective teacher (hqet). · 170 beyond nclb: fulfilling the promise to our...

34
170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective Principals for All Communities Issue Current Statute/Regulation Recommendation Definition of a Highly Qualified Teacher Section 9101(23) All teachers must be highly qualified by the end of the 2006–07 school year (originally 2005–06 school year, but extended via guidance from the U.S. Secretary of Education). Highly qualified is defined as possessing state certification or licensure, holding a bachelor’s degree and demonstrating subject matter knowledge. Highly Qualified Teacher (HQT). Maintain current law for four years after the enactment of a reauthorized NCLB as described below in the HQET section. Add one additional way to acquire HQT status: obtaining an advanced credential that requires mastery of subject matter and pedagogy through a comprehensive portfolio assessment. Highly Qualified and Effective Teacher (HQET). During the initial period of reauthorization (2008–12) all teachers teaching core academic subjects would be required to meet HQT or HQET requirements. HQET would include all of the existing HQT provisions and would also require teachers to meet both of the following criteria: • Demonstrating, through a value-added metric, learning gains by their students in the subjects they teach • Attaining one of the following: a positive evaluation of a teacher’s performance by his or her principal, or a positive evaluation of a teacher’s performance through a peer review process e processes developed or selected for peer and principal reviews must be approved by a state or district, and teachers and principals would be required to receive training in its use. e demonstration of learning gains would be weighted no less than 50 percent of the total evaluation toward achieving HQET status. All states must establish HQET within four years of enactment of a reauthorized NCLB, but can implement such requirements earlier if they can demonstrate ability to meet necessary data requirements. HQET would require each state to develop a data system capable of value-added measurement (tracking individual student progress from year to year). States that want to include growth in their adequate yearly progress (AYP) calculations would be required to implement HQET requirements at the same time that they implement plans for including growth in their AYP calculations. All teachers in a state would be required to meet the new requirement of HQET once HQET is established in that state. e Highly Objective, Uniform, State Standard of Evaluation (HOUSSE) process for teachers who were teaching before the passage of NCLB would be preserved during the reauthorization period and as a part of HQET.

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Page 1: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Rec

om

men

dati

ons

for

Eff

ecti

ve T

each

ers

for

All

Stu

dent

s, E

ffec

tive

Pri

ncip

als

for

All

Co

mm

unit

ies

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Defi

nitio

n of

a H

ighl

y Q

ualifi

ed T

each

er

Secti

on 9

101(

23)

All t

each

ers m

ust b

e hi

ghly

qua

lified

by

the

end

of th

e 20

06–0

7 sc

hool

yea

r (or

igin

ally

200

5–06

scho

ol y

ear,

but e

xten

ded

via

guid

ance

from

the

U.S

. Sec

reta

ry o

f Ed

ucat

ion)

. Hig

hly

qual

ified

is d

efine

d as

pos

sess

ing

state

cer

tifica

tion

or li

cens

ure,

hol

ding

a b

ache

lor’s

de

gree

and

dem

onstr

atin

g su

bjec

t mat

ter k

now

ledg

e.

Hig

hly

Qua

lified

Tea

cher

(HQ

T).

Mai

ntai

n cu

rren

t law

for f

our y

ears

afte

r the

en

actm

ent o

f a re

auth

orize

d N

CLB

as d

escr

ibed

bel

ow in

the

HQ

ET se

ctio

n. A

dd

one

addi

tiona

l way

to a

cqui

re H

QT

stat

us: o

btai

ning

an

adva

nced

cre

dent

ial t

hat

requ

ires m

aste

ry o

f sub

ject

mat

ter a

nd p

edag

ogy

thro

ugh

a co

mpr

ehen

sive

port

folio

ass

essm

ent.

Hig

hly

Qua

lified

and

Effe

ctiv

e Te

ache

r (H

QET

). D

urin

g th

e in

itial

per

iod

of

reau

thor

izatio

n (2

008–

12) a

ll te

ache

rs te

achi

ng c

ore

acad

emic

subj

ects

wou

ld

be re

quire

d to

mee

t HQ

T o

r HQ

ET re

quire

men

ts. H

QET

wou

ld in

clud

e al

l of

the

exist

ing

HQ

T p

rovi

sions

and

wou

ld a

lso re

quire

teac

hers

to m

eet b

oth

of th

e fo

llow

ing

crite

ria:

Dem

onstr

atin

g, th

roug

h a

valu

e-ad

ded

met

ric, l

earn

ing

gain

s by

thei

r stu

dent

s in

the

subj

ects

they

teac

h

Atta

inin

g on

e of

the

follo

win

g: a

pos

itive

eva

luat

ion

of a

teac

her’s

per

form

ance

by

his

or h

er p

rinci

pal,

or a

pos

itive

eva

luat

ion

of a

teac

her’s

per

form

ance

th

roug

h a

peer

revi

ew p

roce

ss

The

proc

esse

s dev

elop

ed o

r sel

ecte

d fo

r pee

r and

prin

cipa

l rev

iew

s mus

t be

appr

oved

by

a st

ate

or d

istric

t, an

d te

ache

rs a

nd p

rinci

pals

wou

ld b

e re

quire

d to

rece

ive

trai

ning

in

its u

se. Th

e de

mon

strat

ion

of le

arni

ng g

ains

wou

ld b

e w

eigh

ted

no le

ss th

an 5

0 pe

rcen

t of t

he to

tal e

valu

atio

n to

war

d ac

hiev

ing

HQ

ET st

atus

.

All s

tate

s mus

t esta

blish

HQ

ET w

ithin

four

yea

rs o

f ena

ctm

ent o

f a re

auth

orize

d N

CLB

, but

can

impl

emen

t suc

h re

quire

men

ts ea

rlier

if th

ey c

an d

emon

strat

e ab

ility

to m

eet n

eces

sary

dat

a re

quire

men

ts. H

QET

wou

ld r

equi

re e

ach

stat

e to

de

velo

p a

data

syst

em c

apab

le o

f val

ue-a

dded

mea

sure

men

t (tr

acki

ng in

divi

dual

st

uden

t pro

gres

s fro

m y

ear

to y

ear)

. Sta

tes t

hat w

ant t

o in

clud

e gr

owth

in th

eir

adeq

uate

yea

rly p

rogr

ess (

AYP)

cal

cula

tions

wou

ld b

e re

quire

d to

impl

emen

t HQ

ET

requ

irem

ents

at th

e sa

me

time

that

they

impl

emen

t pla

ns fo

r inc

ludi

ng g

row

th in

th

eir A

YP c

alcu

latio

ns.

All t

each

ers i

n a

state

wou

ld b

e re

quire

d to

mee

t the

new

requ

irem

ent o

f HQ

ET o

nce

HQ

ET is

esta

blish

ed in

that

stat

e. Th

e H

ighl

y O

bjec

tive,

Uni

form

, Sta

te S

tand

ard

of

Eval

uatio

n (H

OU

SSE)

pro

cess

for t

each

ers w

ho w

ere

teac

hing

bef

ore

the

pass

age

of

NC

LB w

ould

be

pres

erve

d du

ring

the

reau

thor

izatio

n pe

riod

and

as a

par

t of H

QET

.

Info

rmat

ion

on th

e H

QET

stat

us o

f tea

cher

s wou

ld b

e re

port

ed to

par

ents

on st

ate

and

loca

l rep

ort c

ards

in a

way

that

is si

mila

r to

curr

ent H

QT

repo

rtin

g. Th

e pa

rent

rig

ht-to

-kno

w p

rovi

sions

wou

ld a

lso in

clud

e H

QET

stat

us o

f the

ir ch

ild’s

teac

her.

Thre

e ye

ars o

f ach

ieve

men

t dat

a by

a te

ache

r’s st

uden

ts w

ould

be

used

to d

eter

min

e a

teac

her’s

HQ

ET st

atus

. The

lear

ning

gai

ns o

f a te

ache

r’s st

uden

ts w

ould

be

com

pare

d ag

ains

t the

lear

ning

gai

ns o

f oth

er te

ache

rs in

the

state

usin

g a

valu

e-ad

ded

met

ric.

The

lear

ning

gai

ns o

f spe

cial

edu

catio

n te

ache

rs a

nd te

ache

rs o

f Eng

lish

lang

uage

le

arne

rs w

ould

be

com

pare

d to

oth

er su

ch te

ache

rs in

the

state

. Tea

cher

s who

are

in

the

top

thre

e qu

artil

es o

f pro

duci

ng le

arni

ng g

ains

and

who

also

rece

ive

eith

er a

po

sitiv

e pr

inci

pal e

valu

atio

n or

pee

r rev

iew

wou

ld b

e co

nsid

ered

to h

ave

achi

eved

H

QET

stat

us. O

nce

a te

ache

r obt

ains

HQ

ET st

atus

, tha

t tea

cher

is n

ot re

quire

d to

be

eval

uate

d on

a y

early

bas

is to

mai

ntai

n th

is sta

tus.

Afte

r tw

o of

the

initi

al th

ree

year

s of d

ata

is co

llect

ed, t

each

ers w

ho a

re a

t risk

of n

ot

achi

evin

g H

QET

stat

us w

ould

be

requ

ired

to b

e gi

ven

prof

essio

nal d

evel

opm

ent

and

trai

ning

des

igne

d to

ass

ist th

em in

obt

aini

ng H

QET

stat

us. S

uch

prof

essio

nal

deve

lopm

ent w

ould

be

requ

ired

to b

e co

ntin

ued

for a

tota

l of t

hree

yea

rs. T

itle

II

teac

her q

ualit

y fu

nds w

ould

be

allo

wed

to b

e us

ed fo

r thi

s pur

pose

.

If a

teac

her h

as n

ot a

chie

ved

HQ

ET st

atus

afte

r thr

ee y

ears

of p

rofe

ssio

nal

deve

lopm

ent,

the

scho

ol’s

prin

cipa

l mus

t ann

ually

not

ify p

aren

ts of

the

teac

her’s

in

abili

ty to

ach

ieve

HQ

ET st

atus

. Ach

ieve

men

t dat

a is

gene

rate

d fo

r thr

ee y

ears

. Th

ree

year

s of p

rofe

ssio

nal d

evel

opm

ent s

tart

s afte

r the

seco

nd y

ear o

f dat

a co

llect

ion,

an

d te

ache

rs h

ave

two

mor

e ye

ars t

o at

tain

HQ

ET st

atus

whi

le p

aren

ts ar

e no

tified

. Th

e to

tal t

ime

that

teac

hers

hav

e to

obt

ain

HQ

ET st

atus

is se

ven

year

s. Te

ache

rs w

ho

fail

to g

ain

HQ

ET st

atus

afte

r thi

s sev

en-y

ear p

erio

d w

ould

not

be

perm

itted

to te

ach

in T

itle

I sch

ools.

HQ

ET a

pplie

s onl

y to

subj

ects

in w

hich

NC

LB re

quire

s ass

essm

ents

(pre

sent

ly

read

ing

or la

ngua

ge a

rts,

mat

hem

atic

s and

scie

nce)

, unl

ess a

stat

e, a

t its

optio

n,

expa

nds H

QET

to m

ore

subj

ects

in w

hich

the

state

ass

esse

s per

form

ance

.

The

appl

icat

ion

of

HQ

T to

teac

hers

in

rura

l are

as

Secti

on 9

101(

23)

The

U.S

. Dep

artm

ent o

f Edu

catio

n (U

.S. D

OE)

ha

s iss

ued

guid

ance

to a

llow

teac

hers

in so

me

rura

l di

stric

ts w

ho a

re h

ighl

y qu

alifi

ed in

at l

east

one

subj

ect t

o ha

ve th

ree

year

s to

beco

me

high

ly q

ualifi

ed

in th

e ad

ditio

nal s

ubje

cts t

hey

teac

h. S

uch

teac

hers

m

ust b

e pr

ovid

ed p

rofe

ssio

nal d

evel

opm

ent,

inte

nse

supe

rvisi

on o

r str

uctu

red

men

torin

g as

par

t of

this

flexi

bilit

y.

Inco

rpor

ate

U.S

. DO

E’s a

llow

ance

of t

hree

yea

rs fo

r tea

cher

s in

som

e ru

ral d

istric

ts to

bec

ome

high

ly q

ualifi

ed in

add

ition

al su

bjec

ts in

to th

e sta

tute

. Cla

rify

that

subj

ect

mat

ter c

ompe

tenc

y ca

n be

dem

onstr

ated

thro

ugh

one

test

or o

ne H

OU

SSE

proc

ess,

and

mul

tiple

pro

cess

es a

re n

ot n

eces

sary

.

Page 2: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

171Recommendation Tables: Effective Teachers for All Students, Effective Principals for All Communities

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Defi

nitio

n of

a H

ighl

y Q

ualifi

ed T

each

er

Secti

on 9

101(

23)

All t

each

ers m

ust b

e hi

ghly

qua

lified

by

the

end

of th

e 20

06–0

7 sc

hool

yea

r (or

igin

ally

200

5–06

scho

ol y

ear,

but e

xten

ded

via

guid

ance

from

the

U.S

. Sec

reta

ry o

f Ed

ucat

ion)

. Hig

hly

qual

ified

is d

efine

d as

pos

sess

ing

state

cer

tifica

tion

or li

cens

ure,

hol

ding

a b

ache

lor’s

de

gree

and

dem

onstr

atin

g su

bjec

t mat

ter k

now

ledg

e.

Hig

hly

Qua

lified

Tea

cher

(HQ

T).

Mai

ntai

n cu

rren

t law

for f

our y

ears

afte

r the

en

actm

ent o

f a re

auth

orize

d N

CLB

as d

escr

ibed

bel

ow in

the

HQ

ET se

ctio

n. A

dd

one

addi

tiona

l way

to a

cqui

re H

QT

stat

us: o

btai

ning

an

adva

nced

cre

dent

ial t

hat

requ

ires m

aste

ry o

f sub

ject

mat

ter a

nd p

edag

ogy

thro

ugh

a co

mpr

ehen

sive

port

folio

ass

essm

ent.

Hig

hly

Qua

lified

and

Effe

ctiv

e Te

ache

r (H

QET

). D

urin

g th

e in

itial

per

iod

of

reau

thor

izatio

n (2

008–

12) a

ll te

ache

rs te

achi

ng c

ore

acad

emic

subj

ects

wou

ld

be re

quire

d to

mee

t HQ

T o

r HQ

ET re

quire

men

ts. H

QET

wou

ld in

clud

e al

l of

the

exist

ing

HQ

T p

rovi

sions

and

wou

ld a

lso re

quire

teac

hers

to m

eet b

oth

of th

e fo

llow

ing

crite

ria:

Dem

onstr

atin

g, th

roug

h a

valu

e-ad

ded

met

ric, l

earn

ing

gain

s by

thei

r stu

dent

s in

the

subj

ects

they

teac

h

Atta

inin

g on

e of

the

follo

win

g: a

pos

itive

eva

luat

ion

of a

teac

her’s

per

form

ance

by

his

or h

er p

rinci

pal,

or a

pos

itive

eva

luat

ion

of a

teac

her’s

per

form

ance

th

roug

h a

peer

revi

ew p

roce

ss

The

proc

esse

s dev

elop

ed o

r sel

ecte

d fo

r pee

r and

prin

cipa

l rev

iew

s mus

t be

appr

oved

by

a st

ate

or d

istric

t, an

d te

ache

rs a

nd p

rinci

pals

wou

ld b

e re

quire

d to

rece

ive

trai

ning

in

its u

se. Th

e de

mon

strat

ion

of le

arni

ng g

ains

wou

ld b

e w

eigh

ted

no le

ss th

an 5

0 pe

rcen

t of t

he to

tal e

valu

atio

n to

war

d ac

hiev

ing

HQ

ET st

atus

.

All s

tate

s mus

t esta

blish

HQ

ET w

ithin

four

yea

rs o

f ena

ctm

ent o

f a re

auth

orize

d N

CLB

, but

can

impl

emen

t suc

h re

quire

men

ts ea

rlier

if th

ey c

an d

emon

strat

e ab

ility

to m

eet n

eces

sary

dat

a re

quire

men

ts. H

QET

wou

ld r

equi

re e

ach

stat

e to

de

velo

p a

data

syst

em c

apab

le o

f val

ue-a

dded

mea

sure

men

t (tr

acki

ng in

divi

dual

st

uden

t pro

gres

s fro

m y

ear

to y

ear)

. Sta

tes t

hat w

ant t

o in

clud

e gr

owth

in th

eir

adeq

uate

yea

rly p

rogr

ess (

AYP)

cal

cula

tions

wou

ld b

e re

quire

d to

impl

emen

t HQ

ET

requ

irem

ents

at th

e sa

me

time

that

they

impl

emen

t pla

ns fo

r inc

ludi

ng g

row

th in

th

eir A

YP c

alcu

latio

ns.

All t

each

ers i

n a

state

wou

ld b

e re

quire

d to

mee

t the

new

requ

irem

ent o

f HQ

ET o

nce

HQ

ET is

esta

blish

ed in

that

stat

e. Th

e H

ighl

y O

bjec

tive,

Uni

form

, Sta

te S

tand

ard

of

Eval

uatio

n (H

OU

SSE)

pro

cess

for t

each

ers w

ho w

ere

teac

hing

bef

ore

the

pass

age

of

NC

LB w

ould

be

pres

erve

d du

ring

the

reau

thor

izatio

n pe

riod

and

as a

par

t of H

QET

.

Info

rmat

ion

on th

e H

QET

stat

us o

f tea

cher

s wou

ld b

e re

port

ed to

par

ents

on st

ate

and

loca

l rep

ort c

ards

in a

way

that

is si

mila

r to

curr

ent H

QT

repo

rtin

g. Th

e pa

rent

rig

ht-to

-kno

w p

rovi

sions

wou

ld a

lso in

clud

e H

QET

stat

us o

f the

ir ch

ild’s

teac

her.

Thre

e ye

ars o

f ach

ieve

men

t dat

a by

a te

ache

r’s st

uden

ts w

ould

be

used

to d

eter

min

e a

teac

her’s

HQ

ET st

atus

. The

lear

ning

gai

ns o

f a te

ache

r’s st

uden

ts w

ould

be

com

pare

d ag

ains

t the

lear

ning

gai

ns o

f oth

er te

ache

rs in

the

state

usin

g a

valu

e-ad

ded

met

ric.

The

lear

ning

gai

ns o

f spe

cial

edu

catio

n te

ache

rs a

nd te

ache

rs o

f Eng

lish

lang

uage

le

arne

rs w

ould

be

com

pare

d to

oth

er su

ch te

ache

rs in

the

state

. Tea

cher

s who

are

in

the

top

thre

e qu

artil

es o

f pro

duci

ng le

arni

ng g

ains

and

who

also

rece

ive

eith

er a

po

sitiv

e pr

inci

pal e

valu

atio

n or

pee

r rev

iew

wou

ld b

e co

nsid

ered

to h

ave

achi

eved

H

QET

stat

us. O

nce

a te

ache

r obt

ains

HQ

ET st

atus

, tha

t tea

cher

is n

ot re

quire

d to

be

eval

uate

d on

a y

early

bas

is to

mai

ntai

n th

is sta

tus.

Afte

r tw

o of

the

initi

al th

ree

year

s of d

ata

is co

llect

ed, t

each

ers w

ho a

re a

t risk

of n

ot

achi

evin

g H

QET

stat

us w

ould

be

requ

ired

to b

e gi

ven

prof

essio

nal d

evel

opm

ent

and

trai

ning

des

igne

d to

ass

ist th

em in

obt

aini

ng H

QET

stat

us. S

uch

prof

essio

nal

deve

lopm

ent w

ould

be

requ

ired

to b

e co

ntin

ued

for a

tota

l of t

hree

yea

rs. T

itle

II

teac

her q

ualit

y fu

nds w

ould

be

allo

wed

to b

e us

ed fo

r thi

s pur

pose

.

If a

teac

her h

as n

ot a

chie

ved

HQ

ET st

atus

afte

r thr

ee y

ears

of p

rofe

ssio

nal

deve

lopm

ent,

the

scho

ol’s

prin

cipa

l mus

t ann

ually

not

ify p

aren

ts of

the

teac

her’s

in

abili

ty to

ach

ieve

HQ

ET st

atus

. Ach

ieve

men

t dat

a is

gene

rate

d fo

r thr

ee y

ears

. Th

ree

year

s of p

rofe

ssio

nal d

evel

opm

ent s

tart

s afte

r the

seco

nd y

ear o

f dat

a co

llect

ion,

an

d te

ache

rs h

ave

two

mor

e ye

ars t

o at

tain

HQ

ET st

atus

whi

le p

aren

ts ar

e no

tified

. Th

e to

tal t

ime

that

teac

hers

hav

e to

obt

ain

HQ

ET st

atus

is se

ven

year

s. Te

ache

rs w

ho

fail

to g

ain

HQ

ET st

atus

afte

r thi

s sev

en-y

ear p

erio

d w

ould

not

be

perm

itted

to te

ach

in T

itle

I sch

ools.

HQ

ET a

pplie

s onl

y to

subj

ects

in w

hich

NC

LB re

quire

s ass

essm

ents

(pre

sent

ly

read

ing

or la

ngua

ge a

rts,

mat

hem

atic

s and

scie

nce)

, unl

ess a

stat

e, a

t its

optio

n,

expa

nds H

QET

to m

ore

subj

ects

in w

hich

the

state

ass

esse

s per

form

ance

.

The

appl

icat

ion

of

HQ

T to

teac

hers

in

rura

l are

as

Secti

on 9

101(

23)

The

U.S

. Dep

artm

ent o

f Edu

catio

n (U

.S. D

OE)

ha

s iss

ued

guid

ance

to a

llow

teac

hers

in so

me

rura

l di

stric

ts w

ho a

re h

ighl

y qu

alifi

ed in

at l

east

one

subj

ect t

o ha

ve th

ree

year

s to

beco

me

high

ly q

ualifi

ed

in th

e ad

ditio

nal s

ubje

cts t

hey

teac

h. S

uch

teac

hers

m

ust b

e pr

ovid

ed p

rofe

ssio

nal d

evel

opm

ent,

inte

nse

supe

rvisi

on o

r str

uctu

red

men

torin

g as

par

t of

this

flexi

bilit

y.

Inco

rpor

ate

U.S

. DO

E’s a

llow

ance

of t

hree

yea

rs fo

r tea

cher

s in

som

e ru

ral d

istric

ts to

bec

ome

high

ly q

ualifi

ed in

add

ition

al su

bjec

ts in

to th

e sta

tute

. Cla

rify

that

subj

ect

mat

ter c

ompe

tenc

y ca

n be

dem

onstr

ated

thro

ugh

one

test

or o

ne H

OU

SSE

proc

ess,

and

mul

tiple

pro

cess

es a

re n

ot n

eces

sary

.

Page 3: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

172 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

The

appl

icat

ion

of

HQ

T to

spec

ial

educ

atio

n te

ache

rs

Secti

on 9

101(

23)

NC

LB’s

HQ

T d

efini

tion

appl

ies t

o sp

ecia

l edu

catio

n te

ache

rs w

ith se

vera

l exc

eptio

ns th

at w

ere

adop

ted

as p

art o

f the

mos

t rec

ent r

eaut

horiz

atio

n of

the

Indi

vidu

als w

ith D

isabi

litie

s Edu

catio

n Ac

t (ID

EA).

Spec

ial e

duca

tion

teac

hers

, whe

n de

term

inin

g th

eir H

QET

stat

us, w

ould

be

com

pare

d ag

ains

t oth

er sp

ecia

l edu

catio

n te

ache

rs. C

larif

y th

at su

bjec

t mat

ter

com

pete

ncy

can

be d

emon

strat

ed th

roug

h on

e te

st or

one

HO

USS

E pr

oces

s, an

d m

ultip

le p

roce

sses

are

not

nec

essa

ry.

Defi

nitio

n of

a H

ighl

y Eff

ectiv

e Pr

inci

pal

No

such

pro

visio

n.A

new

“H

ighl

y Eff

ectiv

e Pr

inci

pal”

(HEP

) des

igna

tion,

incl

udin

g fa

ctor

ing

in

stude

nt le

arni

ng g

ains

, wou

ld b

e es

tabl

ished

that

is si

mila

r to

the

HQ

ET p

rovi

sion

reco

mm

ende

d by

the

Com

miss

ion.

For

prin

cipa

ls to

gai

n H

EP st

atus

, the

y m

ust d

o al

l of t

he fo

llow

ing:

Dem

onstr

ate

grow

th in

ach

ieve

men

t of t

he su

bgro

ups i

n th

eir s

choo

l tha

t is

com

para

ble

to h

igh-

achi

evin

g sc

hool

s with

sim

ilar d

emog

raph

ic c

hara

cter

istic

s in

the

state

Obt

ain

cert

ifica

tion

or li

cens

ure

as a

prin

cipa

l, as

requ

ired

in th

e sta

te in

whi

ch

they

are

em

ploy

ed

Pass

an

asse

ssm

ent (

whi

ch m

ay in

clud

e a

peer

revi

ew, s

tate

revi

ew o

r sch

ool

distr

ict r

evie

w c

ompo

nent

) adm

inist

ered

by

the

state

on

the

nece

ssar

y le

ader

ship

sk

ills t

o be

an

effec

tive

prin

cipa

l (su

ch a

s the

Inte

rsta

te S

choo

l Lea

ders

Li

cens

ure

Con

sort

ium

)

To im

plem

ent t

he H

EP d

esig

natio

n, st

ates

mus

t firs

t hav

e in

pla

ce a

dat

abas

e ca

pabl

e of

trac

king

indi

vidu

al g

row

th o

f stu

dent

s.

Stat

es w

ould

hav

e fo

ur y

ears

from

the

date

of e

nact

men

t of a

reau

thor

ized

NC

LB

to d

evel

op a

nd im

plem

ent a

syste

m to

des

igna

te p

rinci

pals

as H

EPs.

This

timel

ine

is al

igne

d to

the

timel

ine

for i

mpl

emen

ting

long

itudi

nal d

ata

syste

ms a

nd H

QET

re

quire

men

ts. Th

e H

EP sy

stem

wou

ld b

e re

quire

d to

be

capa

ble

of id

entif

ying

and

co

mpa

ring

scho

ols w

ith si

mila

r dem

ogra

phic

cha

ract

erist

ics.

Afte

r the

stat

e ha

s dev

elop

ed a

nd im

plem

ente

d su

ch a

syste

m, v

eter

an p

rinci

pals

(thos

e w

ho w

ere

a pr

inci

pal b

efor

e en

actm

ent o

f a re

auth

orize

d N

CLB

) wou

ld

have

thre

e ye

ars t

o ga

in H

EP st

atus

. New

prin

cipa

ls (th

ose

who

did

not

hol

d a

prin

cipa

lship

bef

ore

enac

tmen

t of a

reau

thor

ized

NC

LB) w

ould

hav

e th

ree

year

s fro

m

thei

r dat

e of

hire

to o

btai

n H

EP st

atus

.

The

HEP

requ

irem

ent a

pplie

s to

prin

cipa

ls of

Titl

e I s

choo

ls on

ly.

A pr

inci

pal w

ho w

as e

mpl

oyed

at a

scho

ol b

efor

e it

wen

t int

o im

prov

emen

t sta

tus

and

rem

ains

thro

ugh

the

corr

ectiv

e ac

tion

proc

ess w

ould

hav

e hi

s or h

er H

EP st

atus

re

voke

d if

that

scho

ol c

ontin

ues t

o no

t mak

e AY

P fo

llow

ing

the

corr

ectiv

e ac

tion

inte

rven

tions

. Afte

r thi

s rev

ocat

ion,

and

whi

le th

e pr

inci

pal h

as n

ot re

gain

ed h

is or

he

r HEP

stat

us, t

he p

rinci

pal c

ould

not

be

empl

oyed

as a

prin

cipa

l in

a Titl

e I s

choo

l.

An in

divi

dual

who

bec

omes

the

prin

cipa

l of a

scho

ol a

lread

y in

the

scho

ol

impr

ovem

ent p

roce

ss w

ould

not

lose

his

or h

er H

EP st

atus

sim

ply

beca

use

the

scho

ol

impr

ovem

ent p

roce

ss c

ontin

ues,

incl

udin

g th

roug

h re

struc

turin

g. Th

e m

aint

enan

ce

of a

prin

cipa

l’s H

EP st

atus

wou

ld n

ot a

ffect

the

abili

ty o

f a d

istric

t to

sele

ct a

re

struc

turin

g op

tion

that

may

lead

to th

e di

smiss

al o

f the

prin

cipa

l fro

m th

e sc

hool

.

Com

para

bilit

y

Secti

on 1

120A

(c)

Scho

ol d

istric

ts m

ay re

ceiv

e Titl

e I f

unds

onl

y if

they

use

stat

e an

d lo

cal f

unds

in T

itle

I sch

ools

to

prov

ide

com

para

ble

serv

ices

to th

e se

rvic

es p

rovi

ded

in n

on-T

itle

I sch

ools.

Titl

e I f

unds

are

inte

nded

to

be

supp

lem

enta

ry. I

f a sc

hool

dist

rict d

oesn

’t at

tem

pt to

use

stat

e an

d lo

cal f

unds

in a

man

ner

that

is c

ompa

rabl

e in

Titl

e I a

nd n

on-T

itle

I sch

ools,

Ti

tle I

reso

urce

s wou

ld n

ot b

e su

pple

men

tary

, but

in

stead

wou

ld b

e re

plac

ing

reso

urce

s tha

t sho

uld

have

bee

n pr

ovid

ed th

roug

h sta

te a

nd lo

cal f

undi

ng.

Scho

ol d

istric

ts ca

n sa

tisfy

this

requ

irem

ent t

hrou

gh

the

esta

blish

men

t of a

dist

rictw

ide

sala

ry sc

hedu

le

and

polic

ies t

o en

sure

equ

ival

ence

am

ong

scho

ols,

curr

icul

um a

nd te

ache

rs.

Tig

hten

Tea

cher

Com

para

bilit

y R

equi

rem

ents

. Elim

inat

e th

e cu

rren

t mea

ns o

f sa

tisfy

ing

the

com

para

bilit

y re

quire

men

t for

teac

hers

(not

cur

ricul

um a

nd o

ther

se

rvic

es) a

nd re

plac

e w

ith th

ese

requ

irem

ents:

The

expe

nditu

re o

f sta

te a

nd lo

cal f

unds

on

teac

her s

alar

ies f

or T

itle

I sch

ools

can

be n

o le

ss th

an 9

5 pe

rcen

t of a

vera

ge e

xpen

ditu

re fo

r suc

h sa

larie

s in

non-

Title

I sc

hool

s (th

e sp

ecifi

c m

easu

rem

ent w

ill c

ompa

re th

e av

erag

e sa

larie

s of

teac

hers

in T

itle

I and

non

-Titl

e I s

choo

ls so

a sc

hool

with

a sm

alle

r num

ber o

f te

ache

rs w

ould

not

hav

e to

exp

end

the

sam

e am

ount

as a

scho

ol w

ith a

larg

er

num

ber o

f tea

cher

s to

be v

iew

ed a

s com

para

ble)

.

• T

itle

I sch

ools

have

a n

umbe

r of H

QTs

and

HQ

ETs t

hat i

s com

para

ble

to n

on-

Title

I sc

hool

s in

the

scho

ol d

istric

t.

Dist

ricts

mus

t dev

elop

a p

lan

to p

hase

in th

e co

mpa

rabi

lity

requ

irem

ent o

ver a

thre

e-ye

ar p

erio

d. D

istric

ts m

ay n

ot im

plem

ent t

his r

equi

rem

ent t

hrou

gh fo

rced

tran

sfers

of

teac

hers

to o

ther

scho

ols o

r inv

olun

tary

dism

issal

s.

No

forc

ed

teac

her t

rans

fers

No

such

pro

visio

n.N

o Fo

rced

Tra

nsfe

rs. A

prin

cipa

l of a

Titl

e I s

choo

l wou

ld h

ave

the

abili

ty to

refu

se

to a

ccep

t the

tran

sfer o

f a te

ache

r to

his o

r her

scho

ol b

ased

on

whe

ther

the

teac

her

has o

btai

ned

HQ

T (f

or c

urre

nt te

ache

rs) o

r HQ

ET st

atus

(afte

r im

plem

enta

tion)

, if

the

teac

her i

s elig

ible

for s

uch

statu

s.

Page 4: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

173Recommendation Tables: Effective Teachers for All Students, Effective Principals for All Communities

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

The

appl

icat

ion

of

HQ

T to

spec

ial

educ

atio

n te

ache

rs

Secti

on 9

101(

23)

NC

LB’s

HQ

T d

efini

tion

appl

ies t

o sp

ecia

l edu

catio

n te

ache

rs w

ith se

vera

l exc

eptio

ns th

at w

ere

adop

ted

as p

art o

f the

mos

t rec

ent r

eaut

horiz

atio

n of

the

Indi

vidu

als w

ith D

isabi

litie

s Edu

catio

n Ac

t (ID

EA).

Spec

ial e

duca

tion

teac

hers

, whe

n de

term

inin

g th

eir H

QET

stat

us, w

ould

be

com

pare

d ag

ains

t oth

er sp

ecia

l edu

catio

n te

ache

rs. C

larif

y th

at su

bjec

t mat

ter

com

pete

ncy

can

be d

emon

strat

ed th

roug

h on

e te

st or

one

HO

USS

E pr

oces

s, an

d m

ultip

le p

roce

sses

are

not

nec

essa

ry.

Defi

nitio

n of

a H

ighl

y Eff

ectiv

e Pr

inci

pal

No

such

pro

visio

n.A

new

“H

ighl

y Eff

ectiv

e Pr

inci

pal”

(HEP

) des

igna

tion,

incl

udin

g fa

ctor

ing

in

stude

nt le

arni

ng g

ains

, wou

ld b

e es

tabl

ished

that

is si

mila

r to

the

HQ

ET p

rovi

sion

reco

mm

ende

d by

the

Com

miss

ion.

For

prin

cipa

ls to

gai

n H

EP st

atus

, the

y m

ust d

o al

l of t

he fo

llow

ing:

Dem

onstr

ate

grow

th in

ach

ieve

men

t of t

he su

bgro

ups i

n th

eir s

choo

l tha

t is

com

para

ble

to h

igh-

achi

evin

g sc

hool

s with

sim

ilar d

emog

raph

ic c

hara

cter

istic

s in

the

state

Obt

ain

cert

ifica

tion

or li

cens

ure

as a

prin

cipa

l, as

requ

ired

in th

e sta

te in

whi

ch

they

are

em

ploy

ed

Pass

an

asse

ssm

ent (

whi

ch m

ay in

clud

e a

peer

revi

ew, s

tate

revi

ew o

r sch

ool

distr

ict r

evie

w c

ompo

nent

) adm

inist

ered

by

the

state

on

the

nece

ssar

y le

ader

ship

sk

ills t

o be

an

effec

tive

prin

cipa

l (su

ch a

s the

Inte

rsta

te S

choo

l Lea

ders

Li

cens

ure

Con

sort

ium

)

To im

plem

ent t

he H

EP d

esig

natio

n, st

ates

mus

t firs

t hav

e in

pla

ce a

dat

abas

e ca

pabl

e of

trac

king

indi

vidu

al g

row

th o

f stu

dent

s.

Stat

es w

ould

hav

e fo

ur y

ears

from

the

date

of e

nact

men

t of a

reau

thor

ized

NC

LB

to d

evel

op a

nd im

plem

ent a

syste

m to

des

igna

te p

rinci

pals

as H

EPs.

This

timel

ine

is al

igne

d to

the

timel

ine

for i

mpl

emen

ting

long

itudi

nal d

ata

syste

ms a

nd H

QET

re

quire

men

ts. Th

e H

EP sy

stem

wou

ld b

e re

quire

d to

be

capa

ble

of id

entif

ying

and

co

mpa

ring

scho

ols w

ith si

mila

r dem

ogra

phic

cha

ract

erist

ics.

Afte

r the

stat

e ha

s dev

elop

ed a

nd im

plem

ente

d su

ch a

syste

m, v

eter

an p

rinci

pals

(thos

e w

ho w

ere

a pr

inci

pal b

efor

e en

actm

ent o

f a re

auth

orize

d N

CLB

) wou

ld

have

thre

e ye

ars t

o ga

in H

EP st

atus

. New

prin

cipa

ls (th

ose

who

did

not

hol

d a

prin

cipa

lship

bef

ore

enac

tmen

t of a

reau

thor

ized

NC

LB) w

ould

hav

e th

ree

year

s fro

m

thei

r dat

e of

hire

to o

btai

n H

EP st

atus

.

The

HEP

requ

irem

ent a

pplie

s to

prin

cipa

ls of

Titl

e I s

choo

ls on

ly.

A pr

inci

pal w

ho w

as e

mpl

oyed

at a

scho

ol b

efor

e it

wen

t int

o im

prov

emen

t sta

tus

and

rem

ains

thro

ugh

the

corr

ectiv

e ac

tion

proc

ess w

ould

hav

e hi

s or h

er H

EP st

atus

re

voke

d if

that

scho

ol c

ontin

ues t

o no

t mak

e AY

P fo

llow

ing

the

corr

ectiv

e ac

tion

inte

rven

tions

. Afte

r thi

s rev

ocat

ion,

and

whi

le th

e pr

inci

pal h

as n

ot re

gain

ed h

is or

he

r HEP

stat

us, t

he p

rinci

pal c

ould

not

be

empl

oyed

as a

prin

cipa

l in

a Titl

e I s

choo

l.

An in

divi

dual

who

bec

omes

the

prin

cipa

l of a

scho

ol a

lread

y in

the

scho

ol

impr

ovem

ent p

roce

ss w

ould

not

lose

his

or h

er H

EP st

atus

sim

ply

beca

use

the

scho

ol

impr

ovem

ent p

roce

ss c

ontin

ues,

incl

udin

g th

roug

h re

struc

turin

g. Th

e m

aint

enan

ce

of a

prin

cipa

l’s H

EP st

atus

wou

ld n

ot a

ffect

the

abili

ty o

f a d

istric

t to

sele

ct a

re

struc

turin

g op

tion

that

may

lead

to th

e di

smiss

al o

f the

prin

cipa

l fro

m th

e sc

hool

.

Com

para

bilit

y

Secti

on 1

120A

(c)

Scho

ol d

istric

ts m

ay re

ceiv

e Titl

e I f

unds

onl

y if

they

use

stat

e an

d lo

cal f

unds

in T

itle

I sch

ools

to

prov

ide

com

para

ble

serv

ices

to th

e se

rvic

es p

rovi

ded

in n

on-T

itle

I sch

ools.

Titl

e I f

unds

are

inte

nded

to

be

supp

lem

enta

ry. I

f a sc

hool

dist

rict d

oesn

’t at

tem

pt to

use

stat

e an

d lo

cal f

unds

in a

man

ner

that

is c

ompa

rabl

e in

Titl

e I a

nd n

on-T

itle

I sch

ools,

Ti

tle I

reso

urce

s wou

ld n

ot b

e su

pple

men

tary

, but

in

stead

wou

ld b

e re

plac

ing

reso

urce

s tha

t sho

uld

have

bee

n pr

ovid

ed th

roug

h sta

te a

nd lo

cal f

undi

ng.

Scho

ol d

istric

ts ca

n sa

tisfy

this

requ

irem

ent t

hrou

gh

the

esta

blish

men

t of a

dist

rictw

ide

sala

ry sc

hedu

le

and

polic

ies t

o en

sure

equ

ival

ence

am

ong

scho

ols,

curr

icul

um a

nd te

ache

rs.

Tig

hten

Tea

cher

Com

para

bilit

y R

equi

rem

ents

. Elim

inat

e th

e cu

rren

t mea

ns o

f sa

tisfy

ing

the

com

para

bilit

y re

quire

men

t for

teac

hers

(not

cur

ricul

um a

nd o

ther

se

rvic

es) a

nd re

plac

e w

ith th

ese

requ

irem

ents:

The

expe

nditu

re o

f sta

te a

nd lo

cal f

unds

on

teac

her s

alar

ies f

or T

itle

I sch

ools

can

be n

o le

ss th

an 9

5 pe

rcen

t of a

vera

ge e

xpen

ditu

re fo

r suc

h sa

larie

s in

non-

Title

I sc

hool

s (th

e sp

ecifi

c m

easu

rem

ent w

ill c

ompa

re th

e av

erag

e sa

larie

s of

teac

hers

in T

itle

I and

non

-Titl

e I s

choo

ls so

a sc

hool

with

a sm

alle

r num

ber o

f te

ache

rs w

ould

not

hav

e to

exp

end

the

sam

e am

ount

as a

scho

ol w

ith a

larg

er

num

ber o

f tea

cher

s to

be v

iew

ed a

s com

para

ble)

.

• T

itle

I sch

ools

have

a n

umbe

r of H

QTs

and

HQ

ETs t

hat i

s com

para

ble

to n

on-

Title

I sc

hool

s in

the

scho

ol d

istric

t.

Dist

ricts

mus

t dev

elop

a p

lan

to p

hase

in th

e co

mpa

rabi

lity

requ

irem

ent o

ver a

thre

e-ye

ar p

erio

d. D

istric

ts m

ay n

ot im

plem

ent t

his r

equi

rem

ent t

hrou

gh fo

rced

tran

sfers

of

teac

hers

to o

ther

scho

ols o

r inv

olun

tary

dism

issal

s.

No

forc

ed

teac

her t

rans

fers

No

such

pro

visio

n.N

o Fo

rced

Tra

nsfe

rs. A

prin

cipa

l of a

Titl

e I s

choo

l wou

ld h

ave

the

abili

ty to

refu

se

to a

ccep

t the

tran

sfer o

f a te

ache

r to

his o

r her

scho

ol b

ased

on

whe

ther

the

teac

her

has o

btai

ned

HQ

T (f

or c

urre

nt te

ache

rs) o

r HQ

ET st

atus

(afte

r im

plem

enta

tion)

, if

the

teac

her i

s elig

ible

for s

uch

statu

s.

Page 5: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

174 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Prof

essio

nal

deve

lopm

ent f

or

prin

cipa

ls w

hile

sc

hool

dist

rict i

s in

impr

ovem

ent s

tatu

s

No

such

pro

visio

n. H

owev

er, u

nder

cur

rent

law,

scho

ols

and

distr

icts

in n

eed

of im

prov

emen

t mus

t res

erve

10

per

cent

of t

heir

Title

I fu

ndin

g fo

r pro

fess

iona

l de

velo

pmen

t for

teac

hers

and

instr

uctio

nal s

taff,

but

no

t prin

cipa

ls.

Scho

ol d

istric

ts id

entifi

ed fo

r im

prov

emen

t sta

tus w

ould

be

requ

ired

to in

clud

e pr

ofes

siona

l dev

elop

men

t for

prin

cipa

ls as

par

t of t

he 1

0 pe

rcen

t res

erva

tion

for

prof

essio

nal d

evel

opm

ent.

Prof

essio

nal d

evel

opm

ent u

sing

thes

e fu

nds m

ust b

e fo

cuse

d on

issu

es re

leva

nt to

impr

ovin

g stu

dent

ach

ieve

men

t, su

ch a

s usin

g da

ta

effec

tivel

y in

dec

ision

-mak

ing.

Incl

usio

n of

pr

inci

pals

in th

e ne

eds a

sses

smen

t for

de

term

inin

g th

e use

of

Title

II p

rofe

ssio

nal

deve

lopm

ent f

undi

ng

Cur

rent

law

requ

ires s

choo

l dist

ricts

to c

ondu

ct a

nee

ds

asse

ssm

ent t

o de

term

ine

loca

l pro

fess

iona

l dev

elop

men

t an

d hi

ring

need

s. Te

ache

rs a

re re

quire

d to

be

“inv

olve

d”

in th

is ne

eds a

sses

smen

t, w

hich

is su

ppos

ed to

iden

tify

both

teac

her a

nd p

rinci

pal n

eeds

.

Con

sulta

tion

with

prin

cipa

ls w

ould

be

requ

ired

in th

e ne

eds a

sses

smen

t pro

cess

un

der T

itle

II.

Insti

tutio

n of

hi

gher

edu

catio

n te

ache

r dev

elop

men

t re

quire

men

ts

No

such

pro

visio

n.H

ighe

r Ed

ucat

ion

Teac

her

Dev

elop

men

t Req

uire

men

ts. A

men

d th

e H

ighe

r Ed

ucat

ion

Act t

o in

clud

e a

requ

irem

ent t

hat i

nstit

utio

ns o

f hig

her e

duca

tion

(IH

Es)

that

pre

pare

pro

spec

tive

teac

hers

, as a

con

ditio

n of

par

ticip

atin

g in

fede

ral s

tude

nt

aid

prog

ram

s, se

t ann

ual g

oals

to in

crea

se th

e nu

mbe

r of p

rosp

ectiv

e te

ache

rs in

su

bjec

t sho

rtag

e ar

eas (

mat

hem

atic

s, sc

ienc

e, sp

ecia

l edu

catio

n, b

iling

ual i

nstr

uctio

n)

and

mor

e cl

osel

y lin

k th

e in

struc

tion

prov

ided

by

the

IHE

with

the

need

s of s

choo

ls an

d th

e in

struc

tiona

l dec

ision

s new

teac

hers

face

in th

e cl

assr

oom

. As p

art o

f the

se

goal

s, IH

Es w

ould

be

requ

ired

to e

nsur

e th

e fo

llow

ing:

• T

each

er tr

aini

ng p

rovi

ded

by th

e IH

E re

spon

ds to

the

iden

tified

nee

ds o

f the

sc

hool

dist

ricts

or st

ates

in w

hich

thei

r gra

duat

es te

ach

A fo

cus o

n pr

ovid

ing

trai

ning

for s

peci

al e

duca

tion

teac

hers

to in

struc

t in

cont

ent a

reas

Regu

lar e

duca

tion

teac

hers

are

pro

vide

d w

ith tr

aini

ng in

teac

hing

div

erse

po

pula

tions

, inc

ludi

ng sp

ecia

l edu

catio

n stu

dent

s, En

glish

lang

uage

lear

ners

an

d stu

dent

s fro

m lo

w-in

com

e fa

mili

es

Pros

pect

ive

teac

hers

rece

ive

trai

ning

to te

ach

in u

rban

and

rura

l env

ironm

ents

• T

each

ers a

nd sc

hool

lead

ers a

re tr

aine

d in

col

labo

rativ

e te

achi

ng m

etho

ds

The

atta

inm

ent o

f suc

h ob

ject

ives

wou

ld b

e re

quire

d to

be

publ

icly

repo

rted

.

Teac

her r

eten

tion

plan

No

such

pro

visio

n.Te

ache

r R

eten

tion

Pla

n. S

choo

l dist

ricts

wou

ld b

e re

quire

d to

repo

rt th

eir t

each

er

turn

over

rate

to th

e sta

te, b

y H

QT,

HQ

ET a

nd n

on-H

QT

/HQ

ET st

atus

. Sta

tes

wou

ld re

quire

scho

ol d

istric

ts th

at fa

ll in

to th

e bo

ttom

qua

rtile

of t

urno

ver o

f HQ

T

and

HQ

ET to

impl

emen

t tea

cher

rete

ntio

n pl

ans.

Exam

ples

of r

equi

red

elem

ents

of

thes

e pl

ans a

re:

Men

torin

g an

d in

duct

ion

supp

orts

to n

ew te

ache

rs, i

nclu

ding

trai

ning

to b

uild

co

llabo

rativ

e pr

ofes

siona

l lea

rnin

g m

etho

ds fo

cuse

d on

stud

ent a

chie

vem

ent

The

use

of d

iffer

entia

l and

bon

us p

ay to

attr

act t

each

ers t

o ha

rd-to

-sta

ff sc

hool

s an

d to

subj

ects

with

teac

her s

hort

ages

(mat

hem

atic

s, sc

ienc

e, sp

ecia

l edu

catio

n an

d En

glish

as a

seco

nd la

ngua

ge)

Usin

g th

e re

sults

of a

requ

ired

state

aud

it of

the

wor

king

con

ditio

ns o

f tea

cher

s in

scho

ols t

o im

prov

e th

ose

cond

ition

s—su

ch a

s mor

e pl

anni

ng ti

me,

rele

ase

time

for p

rofe

ssio

nal d

evel

opm

ent—

to m

ore

effec

tivel

y pr

omot

e a

colla

bora

tive

prof

essio

nal l

earn

ing

envi

ronm

ent

The

deve

lopm

ent o

f sev

eral

car

eer p

aths

for t

each

ers (

e.g.

, mas

ter o

r m

ento

r tea

cher

)

Use

of

Title

II te

ache

r qu

ality

fund

s

Title

II, P

art A

Pres

ently

, nea

rly $

3 bi

llion

in T

itle

II, P

art A

, te

ache

r qua

lity

fund

ing

is ap

prop

riate

d an

nual

ly fo

r pr

ofes

siona

l dev

elop

men

t and

oth

er e

xpen

ditu

res t

o im

prov

e te

ache

r qua

lity.

Und

er c

urre

nt la

w, st

ates

hav

e 18

diff

eren

t tea

cher

-qu

ality

-rel

ated

act

iviti

es o

r pro

gram

s the

y ca

n fu

nd

unde

r sta

te-le

vel a

ctiv

ities

in T

itle

II, P

art A

. Und

er

Title

II, P

art A

, sta

tes r

eser

ve 2

.5 p

erce

nt o

f the

ir al

loca

tion

for a

ctiv

ities

or p

rogr

ams o

pera

ted

by

the

state

.

Und

er c

urre

nt la

w, sc

hool

dist

ricts

have

mor

e th

an 1

9 ac

tiviti

es o

r pro

gram

s tha

t can

be

fund

ed u

nder

thei

r al

loca

tion

unde

r Titl

e II

, Par

t A. U

nder

this

part

, sch

ool

distr

icts

rece

ive

95 p

erce

nt o

f the

stat

e’s a

lloca

tion

to

fund

such

act

iviti

es o

r pro

gram

s.

Effec

tive

and

Res

earc

h-Pr

oven

Pro

fess

iona

l Dev

elop

men

t for

Pri

ncip

als a

nd

Teac

hers

. Red

uce

the

scop

e of

act

iviti

es a

nd p

rogr

ams t

hat c

an b

e fu

nded

at t

he st

ate

and

distr

ict l

evel

und

er T

itle

II, P

art A

. Ens

ure

such

fund

ed p

rogr

ams a

nd a

ctiv

ities

ar

e ba

cked

by

rese

arch

and

pro

ven-

effec

tive

prac

tices

and

add

ress

are

as o

f nee

d, su

ch

as im

prov

ing

skill

s of u

nder

qual

ified

teac

hers

, sup

port

ing

and

men

torin

g no

vice

te

ache

rs, e

tc.

Page 6: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

175Recommendation Tables: Effective Teachers for All Students, Effective Principals for All Communities

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Prof

essio

nal

deve

lopm

ent f

or

prin

cipa

ls w

hile

sc

hool

dist

rict i

s in

impr

ovem

ent s

tatu

s

No

such

pro

visio

n. H

owev

er, u

nder

cur

rent

law,

scho

ols

and

distr

icts

in n

eed

of im

prov

emen

t mus

t res

erve

10

per

cent

of t

heir

Title

I fu

ndin

g fo

r pro

fess

iona

l de

velo

pmen

t for

teac

hers

and

instr

uctio

nal s

taff,

but

no

t prin

cipa

ls.

Scho

ol d

istric

ts id

entifi

ed fo

r im

prov

emen

t sta

tus w

ould

be

requ

ired

to in

clud

e pr

ofes

siona

l dev

elop

men

t for

prin

cipa

ls as

par

t of t

he 1

0 pe

rcen

t res

erva

tion

for

prof

essio

nal d

evel

opm

ent.

Prof

essio

nal d

evel

opm

ent u

sing

thes

e fu

nds m

ust b

e fo

cuse

d on

issu

es re

leva

nt to

impr

ovin

g stu

dent

ach

ieve

men

t, su

ch a

s usin

g da

ta

effec

tivel

y in

dec

ision

-mak

ing.

Incl

usio

n of

pr

inci

pals

in th

e ne

eds a

sses

smen

t for

de

term

inin

g th

e use

of

Title

II p

rofe

ssio

nal

deve

lopm

ent f

undi

ng

Cur

rent

law

requ

ires s

choo

l dist

ricts

to c

ondu

ct a

nee

ds

asse

ssm

ent t

o de

term

ine

loca

l pro

fess

iona

l dev

elop

men

t an

d hi

ring

need

s. Te

ache

rs a

re re

quire

d to

be

“inv

olve

d”

in th

is ne

eds a

sses

smen

t, w

hich

is su

ppos

ed to

iden

tify

both

teac

her a

nd p

rinci

pal n

eeds

.

Con

sulta

tion

with

prin

cipa

ls w

ould

be

requ

ired

in th

e ne

eds a

sses

smen

t pro

cess

un

der T

itle

II.

Insti

tutio

n of

hi

gher

edu

catio

n te

ache

r dev

elop

men

t re

quire

men

ts

No

such

pro

visio

n.H

ighe

r Ed

ucat

ion

Teac

her

Dev

elop

men

t Req

uire

men

ts. A

men

d th

e H

ighe

r Ed

ucat

ion

Act t

o in

clud

e a

requ

irem

ent t

hat i

nstit

utio

ns o

f hig

her e

duca

tion

(IH

Es)

that

pre

pare

pro

spec

tive

teac

hers

, as a

con

ditio

n of

par

ticip

atin

g in

fede

ral s

tude

nt

aid

prog

ram

s, se

t ann

ual g

oals

to in

crea

se th

e nu

mbe

r of p

rosp

ectiv

e te

ache

rs in

su

bjec

t sho

rtag

e ar

eas (

mat

hem

atic

s, sc

ienc

e, sp

ecia

l edu

catio

n, b

iling

ual i

nstr

uctio

n)

and

mor

e cl

osel

y lin

k th

e in

struc

tion

prov

ided

by

the

IHE

with

the

need

s of s

choo

ls an

d th

e in

struc

tiona

l dec

ision

s new

teac

hers

face

in th

e cl

assr

oom

. As p

art o

f the

se

goal

s, IH

Es w

ould

be

requ

ired

to e

nsur

e th

e fo

llow

ing:

• T

each

er tr

aini

ng p

rovi

ded

by th

e IH

E re

spon

ds to

the

iden

tified

nee

ds o

f the

sc

hool

dist

ricts

or st

ates

in w

hich

thei

r gra

duat

es te

ach

A fo

cus o

n pr

ovid

ing

trai

ning

for s

peci

al e

duca

tion

teac

hers

to in

struc

t in

cont

ent a

reas

Regu

lar e

duca

tion

teac

hers

are

pro

vide

d w

ith tr

aini

ng in

teac

hing

div

erse

po

pula

tions

, inc

ludi

ng sp

ecia

l edu

catio

n stu

dent

s, En

glish

lang

uage

lear

ners

an

d stu

dent

s fro

m lo

w-in

com

e fa

mili

es

Pros

pect

ive

teac

hers

rece

ive

trai

ning

to te

ach

in u

rban

and

rura

l env

ironm

ents

• T

each

ers a

nd sc

hool

lead

ers a

re tr

aine

d in

col

labo

rativ

e te

achi

ng m

etho

ds

The

atta

inm

ent o

f suc

h ob

ject

ives

wou

ld b

e re

quire

d to

be

publ

icly

repo

rted

.

Teac

her r

eten

tion

plan

No

such

pro

visio

n.Te

ache

r R

eten

tion

Pla

n. S

choo

l dist

ricts

wou

ld b

e re

quire

d to

repo

rt th

eir t

each

er

turn

over

rate

to th

e sta

te, b

y H

QT,

HQ

ET a

nd n

on-H

QT

/HQ

ET st

atus

. Sta

tes

wou

ld re

quire

scho

ol d

istric

ts th

at fa

ll in

to th

e bo

ttom

qua

rtile

of t

urno

ver o

f HQ

T

and

HQ

ET to

impl

emen

t tea

cher

rete

ntio

n pl

ans.

Exam

ples

of r

equi

red

elem

ents

of

thes

e pl

ans a

re:

Men

torin

g an

d in

duct

ion

supp

orts

to n

ew te

ache

rs, i

nclu

ding

trai

ning

to b

uild

co

llabo

rativ

e pr

ofes

siona

l lea

rnin

g m

etho

ds fo

cuse

d on

stud

ent a

chie

vem

ent

The

use

of d

iffer

entia

l and

bon

us p

ay to

attr

act t

each

ers t

o ha

rd-to

-sta

ff sc

hool

s an

d to

subj

ects

with

teac

her s

hort

ages

(mat

hem

atic

s, sc

ienc

e, sp

ecia

l edu

catio

n an

d En

glish

as a

seco

nd la

ngua

ge)

Usin

g th

e re

sults

of a

requ

ired

state

aud

it of

the

wor

king

con

ditio

ns o

f tea

cher

s in

scho

ols t

o im

prov

e th

ose

cond

ition

s—su

ch a

s mor

e pl

anni

ng ti

me,

rele

ase

time

for p

rofe

ssio

nal d

evel

opm

ent—

to m

ore

effec

tivel

y pr

omot

e a

colla

bora

tive

prof

essio

nal l

earn

ing

envi

ronm

ent

The

deve

lopm

ent o

f sev

eral

car

eer p

aths

for t

each

ers (

e.g.

, mas

ter o

r m

ento

r tea

cher

)

Use

of

Title

II te

ache

r qu

ality

fund

s

Title

II, P

art A

Pres

ently

, nea

rly $

3 bi

llion

in T

itle

II, P

art A

, te

ache

r qua

lity

fund

ing

is ap

prop

riate

d an

nual

ly fo

r pr

ofes

siona

l dev

elop

men

t and

oth

er e

xpen

ditu

res t

o im

prov

e te

ache

r qua

lity.

Und

er c

urre

nt la

w, st

ates

hav

e 18

diff

eren

t tea

cher

-qu

ality

-rel

ated

act

iviti

es o

r pro

gram

s the

y ca

n fu

nd

unde

r sta

te-le

vel a

ctiv

ities

in T

itle

II, P

art A

. Und

er

Title

II, P

art A

, sta

tes r

eser

ve 2

.5 p

erce

nt o

f the

ir al

loca

tion

for a

ctiv

ities

or p

rogr

ams o

pera

ted

by

the

state

.

Und

er c

urre

nt la

w, sc

hool

dist

ricts

have

mor

e th

an 1

9 ac

tiviti

es o

r pro

gram

s tha

t can

be

fund

ed u

nder

thei

r al

loca

tion

unde

r Titl

e II

, Par

t A. U

nder

this

part

, sch

ool

distr

icts

rece

ive

95 p

erce

nt o

f the

stat

e’s a

lloca

tion

to

fund

such

act

iviti

es o

r pro

gram

s.

Effec

tive

and

Res

earc

h-Pr

oven

Pro

fess

iona

l Dev

elop

men

t for

Pri

ncip

als a

nd

Teac

hers

. Red

uce

the

scop

e of

act

iviti

es a

nd p

rogr

ams t

hat c

an b

e fu

nded

at t

he st

ate

and

distr

ict l

evel

und

er T

itle

II, P

art A

. Ens

ure

such

fund

ed p

rogr

ams a

nd a

ctiv

ities

ar

e ba

cked

by

rese

arch

and

pro

ven-

effec

tive

prac

tices

and

add

ress

are

as o

f nee

d, su

ch

as im

prov

ing

skill

s of u

nder

qual

ified

teac

hers

, sup

port

ing

and

men

torin

g no

vice

te

ache

rs, e

tc.

Page 7: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

176 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Reci

proc

ity o

f tea

cher

ce

rtifi

catio

n an

d lic

ensu

re a

cros

s sta

tes

Title

II o

f NC

LB a

llow

s the

use

of s

tate

fund

s to

prom

ote

reci

proc

ity a

mon

g th

e sta

tes.

Rec

ipro

city

of T

each

er C

erti

ficat

ion

or L

icen

sure

. Req

uire

or g

ive

state

s in

cent

ives

to p

rom

ote

reci

proc

ity o

f cer

tifica

tion

and

licen

sure

acr

oss s

tate

s thr

ough

co

nsor

tium

s or o

ther

mea

ns. S

tate

s joi

ning

such

a c

onso

rtiu

m c

ould

not

low

er th

e sc

ores

nee

ded

to p

ass t

each

er e

xam

s for

cer

tifica

tion.

Tea

cher

s who

are

teac

hing

in

state

s in

the

cons

ortiu

m w

ould

hav

e th

ree

way

s to

gain

reci

proc

ity:

Thos

e m

eetin

g cu

rren

t HQ

T re

quire

men

ts

Thos

e sc

orin

g in

the

top

one-

third

of t

each

ers i

n th

e sta

te o

n te

ache

r exa

ms

Thos

e w

ho a

re a

war

ded

HQ

ET st

atus

(as d

escr

ibed

abo

ve)

For s

tate

s tha

t joi

n su

ch c

onso

rtiu

ms,

cour

se c

onte

nt th

at is

spec

ific

to th

e re

ceiv

ing

state

will

be

prov

ided

to te

ache

rs o

nlin

e or

at n

o co

st by

the

rece

ivin

g sta

te.

Port

abili

ty o

f pr

inci

pal a

nd

teac

her p

ensio

ns

No

such

pro

visio

n.Re

quire

the

U.S

. DO

E to

con

duct

a st

udy

with

in tw

o ye

ars o

f the

ena

ctm

ent o

f a

reau

thor

ized

NC

LB to

det

erm

ine

the

feas

ibili

ty o

f allo

win

g th

e po

rtab

ility

of t

each

er

and

prin

cipa

l pen

sions

from

stat

e to

stat

e.

Page 8: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

177Recommendation Tables: Accelerating Progress and Closing Achievement Gaps Through Improved Accountability

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Gro

wth

mod

el

Secti

on 1

111(

b)(2

)(B)

Cur

rent

NC

LB la

w in

clud

es w

hat i

s com

mon

ly

refe

rred

to a

s a “s

tatu

s mod

el” fo

r mea

surin

g ac

coun

tabi

lity.

It co

mpa

res t

he p

erfo

rman

ce o

f su

bgro

ups o

f chi

ldre

n ag

ains

t a p

rede

term

ined

bar

es

tabl

ished

by

each

stat

e. S

ubgr

oups

abo

ve th

e ba

r ar

e de

emed

as m

eetin

g ad

equa

te y

early

pro

gres

s (A

YP);

subg

roup

s bel

ow th

e ba

r are

dee

med

as n

ot

mee

ting

AYP.

Thou

gh th

e U

.S. D

epar

tmen

t of

Educ

atio

n (U

.S. D

OE)

has

app

rove

d pi

lot p

rogr

ams

in fi

ve st

ates

, cur

rent

law

incl

udes

no

auth

ority

for

a lo

ngitu

dina

l gro

wth

mod

el. N

CLB

’s “s

afe

harb

or”

prov

ision

is th

e cl

oses

t exi

sting

stat

utor

y m

echa

nism

th

at re

cogn

izes g

row

th. A

subg

roup

in a

scho

ol c

an

mee

t the

safe

har

bor g

oal a

nd th

eref

ore

be d

eem

ed

as m

eetin

g AY

P, if

that

subg

roup

show

s a d

ecre

ase

in th

e pe

rcen

tage

of s

tude

nts n

ot sc

orin

g pr

ofici

ent

equa

l to

10 p

erce

nt o

f the

gap

bet

wee

n th

e su

bgro

up’s

curr

ent p

erfo

rman

ce a

nd 1

00 p

erce

nt p

rofic

ienc

y (i.

e., a

subg

roup

at 2

0 pe

rcen

t pro

ficie

ncy

wou

ld n

eed

to h

ave

28 p

erce

nt o

f its

stude

nts p

rofic

ient

in th

e fo

llow

ing

year

’s as

sess

men

ts to

mee

t saf

e ha

rbor

: the

go

al o

f 100

per

cent

pro

ficie

ncy

min

us th

e cu

rren

t 20

per

cent

pro

ficie

ncy

equa

ls a

gap

of 8

0; 1

0 pe

rcen

t of

the

gap

of 8

0 is

eigh

t; in

ord

er to

mee

t the

safe

ha

rbor

, the

scho

ols m

ust d

ecre

ase

the

gap

by e

ight

po

ints

or in

crea

se th

e pe

rcen

tage

of s

tude

nts s

corin

g at

pro

ficie

nt le

vels

from

20

to 2

8). S

afe

harb

or, u

nlik

e a

long

itudi

nal g

row

th m

odel

, com

pare

s tw

o di

ffere

nt

sets

of st

uden

ts (la

st ye

ar’s

3rd

grad

ers w

ith th

is ye

ar’s

3rd

grad

ers)

.

Incl

ude

a fa

ctor

of g

row

th in

exi

sting

AYP

cal

cula

tions

. Stu

dent

s wou

ld b

e de

emed

as

mee

ting

profi

cien

cy if

they

wer

e “o

n tr

ack”

to b

ecom

ing

profi

cien

t with

in th

ree

year

s, ba

sed

on th

e gr

owth

traj

ecto

ry o

f the

ir as

sess

men

t sco

res.

This

thre

e-ye

ar w

indo

w

to b

ecom

e pr

ofici

ent w

ould

star

t with

the

asse

ssm

ent r

esul

t dur

ing

the

first

year

the

stude

nt w

as id

entifi

ed a

s not

bei

ng p

rofic

ient

and

wou

ld n

ot b

e re

calib

rate

d ev

ery

year

. St

uden

ts on

trac

k to

bec

omin

g pr

ofici

ent w

ould

be

incl

uded

as p

rofic

ient

stud

ents

for

the

purp

oses

of c

alcu

latin

g w

heth

er a

scho

ol h

as m

ade

AYP.

This

grow

th-tr

acki

ng sy

stem

wou

ld re

quire

stat

es to

dev

elop

and

impl

emen

t dat

a sy

stem

s cap

able

of t

rack

ing

indi

vidu

al st

uden

t per

form

ance

from

yea

r to

year

(k

now

n as

long

itudi

nal d

ata

syste

ms)

. Sta

tes w

ould

hav

e fo

ur y

ears

from

the

enac

tmen

t of a

reau

thor

ized

NC

LB (i

n ot

her w

ords

, unt

il 20

12) t

o de

velo

p an

d im

plem

ent t

his s

yste

m.

Rec

om

men

dati

ons

for

Acc

eler

atin

g P

rogr

ess

and

Clo

sing

Ach

ieve

men

t G

aps

Thr

oug

h Im

prov

ed A

cco

unta

bilit

y

Page 9: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

178 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Incl

usio

n of

scie

nce

as a

subj

ect f

or w

hich

AY

P ca

lcul

atio

ns a

re

mad

e fo

r sub

grou

ps

and

scho

ols

Secti

on 1

111(

b)(2

)(B)

Pres

ently

, NC

LB re

quire

s tha

t mat

hem

atic

s and

re

adin

g or

lang

uage

art

s be

incl

uded

in A

YP

calc

ulat

ions

. In

addi

tion,

scie

nce

asse

ssm

ents

are

requ

ired

to b

e ad

min

ister

ed b

egin

ning

in 2

007–

08,

but t

he re

sults

of t

hese

ass

essm

ents

are

not t

o be

in

clud

ed in

AYP

cal

cula

tions

. Und

er c

urre

nt la

w,

scie

nce

asse

ssm

ents

will

be

adm

inist

ered

(sta

rtin

g in

the

2007

–08

scho

ol y

ear)

onc

e in

eac

h of

the

follo

win

g gr

ade

span

s: 3–

5, 6

–9 a

nd 1

0–12

.

Incl

ude

the

resu

lts o

f sci

ence

ass

essm

ents

in A

YP c

alcu

latio

ns b

ased

on

the

exist

ing

grad

e-sp

an re

quire

men

ts.

Requ

ire st

ates

to e

stabl

ish a

nnua

l mea

sura

ble

obje

ctiv

es (A

MO

s) fo

r sci

ence

ac

hiev

emen

t, sim

ilar t

o th

e ex

istin

g AM

Os f

or re

adin

g or

lang

uage

art

s and

m

athe

mat

ics.

AMO

s sho

uld

be se

t und

er re

quire

men

ts of

cur

rent

law,

incl

udin

g th

e go

al o

f 100

per

cent

pro

ficie

ncy

by 2

013–

14.

Sam

e su

bgro

up,

sam

e su

bjec

t

Secti

on 1

111(

b)(2

)

Pres

ently

, the

NC

LB st

atut

e de

ems a

scho

ol to

be

in

impr

ovem

ent s

tatu

s if a

ny su

bgro

up in

the

scho

ol

does

not

mak

e AY

P in

eith

er re

adin

g or

mat

hem

atic

s du

ring

a tw

o-ye

ar sp

an. F

or e

xam

ple,

a sc

hool

wou

ld

be id

entifi

ed fo

r im

prov

emen

t if i

n on

e ye

ar d

isabl

ed

stude

nts d

id n

ot m

ake

AYP

in m

athe

mat

ics a

nd in

th

e ne

xt y

ear H

ispan

ic st

uden

ts di

d no

t mak

e AY

P in

read

ing.

Requ

ire sc

hool

s to

be id

entifi

ed fo

r sch

ool i

mpr

ovem

ent i

f the

y do

not

mak

e AY

P fo

r th

e sa

me

subg

roup

in th

e sa

me

subj

ect f

or tw

o co

nsec

utiv

e ye

ars.

N-s

ize

Secti

on 1

111(

b)(2

)

Und

er N

CLB

, sta

tes a

re re

quire

d to

set a

min

imum

su

bgro

up si

ze fo

r bot

h pu

blic

repo

rtin

g an

d AY

P ca

lcul

atio

ns. Th

e sta

tute

requ

ires t

his m

inim

um

size

to b

e se

t so

the

data

yie

lds “

statis

tical

ly re

liabl

e in

form

atio

n” a

nd w

ould

not

pro

duce

“per

sona

lly

iden

tifiab

le in

form

atio

n ab

out a

n in

divi

dual

stud

ent.”

Cur

rent

regu

latio

ns h

ave

no se

t lim

its o

n th

e N

-size

of

a sta

te. S

tate

s, as

par

t of t

heir

acco

unta

bilit

y pl

ans t

o th

e U

.S. D

OE,

subm

itted

a p

ropo

sed

N-s

ize. M

any

state

s hav

e su

bmitt

ed re

vise

d N

-size

s in

the

past

two

year

s. So

me

state

s hav

e re

ceiv

ed p

erm

issio

n fo

r N-s

izes

for c

hild

ren

with

disa

bilit

ies a

nd E

nglis

h la

ngua

ge

lear

ners

that

are

larg

er th

an o

ther

subg

roup

s.

Requ

ire a

ll N

-size

s for

the

purp

ose

of A

YP c

alcu

latio

ns to

be

no g

reat

er th

an 2

0.

Allo

w sc

hool

dist

ricts

to re

ques

t a w

aive

r fro

m th

e sta

te fo

r sch

ools

that

can

, thr

ough

do

cum

ente

d ev

iden

ce, j

ustif

y a

larg

er N

-size

. A w

aive

r gra

nted

by

the

state

can

pr

ovid

e an

N-s

ize o

f no

grea

ter t

han

30.

Con

fiden

ce in

terv

als

Secti

on 1

111(

b)(2

)

Stat

es h

ave

prop

osed

and

got

ten

appr

oval

for,

as p

art

of th

eir a

ccou

ntab

ility

pla

ns to

the

U.S

. DO

E, th

e us

e of

con

fiden

ce in

terv

als i

n m

akin

g va

rious

cal

cula

tions

re

late

d to

AYP

, inc

ludi

ng N

-size

.

Con

fiden

ce in

terv

als m

ay b

e se

en a

s “w

indo

ws”

su

rrou

ndin

g a

state

’s AM

O. Th

e siz

e of

the

win

dow

va

ries a

ccor

ding

to th

e nu

mbe

r of s

tude

nts i

n th

e su

bgro

up w

ho a

re te

sted

and

acco

rdin

g to

the

degr

ee

of p

roba

bilit

y th

at th

e gr

oup’s

ave

rage

scor

e re

pres

ents

thei

r tru

e le

vel o

f ach

ieve

men

t. C

onfid

ence

inte

rval

s ar

e ro

ughl

y an

alog

ous t

o th

e “m

argi

n of

err

or”

com

mon

ly re

port

ed w

ith o

pini

on p

olls.

Mai

ntai

n th

e us

e of

con

fiden

ce in

terv

als i

n ca

lcul

atin

g N

-size

s and

AYP

cal

cula

tions

fo

r tho

se st

ates

that

cho

ose

to u

se th

em. R

estr

ict t

he u

se o

f a st

ate’s

con

fiden

ce

inte

rval

to n

o m

ore

than

95

perc

ent.

Con

fiden

ce in

terv

als w

ill n

ot b

e pe

rmitt

ed in

de

term

inin

g w

heth

er a

chi

ld is

on

trac

k to

be

profi

cien

t und

er th

e gr

owth

mod

el

reco

mm

enda

tions

des

crib

ed a

bove

.

Chi

ldre

n w

ith

disa

bilit

ies

Secti

on 1

111(

b)(2

)(B)

(v

)(II

)(cc

)

Und

er th

e N

CLB

stat

ute,

chi

ldre

n w

ith d

isabi

litie

s ar

e tre

ated

the

sam

e as

oth

er su

bgro

ups f

or A

YP

calc

ulat

ion

purp

oses

. Chi

ldre

n w

ith d

isabi

litie

s, un

der t

he N

CLB

stat

ute,

in c

ombi

natio

n w

ith

the

Indi

vidu

als w

ith D

isabi

litie

s Edu

catio

n Ac

t (I

DEA

) sta

tute

and

regu

latio

ns, a

re re

quire

d to

be

give

n as

sess

men

ts un

der o

ne o

f thr

ee sc

enar

ios:

the

regu

lar a

sses

smen

t; th

e re

gula

r ass

essm

ent w

ith

acco

mm

odat

ions

; or a

ltern

ate

asse

ssm

ents

alig

ned

to

grad

e-le

vel s

tand

ards

.

Und

er re

gula

tions

and

gui

danc

e iss

ued

by th

e U

.S.

DO

E, tw

o ot

her a

sses

smen

t sce

nario

s hav

e be

en

deve

lope

d th

at d

efine

how

to a

sses

s chi

ldre

n w

ith

disa

bilit

ies f

or a

ccou

ntab

ility

pur

pose

s:

1 Pe

rcen

t Pol

icy:

Chi

ldre

n w

ith si

gnifi

cant

cog

nitiv

e di

sabi

litie

s can

be

asse

ssed

aga

inst

alte

rnat

e sta

ndar

ds

usin

g al

tern

ate

asse

ssm

ents.

The

stand

ards

for t

hese

ch

ildre

n ty

pica

lly c

onsis

t of v

ery

basic

mat

hem

atic

s an

d re

adin

g. A

chie

vem

ent o

f pro

ficie

ncy

on th

ese

asse

ssm

ents

coun

ts fo

r AYP

pur

pose

s. Sc

hool

dist

ricts

are

perm

itted

to in

clud

e up

to 1

per

cent

of t

heir

tota

l po

pula

tion

in th

is ca

tego

ry.

CO

NTI

NU

ED O

N P

AG

E 18

0

Auth

orize

the

1 pe

rcen

t pol

icy

issue

d by

the

U.S

. DO

E.

Amen

d th

e Ad

min

istra

tion’s

pro

pose

d 2

perc

ent p

olic

y by

redu

cing

the

perc

enta

ge to

1

perc

ent,

then

aut

horiz

e w

ith th

e fo

llow

ing

exce

ptio

ns:

Stre

ngth

en th

e ga

teke

epin

g pr

oced

ures

use

d to

det

erm

ine

whi

ch c

hild

ren

are

incl

uded

und

er th

is ne

w 1

per

cent

pol

icy.

This

incl

udes

strik

ing

the

prov

ision

fro

m th

e Ad

min

istra

tion’s

regu

latio

n th

at id

entifi

es a

chi

ld’s

disa

bilit

y as

the

mea

ns fo

r aut

omat

ic in

clus

ion

unde

r thi

s new

pol

icy.

Requ

ire sc

hool

dist

rict o

ffici

als t

o m

onito

r the

impl

emen

tatio

n of

this

polic

y to

en

sure

it is

uni

form

ly a

pplie

d to

scho

ols a

cros

s a sc

hool

dist

rict.

Add

seve

ral p

rovi

sions

to ID

EA to

stre

ngth

en th

e IE

P te

am’s

role

in d

eter

min

ing

the

appr

opria

te a

sses

smen

t for

chi

ldre

n w

ith d

isabi

litie

s and

to im

prov

e pa

rent

al

know

ledg

e of

such

dec

ision

s. Sp

ecifi

cally

, ID

EA w

ould

be

amen

ded

to re

quire

th

e fo

llow

ing:

IEP

team

s wou

ld a

ttest

in w

ritin

g th

at th

e te

am h

as su

ffici

ent k

now

ledg

e to

m

ake

a de

cisio

n on

the

child

’s as

sess

men

t and

whe

ther

the

child

shou

ld b

e in

the

exist

ing

1 pe

rcen

t cat

egor

y or

the

new

1 p

erce

nt c

ateg

ory.

Pare

nts m

ust r

ecei

ve

this

atte

statio

n in

writ

ing

befo

re si

gnin

g off

on

the

IEP’

s dec

ision

.

CO

NTI

NU

ED O

N P

AG

E 18

0

Page 10: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

179Recommendation Tables: Accelerating Progress and Closing Achievement Gaps Through Improved Accountability

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Incl

usio

n of

scie

nce

as a

subj

ect f

or w

hich

AY

P ca

lcul

atio

ns a

re

mad

e fo

r sub

grou

ps

and

scho

ols

Secti

on 1

111(

b)(2

)(B)

Pres

ently

, NC

LB re

quire

s tha

t mat

hem

atic

s and

re

adin

g or

lang

uage

art

s be

incl

uded

in A

YP

calc

ulat

ions

. In

addi

tion,

scie

nce

asse

ssm

ents

are

requ

ired

to b

e ad

min

ister

ed b

egin

ning

in 2

007–

08,

but t

he re

sults

of t

hese

ass

essm

ents

are

not t

o be

in

clud

ed in

AYP

cal

cula

tions

. Und

er c

urre

nt la

w,

scie

nce

asse

ssm

ents

will

be

adm

inist

ered

(sta

rtin

g in

the

2007

–08

scho

ol y

ear)

onc

e in

eac

h of

the

follo

win

g gr

ade

span

s: 3–

5, 6

–9 a

nd 1

0–12

.

Incl

ude

the

resu

lts o

f sci

ence

ass

essm

ents

in A

YP c

alcu

latio

ns b

ased

on

the

exist

ing

grad

e-sp

an re

quire

men

ts.

Requ

ire st

ates

to e

stabl

ish a

nnua

l mea

sura

ble

obje

ctiv

es (A

MO

s) fo

r sci

ence

ac

hiev

emen

t, sim

ilar t

o th

e ex

istin

g AM

Os f

or re

adin

g or

lang

uage

art

s and

m

athe

mat

ics.

AMO

s sho

uld

be se

t und

er re

quire

men

ts of

cur

rent

law,

incl

udin

g th

e go

al o

f 100

per

cent

pro

ficie

ncy

by 2

013–

14.

Sam

e su

bgro

up,

sam

e su

bjec

t

Secti

on 1

111(

b)(2

)

Pres

ently

, the

NC

LB st

atut

e de

ems a

scho

ol to

be

in

impr

ovem

ent s

tatu

s if a

ny su

bgro

up in

the

scho

ol

does

not

mak

e AY

P in

eith

er re

adin

g or

mat

hem

atic

s du

ring

a tw

o-ye

ar sp

an. F

or e

xam

ple,

a sc

hool

wou

ld

be id

entifi

ed fo

r im

prov

emen

t if i

n on

e ye

ar d

isabl

ed

stude

nts d

id n

ot m

ake

AYP

in m

athe

mat

ics a

nd in

th

e ne

xt y

ear H

ispan

ic st

uden

ts di

d no

t mak

e AY

P in

read

ing.

Requ

ire sc

hool

s to

be id

entifi

ed fo

r sch

ool i

mpr

ovem

ent i

f the

y do

not

mak

e AY

P fo

r th

e sa

me

subg

roup

in th

e sa

me

subj

ect f

or tw

o co

nsec

utiv

e ye

ars.

N-s

ize

Secti

on 1

111(

b)(2

)

Und

er N

CLB

, sta

tes a

re re

quire

d to

set a

min

imum

su

bgro

up si

ze fo

r bot

h pu

blic

repo

rtin

g an

d AY

P ca

lcul

atio

ns. Th

e sta

tute

requ

ires t

his m

inim

um

size

to b

e se

t so

the

data

yie

lds “

statis

tical

ly re

liabl

e in

form

atio

n” a

nd w

ould

not

pro

duce

“per

sona

lly

iden

tifiab

le in

form

atio

n ab

out a

n in

divi

dual

stud

ent.”

Cur

rent

regu

latio

ns h

ave

no se

t lim

its o

n th

e N

-size

of

a sta

te. S

tate

s, as

par

t of t

heir

acco

unta

bilit

y pl

ans t

o th

e U

.S. D

OE,

subm

itted

a p

ropo

sed

N-s

ize. M

any

state

s hav

e su

bmitt

ed re

vise

d N

-size

s in

the

past

two

year

s. So

me

state

s hav

e re

ceiv

ed p

erm

issio

n fo

r N-s

izes

for c

hild

ren

with

disa

bilit

ies a

nd E

nglis

h la

ngua

ge

lear

ners

that

are

larg

er th

an o

ther

subg

roup

s.

Requ

ire a

ll N

-size

s for

the

purp

ose

of A

YP c

alcu

latio

ns to

be

no g

reat

er th

an 2

0.

Allo

w sc

hool

dist

ricts

to re

ques

t a w

aive

r fro

m th

e sta

te fo

r sch

ools

that

can

, thr

ough

do

cum

ente

d ev

iden

ce, j

ustif

y a

larg

er N

-size

. A w

aive

r gra

nted

by

the

state

can

pr

ovid

e an

N-s

ize o

f no

grea

ter t

han

30.

Con

fiden

ce in

terv

als

Secti

on 1

111(

b)(2

)

Stat

es h

ave

prop

osed

and

got

ten

appr

oval

for,

as p

art

of th

eir a

ccou

ntab

ility

pla

ns to

the

U.S

. DO

E, th

e us

e of

con

fiden

ce in

terv

als i

n m

akin

g va

rious

cal

cula

tions

re

late

d to

AYP

, inc

ludi

ng N

-size

.

Con

fiden

ce in

terv

als m

ay b

e se

en a

s “w

indo

ws”

su

rrou

ndin

g a

state

’s AM

O. Th

e siz

e of

the

win

dow

va

ries a

ccor

ding

to th

e nu

mbe

r of s

tude

nts i

n th

e su

bgro

up w

ho a

re te

sted

and

acco

rdin

g to

the

degr

ee

of p

roba

bilit

y th

at th

e gr

oup’s

ave

rage

scor

e re

pres

ents

thei

r tru

e le

vel o

f ach

ieve

men

t. C

onfid

ence

inte

rval

s ar

e ro

ughl

y an

alog

ous t

o th

e “m

argi

n of

err

or”

com

mon

ly re

port

ed w

ith o

pini

on p

olls.

Mai

ntai

n th

e us

e of

con

fiden

ce in

terv

als i

n ca

lcul

atin

g N

-size

s and

AYP

cal

cula

tions

fo

r tho

se st

ates

that

cho

ose

to u

se th

em. R

estr

ict t

he u

se o

f a st

ate’s

con

fiden

ce

inte

rval

to n

o m

ore

than

95

perc

ent.

Con

fiden

ce in

terv

als w

ill n

ot b

e pe

rmitt

ed in

de

term

inin

g w

heth

er a

chi

ld is

on

trac

k to

be

profi

cien

t und

er th

e gr

owth

mod

el

reco

mm

enda

tions

des

crib

ed a

bove

.

Chi

ldre

n w

ith

disa

bilit

ies

Secti

on 1

111(

b)(2

)(B)

(v

)(II

)(cc

)

Und

er th

e N

CLB

stat

ute,

chi

ldre

n w

ith d

isabi

litie

s ar

e tre

ated

the

sam

e as

oth

er su

bgro

ups f

or A

YP

calc

ulat

ion

purp

oses

. Chi

ldre

n w

ith d

isabi

litie

s, un

der t

he N

CLB

stat

ute,

in c

ombi

natio

n w

ith

the

Indi

vidu

als w

ith D

isabi

litie

s Edu

catio

n Ac

t (I

DEA

) sta

tute

and

regu

latio

ns, a

re re

quire

d to

be

give

n as

sess

men

ts un

der o

ne o

f thr

ee sc

enar

ios:

the

regu

lar a

sses

smen

t; th

e re

gula

r ass

essm

ent w

ith

acco

mm

odat

ions

; or a

ltern

ate

asse

ssm

ents

alig

ned

to

grad

e-le

vel s

tand

ards

.

Und

er re

gula

tions

and

gui

danc

e iss

ued

by th

e U

.S.

DO

E, tw

o ot

her a

sses

smen

t sce

nario

s hav

e be

en

deve

lope

d th

at d

efine

how

to a

sses

s chi

ldre

n w

ith

disa

bilit

ies f

or a

ccou

ntab

ility

pur

pose

s:

1 Pe

rcen

t Pol

icy:

Chi

ldre

n w

ith si

gnifi

cant

cog

nitiv

e di

sabi

litie

s can

be

asse

ssed

aga

inst

alte

rnat

e sta

ndar

ds

usin

g al

tern

ate

asse

ssm

ents.

The

stand

ards

for t

hese

ch

ildre

n ty

pica

lly c

onsis

t of v

ery

basic

mat

hem

atic

s an

d re

adin

g. A

chie

vem

ent o

f pro

ficie

ncy

on th

ese

asse

ssm

ents

coun

ts fo

r AYP

pur

pose

s. Sc

hool

dist

ricts

are

perm

itted

to in

clud

e up

to 1

per

cent

of t

heir

tota

l po

pula

tion

in th

is ca

tego

ry.

CO

NTI

NU

ED O

N P

AG

E 18

0

Auth

orize

the

1 pe

rcen

t pol

icy

issue

d by

the

U.S

. DO

E.

Amen

d th

e Ad

min

istra

tion’s

pro

pose

d 2

perc

ent p

olic

y by

redu

cing

the

perc

enta

ge to

1

perc

ent,

then

aut

horiz

e w

ith th

e fo

llow

ing

exce

ptio

ns:

Stre

ngth

en th

e ga

teke

epin

g pr

oced

ures

use

d to

det

erm

ine

whi

ch c

hild

ren

are

incl

uded

und

er th

is ne

w 1

per

cent

pol

icy.

This

incl

udes

strik

ing

the

prov

ision

fro

m th

e Ad

min

istra

tion’s

regu

latio

n th

at id

entifi

es a

chi

ld’s

disa

bilit

y as

the

mea

ns fo

r aut

omat

ic in

clus

ion

unde

r thi

s new

pol

icy.

Requ

ire sc

hool

dist

rict o

ffici

als t

o m

onito

r the

impl

emen

tatio

n of

this

polic

y to

en

sure

it is

uni

form

ly a

pplie

d to

scho

ols a

cros

s a sc

hool

dist

rict.

Add

seve

ral p

rovi

sions

to ID

EA to

stre

ngth

en th

e IE

P te

am’s

role

in d

eter

min

ing

the

appr

opria

te a

sses

smen

t for

chi

ldre

n w

ith d

isabi

litie

s and

to im

prov

e pa

rent

al

know

ledg

e of

such

dec

ision

s. Sp

ecifi

cally

, ID

EA w

ould

be

amen

ded

to re

quire

th

e fo

llow

ing:

IEP

team

s wou

ld a

ttest

in w

ritin

g th

at th

e te

am h

as su

ffici

ent k

now

ledg

e to

m

ake

a de

cisio

n on

the

child

’s as

sess

men

t and

whe

ther

the

child

shou

ld b

e in

the

exist

ing

1 pe

rcen

t cat

egor

y or

the

new

1 p

erce

nt c

ateg

ory.

Pare

nts m

ust r

ecei

ve

this

atte

statio

n in

writ

ing

befo

re si

gnin

g off

on

the

IEP’

s dec

ision

.

CO

NTI

NU

ED O

N P

AG

E 18

0

Page 11: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

180 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Prop

osed

2 P

erce

nt P

olic

y: Th

is ap

plie

s to

child

ren

with

disa

bilit

ies w

ho c

an a

chie

ve a

cade

mic

ally,

but

ca

n’t a

chie

ve a

t gra

de le

vel i

n th

e sa

me

perio

d of

tim

e as

thei

r non

disa

bled

pee

rs. Th

is po

licy

allo

ws s

choo

l di

stric

ts to

cla

ssify

up

to 2

per

cent

of t

heir

tota

l sch

ool

popu

latio

n in

add

ition

to th

e 1

perc

ent o

f stu

dent

s in

the

grou

p of

chi

ldre

n w

ith si

gnifi

cant

cog

nitiv

e di

sabi

litie

s (a

tota

l of u

p to

3 p

erce

nt).

Und

er

the

regu

latio

n, c

lass

ified

chi

ldre

n w

ould

be

give

n as

sess

men

ts ag

ains

t “m

odifi

ed a

chie

vem

ent s

tand

ards

.” Th

ese

stand

ards

shou

ld m

easu

re th

e sa

me

acad

emic

co

nten

t as r

egul

ar a

chie

vem

ent s

tand

ards

. Und

er

U.S

. DO

E’s p

ropo

sed

regu

latio

ns, s

choo

l dist

ricts

are

allo

wed

to e

xcee

d th

e 2

perc

ent c

ap if

they

hav

e no

t re

ache

d fu

ll ca

paci

ty u

nder

the

1 pe

rcen

t pol

icy.

The

tota

l of b

oth

grou

ps m

ay n

ot e

xcee

d 3

perc

ent.

In d

eter

min

ing

child

ren

to b

e cl

assifi

ed u

nder

the

2 pe

rcen

t reg

ulat

ion,

indi

vidu

alize

d ed

ucat

ion

prog

ram

(I

EP) t

eam

s mus

t det

erm

ine

that

:

A stu

dent

’s di

sabi

lity

prec

lude

s the

stud

ent f

rom

ac

hiev

ing

grad

e-le

vel p

rofic

ienc

y

The

stude

nt c

anno

t ach

ieve

gra

de-le

vel

profi

cien

cy e

ven

with

hig

h-qu

ality

instr

uctio

n

The

stude

nt is

rece

ivin

g gr

ade-

leve

l ins

truc

tion

in th

e su

bjec

ts fo

r whi

ch h

e or

she

is be

ing

asse

ssed

Scho

ol d

istric

ts sh

all b

e re

quire

d to

pro

vide

IEP

team

mem

bers

and

par

ents

of c

hild

ren

with

disa

bilit

ies w

ith a

gui

de d

evel

oped

by

the

U.S

. DO

E in

co

nsul

tatio

n w

ith th

e sta

tes a

nd p

aren

t tra

inin

g an

d in

form

atio

n ce

nter

s (PT

Is)

on a

sses

smen

ts un

der N

CLB

. The

guid

e m

ay b

e us

ed fo

r mea

surin

g a

child

’s ac

adem

ic p

rogr

ess a

nd th

e pr

oces

s use

d to

sele

ct th

e ap

prop

riate

ass

essm

ent

for t

he c

hild

. The

guid

e sh

all b

e pr

ovid

ed to

par

ents

annu

ally

and

upo

n pa

rent

re

ques

t. Th

e sta

te sh

all c

ondu

ct tr

aini

ngs,

in c

onju

nctio

n w

ith P

TIs

, for

m

embe

rs o

f IEP

team

s (in

clud

ing

pare

nts)

on

the

asse

ssm

ent s

elec

tion

proc

ess.

Scho

ol d

istric

ts sh

all b

e re

quire

d to

com

plet

e a

need

s ass

essm

ent a

nnua

lly to

en

sure

that

they

hav

e th

e ex

pert

ise a

nd p

erso

nnel

to m

ake

prop

er a

sses

smen

t an

d ac

coun

tabi

lity

cate

goriz

atio

ns o

f chi

ldre

n w

ith d

isabi

litie

s (pl

acem

ent i

n th

e ex

istin

g or

new

1 p

erce

nt c

ateg

orie

s).

Stat

es, a

s a c

ondi

tion

of re

ceiv

ing

IDEA

fund

ing,

shal

l ens

ure

that

scho

ol

distr

icts

can

rece

ive

tech

nica

l ass

istan

ce in

the

sele

ctio

n of

ass

essm

ents

and

the

plac

emen

t of c

hild

ren

in th

e ex

istin

g or

new

1 p

erce

nt c

ateg

orie

s.

Engl

ish la

ngua

ge

lear

ners

Secti

on 1

111(

b)(2

)(B)

(v

)(II

)(dd

)

Und

er re

gula

tions

and

gui

danc

e iss

ued

by th

e U

.S.

DO

E, E

nglis

h la

ngua

ge le

arne

rs d

o no

t hav

e to

be

test

ed in

the

first

yea

r the

y ar

e in

U.S

. sch

ools

and,

if

they

are

test

ed, s

choo

ls do

not

hav

e to

incl

ude

Engl

ish la

ngua

ge le

arne

r ass

essm

ent r

esul

ts in

sc

hool

s’ AY

P ca

lcul

atio

ns.

Also

und

er re

gula

tions

and

gui

danc

e iss

ued

by

the

U.S

. DO

E, E

nglis

h la

ngua

ge le

arne

rs m

ay b

e in

clud

ed in

this

subg

roup

for t

wo

addi

tiona

l yea

rs

afte

r the

y be

com

e pr

ofici

ent i

n En

glish

and

are

no

long

er c

lass

ified

as a

n En

glish

lang

uage

lear

ner.

Auth

orize

the

regu

latio

ns a

nd g

uida

nce

issue

d by

the

U.S

. DO

E an

d ex

pand

, fro

m tw

o ye

ars t

o th

ree

year

s, th

e am

ount

of t

ime

Engl

ish la

ngua

ge le

arne

rs m

ay

be in

clud

ed in

the

Engl

ish la

ngua

ge le

arne

r sub

grou

p af

ter t

hey

are

desig

nate

d as

pro

ficie

nt.

Oth

er in

dica

tors

(g

radu

atio

n ra

te

and

atte

ndan

ce)

Secti

on 1

111(

b)(2

)(D

)

Und

er c

urre

nt la

w, a

scho

ol’s

AYP

statu

s is d

eter

min

ed

base

d on

ass

essm

ent r

esul

ts pl

us a

n ad

ditio

nal

indi

cato

r. N

CLB

requ

ires g

radu

atio

n ra

tes t

o be

us

ed fo

r sec

onda

ry sc

hool

s and

requ

ires t

he st

ate

to

defin

e th

e ac

adem

ic in

dica

tor f

or e

lem

enta

ry sc

hool

s (o

ften

atte

ndan

ce ra

te is

use

d). I

f a sc

hool

met

its

AYP

for a

sses

smen

t res

ults,

but

did

not

mee

t its

othe

r in

dica

tor,

the

scho

ol w

ould

not

mee

t AYP

.

Und

er c

urre

nt re

gula

tions

, sta

tes a

re a

llow

ed to

set

the

grad

uatio

n-ra

te o

r ele

men

tary

scho

ol in

dica

tor a

t th

e le

vel t

hey

deci

de, e

ven

if it

is at

a le

vel b

elow

som

e sc

hool

s’ cu

rren

t per

form

ance

. In

addi

tion,

gra

duat

ion-

rate

and

ele

men

tary

scho

ol in

dica

tor d

ata

is vi

ewed

on

an a

ggre

gate

bas

is fo

r a sc

hool

, not

a su

bgro

up b

asis.

Requ

ire a

ll sta

tes t

o ad

opt t

he p

rovi

sions

of t

he N

atio

nal G

over

nors

Ass

ocia

tion

com

pact

on

grad

uatio

n ra

tes.

This

com

pact

, whi

ch w

as si

gned

by

all 5

0 go

vern

ors

and

the

gove

rnor

of P

uert

o R

ico,

requ

ires a

four

-yea

r adj

uste

d co

hort

gra

duat

ion

rate

us

ing

a co

mm

on fo

rmul

a.

Requ

ire th

e di

sagg

rega

tion

of g

radu

atio

n-ra

te a

nd e

lem

enta

ry sc

hool

indi

cato

r dat

a an

d us

e th

is di

sagg

rega

ted

data

for A

YP c

alcu

latio

ns.

Requ

ire st

ates

to se

t goa

ls fo

r con

tinuo

us p

rogr

ess i

n in

crea

sing

grad

uatio

n ra

tes a

nd

the

elem

enta

ry sc

hool

indi

cato

r (on

a d

isagg

rega

ted

subg

roup

bas

is at

the

state

, sch

ool

distr

ict a

nd sc

hool

leve

ls) to

clo

se th

e ga

p be

twee

n su

bgro

ups i

n gr

adua

tion

rate

s and

th

e el

emen

tary

scho

ol in

dica

tor b

y th

e 20

13–1

4 sc

hool

yea

r.

Stat

es, d

istric

ts an

d sc

hool

s wou

ld b

e de

emed

to h

ave

clos

ed th

e ga

p fo

r an

indi

cato

r in

any

yea

r in

whi

ch th

ere

is le

ss th

an a

five

per

cent

ile p

oint

diff

eren

ce b

etw

een

the

subg

roup

with

the

high

est r

ate

and

the

subg

roup

with

the

low

est r

ate.

Chi

ldre

n w

ith

disa

bilit

ies w

ho a

re n

ot a

sses

sed

agai

nst g

rade

-leve

l con

tent

stan

dard

s wou

ld n

ot b

e in

clud

ed in

gra

duat

ion-

rate

cal

cula

tions

for A

YP p

urpo

ses.

Page 12: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

181Recommendation Tables: Accelerating Progress and Closing Achievement Gaps Through Improved Accountability

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Prop

osed

2 P

erce

nt P

olic

y: Th

is ap

plie

s to

child

ren

with

disa

bilit

ies w

ho c

an a

chie

ve a

cade

mic

ally,

but

ca

n’t a

chie

ve a

t gra

de le

vel i

n th

e sa

me

perio

d of

tim

e as

thei

r non

disa

bled

pee

rs. Th

is po

licy

allo

ws s

choo

l di

stric

ts to

cla

ssify

up

to 2

per

cent

of t

heir

tota

l sch

ool

popu

latio

n in

add

ition

to th

e 1

perc

ent o

f stu

dent

s in

the

grou

p of

chi

ldre

n w

ith si

gnifi

cant

cog

nitiv

e di

sabi

litie

s (a

tota

l of u

p to

3 p

erce

nt).

Und

er

the

regu

latio

n, c

lass

ified

chi

ldre

n w

ould

be

give

n as

sess

men

ts ag

ains

t “m

odifi

ed a

chie

vem

ent s

tand

ards

.” Th

ese

stand

ards

shou

ld m

easu

re th

e sa

me

acad

emic

co

nten

t as r

egul

ar a

chie

vem

ent s

tand

ards

. Und

er

U.S

. DO

E’s p

ropo

sed

regu

latio

ns, s

choo

l dist

ricts

are

allo

wed

to e

xcee

d th

e 2

perc

ent c

ap if

they

hav

e no

t re

ache

d fu

ll ca

paci

ty u

nder

the

1 pe

rcen

t pol

icy.

The

tota

l of b

oth

grou

ps m

ay n

ot e

xcee

d 3

perc

ent.

In d

eter

min

ing

child

ren

to b

e cl

assifi

ed u

nder

the

2 pe

rcen

t reg

ulat

ion,

indi

vidu

alize

d ed

ucat

ion

prog

ram

(I

EP) t

eam

s mus

t det

erm

ine

that

:

A stu

dent

’s di

sabi

lity

prec

lude

s the

stud

ent f

rom

ac

hiev

ing

grad

e-le

vel p

rofic

ienc

y

The

stude

nt c

anno

t ach

ieve

gra

de-le

vel

profi

cien

cy e

ven

with

hig

h-qu

ality

instr

uctio

n

The

stude

nt is

rece

ivin

g gr

ade-

leve

l ins

truc

tion

in th

e su

bjec

ts fo

r whi

ch h

e or

she

is be

ing

asse

ssed

Scho

ol d

istric

ts sh

all b

e re

quire

d to

pro

vide

IEP

team

mem

bers

and

par

ents

of c

hild

ren

with

disa

bilit

ies w

ith a

gui

de d

evel

oped

by

the

U.S

. DO

E in

co

nsul

tatio

n w

ith th

e sta

tes a

nd p

aren

t tra

inin

g an

d in

form

atio

n ce

nter

s (PT

Is)

on a

sses

smen

ts un

der N

CLB

. The

guid

e m

ay b

e us

ed fo

r mea

surin

g a

child

’s ac

adem

ic p

rogr

ess a

nd th

e pr

oces

s use

d to

sele

ct th

e ap

prop

riate

ass

essm

ent

for t

he c

hild

. The

guid

e sh

all b

e pr

ovid

ed to

par

ents

annu

ally

and

upo

n pa

rent

re

ques

t. Th

e sta

te sh

all c

ondu

ct tr

aini

ngs,

in c

onju

nctio

n w

ith P

TIs

, for

m

embe

rs o

f IEP

team

s (in

clud

ing

pare

nts)

on

the

asse

ssm

ent s

elec

tion

proc

ess.

Scho

ol d

istric

ts sh

all b

e re

quire

d to

com

plet

e a

need

s ass

essm

ent a

nnua

lly to

en

sure

that

they

hav

e th

e ex

pert

ise a

nd p

erso

nnel

to m

ake

prop

er a

sses

smen

t an

d ac

coun

tabi

lity

cate

goriz

atio

ns o

f chi

ldre

n w

ith d

isabi

litie

s (pl

acem

ent i

n th

e ex

istin

g or

new

1 p

erce

nt c

ateg

orie

s).

Stat

es, a

s a c

ondi

tion

of re

ceiv

ing

IDEA

fund

ing,

shal

l ens

ure

that

scho

ol

distr

icts

can

rece

ive

tech

nica

l ass

istan

ce in

the

sele

ctio

n of

ass

essm

ents

and

the

plac

emen

t of c

hild

ren

in th

e ex

istin

g or

new

1 p

erce

nt c

ateg

orie

s.

Engl

ish la

ngua

ge

lear

ners

Secti

on 1

111(

b)(2

)(B)

(v

)(II

)(dd

)

Und

er re

gula

tions

and

gui

danc

e iss

ued

by th

e U

.S.

DO

E, E

nglis

h la

ngua

ge le

arne

rs d

o no

t hav

e to

be

test

ed in

the

first

yea

r the

y ar

e in

U.S

. sch

ools

and,

if

they

are

test

ed, s

choo

ls do

not

hav

e to

incl

ude

Engl

ish la

ngua

ge le

arne

r ass

essm

ent r

esul

ts in

sc

hool

s’ AY

P ca

lcul

atio

ns.

Also

und

er re

gula

tions

and

gui

danc

e iss

ued

by

the

U.S

. DO

E, E

nglis

h la

ngua

ge le

arne

rs m

ay b

e in

clud

ed in

this

subg

roup

for t

wo

addi

tiona

l yea

rs

afte

r the

y be

com

e pr

ofici

ent i

n En

glish

and

are

no

long

er c

lass

ified

as a

n En

glish

lang

uage

lear

ner.

Auth

orize

the

regu

latio

ns a

nd g

uida

nce

issue

d by

the

U.S

. DO

E an

d ex

pand

, fro

m tw

o ye

ars t

o th

ree

year

s, th

e am

ount

of t

ime

Engl

ish la

ngua

ge le

arne

rs m

ay

be in

clud

ed in

the

Engl

ish la

ngua

ge le

arne

r sub

grou

p af

ter t

hey

are

desig

nate

d as

pro

ficie

nt.

Oth

er in

dica

tors

(g

radu

atio

n ra

te

and

atte

ndan

ce)

Secti

on 1

111(

b)(2

)(D

)

Und

er c

urre

nt la

w, a

scho

ol’s

AYP

statu

s is d

eter

min

ed

base

d on

ass

essm

ent r

esul

ts pl

us a

n ad

ditio

nal

indi

cato

r. N

CLB

requ

ires g

radu

atio

n ra

tes t

o be

us

ed fo

r sec

onda

ry sc

hool

s and

requ

ires t

he st

ate

to

defin

e th

e ac

adem

ic in

dica

tor f

or e

lem

enta

ry sc

hool

s (o

ften

atte

ndan

ce ra

te is

use

d). I

f a sc

hool

met

its

AYP

for a

sses

smen

t res

ults,

but

did

not

mee

t its

othe

r in

dica

tor,

the

scho

ol w

ould

not

mee

t AYP

.

Und

er c

urre

nt re

gula

tions

, sta

tes a

re a

llow

ed to

set

the

grad

uatio

n-ra

te o

r ele

men

tary

scho

ol in

dica

tor a

t th

e le

vel t

hey

deci

de, e

ven

if it

is at

a le

vel b

elow

som

e sc

hool

s’ cu

rren

t per

form

ance

. In

addi

tion,

gra

duat

ion-

rate

and

ele

men

tary

scho

ol in

dica

tor d

ata

is vi

ewed

on

an a

ggre

gate

bas

is fo

r a sc

hool

, not

a su

bgro

up b

asis.

Requ

ire a

ll sta

tes t

o ad

opt t

he p

rovi

sions

of t

he N

atio

nal G

over

nors

Ass

ocia

tion

com

pact

on

grad

uatio

n ra

tes.

This

com

pact

, whi

ch w

as si

gned

by

all 5

0 go

vern

ors

and

the

gove

rnor

of P

uert

o R

ico,

requ

ires a

four

-yea

r adj

uste

d co

hort

gra

duat

ion

rate

us

ing

a co

mm

on fo

rmul

a.

Requ

ire th

e di

sagg

rega

tion

of g

radu

atio

n-ra

te a

nd e

lem

enta

ry sc

hool

indi

cato

r dat

a an

d us

e th

is di

sagg

rega

ted

data

for A

YP c

alcu

latio

ns.

Requ

ire st

ates

to se

t goa

ls fo

r con

tinuo

us p

rogr

ess i

n in

crea

sing

grad

uatio

n ra

tes a

nd

the

elem

enta

ry sc

hool

indi

cato

r (on

a d

isagg

rega

ted

subg

roup

bas

is at

the

state

, sch

ool

distr

ict a

nd sc

hool

leve

ls) to

clo

se th

e ga

p be

twee

n su

bgro

ups i

n gr

adua

tion

rate

s and

th

e el

emen

tary

scho

ol in

dica

tor b

y th

e 20

13–1

4 sc

hool

yea

r.

Stat

es, d

istric

ts an

d sc

hool

s wou

ld b

e de

emed

to h

ave

clos

ed th

e ga

p fo

r an

indi

cato

r in

any

yea

r in

whi

ch th

ere

is le

ss th

an a

five

per

cent

ile p

oint

diff

eren

ce b

etw

een

the

subg

roup

with

the

high

est r

ate

and

the

subg

roup

with

the

low

est r

ate.

Chi

ldre

n w

ith

disa

bilit

ies w

ho a

re n

ot a

sses

sed

agai

nst g

rade

-leve

l con

tent

stan

dard

s wou

ld n

ot b

e in

clud

ed in

gra

duat

ion-

rate

cal

cula

tions

for A

YP p

urpo

ses.

Page 13: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

182 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Enfo

rcem

ent

No

such

pro

visio

n.St

ates

wou

ld b

e re

quire

d to

set u

p an

adm

inist

rativ

e pr

oces

s for

hea

ring

com

plai

nts

that

a st

ate,

dist

rict o

r sch

ool i

s vio

latin

g or

faili

ng to

impl

emen

t any

stat

utor

y or

re

gula

tory

pro

visio

n or

app

rove

d pl

an re

quire

d un

der N

CLB

. Ind

ivid

uals

wou

ld

first

be re

quire

d to

file

a c

ompl

aint

with

the

state

und

er th

is pr

oces

s. Th

e sta

te

shal

l des

igna

te im

part

ial h

earin

g offi

cers

to h

ear,

mak

e de

term

inat

ions

and

offe

r re

com

men

datio

ns to

the

state

. The

state

, afte

r rec

eivi

ng re

com

men

datio

ns fr

om

the

hear

ing

office

rs, w

ould

be

requ

ired

to re

ach

a de

term

inat

ion

with

in 3

0 da

ys o

f re

ceiv

ing

a co

mpl

aint

.

If a

state

doe

s not

reso

lve

the

com

plai

nt to

the

satis

fact

ion

of th

e in

divi

dual

or g

roup

fil

ing

the

com

plai

nt, t

he in

divi

dual

may

pur

sue

the

mat

ter w

ith th

e U

.S. D

OE.

The

U.S

. Sec

reta

ry o

f Edu

catio

n w

ould

sele

ct w

hich

com

plai

nts t

o co

nsid

er a

nd

wou

ld n

ot b

e re

quire

d to

hea

r or c

onsid

er e

very

com

plai

nt. W

ithin

60

days

of

rece

ivin

g a

com

plai

nt, t

he S

ecre

tary

wou

ld b

e re

quire

d to

det

erm

ine

whe

ther

the

com

plai

nt w

ill b

e re

view

ed. I

f the

Sec

reta

ry d

eter

min

es th

e co

mpl

aint

will

be

revi

ewed

, the

Sec

reta

ry w

ould

hav

e 60

day

s to

revi

ew th

e co

mpl

aint

. If t

he S

ecre

tary

re

view

s a c

ompl

aint

, the

resu

lts o

f the

revi

ew sh

all b

e co

nsid

ered

fina

l and

no

othe

r ap

peal

s, in

clud

ing

thos

e in

stat

e or

fede

ral c

ourt

, wou

ld b

e pe

rmitt

ed.

The

Secr

etar

y w

ill e

stabl

ish a

pro

cess

for d

eter

min

ing

whe

ther

the

com

plai

nts

subm

itted

show

a p

atte

rn o

f con

siste

nt p

robl

ems o

n pa

rtic

ular

issu

es in

any

stat

e or

di

stric

t, or

nat

iona

lly. I

f the

Sec

reta

ry id

entifi

es su

ch a

pat

tern

, the

Sec

reta

ry sh

all

issue

app

ropr

iate

cor

resp

onde

nce

desig

ned

to a

ddre

ss th

e iss

ue.

If th

e Se

cret

ary

notifi

es th

e in

divi

dual

that

the

com

plai

nt w

ill n

ot b

e re

view

ed, t

he

indi

vidu

al w

ould

hav

e th

e rig

ht to

take

the

com

plai

nt to

stat

e co

urt.

A sim

ilar p

roce

ss

wou

ld b

e es

tabl

ished

for c

ompl

aint

s aga

inst

the

U.S

. DO

E’s i

mpl

emen

tatio

n, o

r vi

olat

ion,

of a

n N

CLB

pro

visio

n.

In a

ny c

ase,

the

only

ava

ilabl

e re

med

y w

ould

be

an o

rder

to e

nfor

ce th

e la

w;

ther

e w

ould

be

no fi

nanc

ial o

r oth

er p

enal

ties a

sses

sed.

A c

ourt

cou

ld n

ot is

sue

an in

junc

tion

to p

rohi

bit t

he fl

ow o

f fed

eral

fund

s or t

o pr

ohib

it th

e co

ntin

ued

impl

emen

tatio

n of

any

oth

er p

rovi

sion

of th

e la

w w

hile

indi

vidu

al c

ases

are

pen

ding

.

Page 14: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

183Recommendation Tables: Moving Beyond the Status Quo to Effective School Improvement and Student Options

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Publ

ic sc

hool

cho

ice

Secti

on 1

116(

b)(1

)(E)

Scho

ol d

istric

ts m

ust o

ffer s

tude

nts i

n sc

hool

s tha

t do

not

mak

e ad

equa

te y

early

pro

cess

(AYP

) for

two

or m

ore

cons

ecut

ive

year

s the

opt

ion

to tr

ansfe

r to

a sc

hool

not

iden

tified

for s

choo

l im

prov

emen

t w

ithin

the

distr

ict,

with

the

cost

of tr

ansp

orta

tion

to th

e sc

hool

pro

vide

d by

the

distr

ict.

Und

er T

itle

I re

gula

tions

, dist

ricts

are

requ

ired

to sp

end

up to

20

perc

ent o

f the

ir Ti

tle I

allo

catio

n (b

ased

on

dem

and)

to

pay

for t

he c

ombi

ned

costs

of t

rans

port

atio

n fo

r pu

blic

scho

ol c

hoic

e an

d fo

r sup

plem

enta

l edu

catio

nal

serv

ices

(SES

).

Dist

ricts

with

scho

ols a

t whi

ch p

ublic

scho

ol c

hoic

e m

ust b

e off

ered

wou

ld b

e re

quire

d to

ens

ure

that

a n

umbe

r of s

lots

equa

l to

10 p

erce

nt o

f the

tota

l num

ber o

f se

ats i

n sc

hool

s tha

t mad

e AY

P ar

e av

aila

ble

for p

ublic

scho

ol c

hoic

e tr

ansfe

rs. Th

is po

licy

wou

ld n

ot a

ffect

NC

LB’s

curr

ent r

egul

ator

y re

quire

men

t for

dist

ricts

to p

rovi

de

at le

ast t

wo

scho

ols f

rom

whi

ch e

ligib

le st

uden

ts ca

n ch

oose

. Sch

ools

wou

ld n

ot b

e al

low

ed to

den

y en

rollm

ent t

o an

y stu

dent

s who

are

geo

grap

hica

lly a

ssig

ned

to a

ttend

sc

hool

s at w

hich

slot

s are

rese

rved

.

A sc

hool

dist

rict t

hat m

ust o

ffer p

ublic

scho

ol c

hoic

e w

ould

be

requ

ired

to a

nnua

lly

docu

men

t, th

roug

h an

inde

pend

ent a

udit

(whi

ch m

ay b

e co

nduc

ted

by th

e sta

te),

the

spac

e av

aila

ble

for p

ublic

scho

ol c

hoic

e tr

ansfe

rs in

scho

ols t

hat m

ade

AYP.

If th

e au

dit s

how

s tha

t any

scho

ol th

at m

ade

AYP

does

not

hav

e th

e ph

ysic

al sp

ace,

an

d ca

nnot

reas

onab

ly a

cqui

re a

dditi

onal

phy

sical

spac

e, to

acc

omm

odat

e th

e re

quire

d pe

rcen

tage

of t

rans

fer s

tude

nts d

escr

ibed

abo

ve, t

hat s

choo

l is r

espo

nsib

le

only

for a

ccom

mod

atin

g th

e m

axim

um n

umbe

r sho

wn

to b

e pr

actic

al in

the

audi

t. Li

mita

tions

that

wou

ld a

ffect

ava

ilabl

e sp

ace

incl

ude

the

lack

of l

and

for p

orta

ble

clas

sroo

ms,

the

inab

ility

to a

cqui

re n

ew c

lass

room

spac

e, a

nd st

ate

and

loca

l hea

lth

and

safe

ty la

ws a

nd re

gula

tions

.

Flex

ibili

ty in

pr

ovid

ing

SES

Secti

on 1

116(

b)(5

)(B)

Dist

ricts

mus

t offe

r all

stude

nts i

n sc

hool

s tha

t do

not m

ake

AYP

for t

hree

or m

ore

cons

ecut

ive

year

s the

op

port

unity

to c

hoos

e an

SES

pro

vide

r fro

m w

hich

to

rece

ive

tuto

ring

that

is in

add

ition

to in

struc

tion

stude

nts a

lread

y re

ceiv

e du

ring

out-o

f-sch

ool h

ours

. O

nce

a pr

ovid

er h

as b

een

sele

cted

, sch

ool d

istric

ts en

ter i

nto

a co

ntra

ct w

ith th

e pr

ovid

er to

giv

e se

rvic

es

to th

e stu

dent

. Sch

ool d

istric

ts ar

e re

quire

d to

use

up

to 2

0 pe

rcen

t of t

heir

Title

I al

loca

tion

to p

ay fo

r the

co

mbi

ned

costs

of t

rans

port

atio

n fo

r pub

lic sc

hool

ch

oice

and

SES

. Ther

e is

a ca

p on

the

amou

nt o

f fun

ds

avai

labl

e fo

r eac

h el

igib

le st

uden

t.

If a

scho

ol d

istric

t is u

nabl

e to

acc

omm

odat

e al

l of i

ts re

ques

ts fo

r pub

lic sc

hool

ch

oice

(as d

emon

strat

ed th

roug

h an

aud

it), t

he sc

hool

dist

rict m

ust o

ffer S

ES to

a

child

afte

r tw

o co

nsec

utiv

e ye

ars o

f not

mak

ing

AYP

(inste

ad o

f wai

ting

until

thre

e ye

ars o

f not

mak

ing

AYP

as u

nder

cur

rent

law

). To

be

elig

ible

, a c

hild

mus

t:

Requ

est a

tran

sfer t

o an

othe

r pub

lic sc

hool

, but

the

requ

est f

or tr

ansfe

r co

uld

not b

e ac

com

mod

ated

, and

Mee

t the

elig

ibili

ty fo

r SES

(whi

ch re

quire

s the

chi

ld to

be

from

a

low

-inco

me

fam

ily)

The

offer

ing

of S

ES u

nder

thes

e ci

rcum

stanc

es w

ould

still

be

subj

ect t

o al

l of t

he

requ

irem

ents

cont

aine

d in

Sec

tion

1116

of N

CLB

, inc

ludi

ng th

e 20

per

cent

cap

on

publ

ic sc

hool

cho

ice/

SES

spen

ding

.

Rec

om

men

dati

ons

for

Mov

ing

Bey

ond

the

Sta

tus

Quo

to

Eff

ecti

ve S

cho

ol I

mpr

ovem

ent

and

Stu

dent

Opt

ions

Page 15: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

184 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Acce

ss to

scho

ol

faci

litie

s for

pr

ovid

ing

SES

Secti

on 1

116(

e)

No

such

pro

visio

n.D

istric

ts th

at p

erm

it ot

her n

on-s

choo

l-affi

liate

d en

titie

s to

use

scho

ol fa

cilit

ies w

ould

be

requ

ired

to o

ffer s

pace

in sc

hool

s for

priv

ate

prov

ider

s of S

ES se

rvic

es. S

choo

ls m

ust e

stabl

ish a

tran

spar

ent a

nd fa

ir pr

oces

s for

det

erm

inin

g w

hich

pro

vide

rs c

an u

se

thei

r fac

ilitie

s and

can

lim

it th

e nu

mbe

r of p

rovi

ders

usin

g fa

cilit

ies t

o a

reas

onab

le

num

ber,

afte

r con

sulta

tion

with

par

ents

of c

hild

ren

rece

ivin

g SE

S.

Rolli

ng e

nrol

lmen

t of

elig

ible

SES

stud

ents

Secti

on 1

116(

e)

Scho

ol d

istric

ts ar

e re

quire

d to

pro

vide

, at a

m

inim

um, a

nnua

l not

ice

to p

aren

ts (in

an

unde

rsta

ndab

le a

nd u

nifo

rm fo

rmat

and

, to

the

exte

nt

prac

ticab

le, i

n a

lang

uage

that

par

ents

can

unde

rsta

nd)

of th

e av

aila

bilit

y of

serv

ices

und

er th

is su

bsec

tion.

Th

e pe

riod

of ti

me

allo

wed

for p

aren

ts to

enr

oll t

heir

child

ren

is no

t defi

ned

in th

e sta

tute

.

A sc

hool

dist

rict w

ould

be

requ

ired

to o

ffer m

ultip

le e

nrol

lmen

t per

iods

thro

ugho

ut

the

scho

ol y

ear t

hat s

pan,

at a

min

imum

, fou

r mon

ths o

f the

scho

ol y

ear.

The

crea

tion

of

mul

ti-di

stric

t co

oper

ativ

es to

im

prov

e SE

S im

plem

enta

tion

in sm

all a

nd

rura

l dist

ricts

Secti

on 1

116(

e)

No

such

pro

visio

n.D

istric

ts w

ould

be

allo

wed

(thr

ough

con

sort

ium

s) to

poo

l res

ourc

es to

dev

elop

un

iform

pro

cess

es fo

r SES

info

rmat

ion

diss

emin

atio

n, e

nrol

lmen

t for

ms,

stude

nt

trac

king

syste

ms a

nd o

ther

act

iviti

es b

y w

hich

mul

tiple

dist

ricts

coul

d m

ore

effec

tivel

y se

rve

elig

ible

stud

ents

whi

le re

duci

ng c

osts

and

pape

rwor

k. D

istric

ts w

ould

also

be

allo

wed

to p

ool g

roup

s of e

ligib

le st

uden

ts, w

here

pra

ctic

able

, to

attr

act a

dditi

onal

pr

ovid

er o

ptio

ns.

Scho

ol d

istric

t ad

min

istra

tive

expe

nses

in o

pera

ting

SES

prog

ram

s

Und

er c

urre

nt la

w a

nd re

gula

tions

, sch

ool d

istric

ts ar

e pr

even

ted

from

usin

g an

y of

thei

r Titl

e I f

unds

to p

ay

for t

he a

dmin

istra

tive

costs

of S

ES.

Scho

ol d

istric

ts w

ould

be

allo

wed

to u

se u

p to

1 p

erce

nt o

f fun

ds e

xpen

ded

in th

e pr

ior y

ear f

or S

ES to

pay

for t

he a

dmin

istra

tive

costs

of S

ES.

Pare

ntal

con

tact

for

SES,

cho

ice

and

othe

r N

CLB

info

rmat

ion

and

prog

ram

s

No

such

pro

visio

n.Sc

hool

dist

ricts

wou

ld b

e re

quire

d to

des

igna

te a

poi

nt o

f con

tact

—an

offi

ce o

r an

indi

vidu

al—

for p

aren

ts se

ekin

g in

form

atio

n on

SES

, pub

lic sc

hool

cho

ice

and

othe

r NC

LB p

rogr

ams.

Scho

ol d

istric

ts w

ould

hav

e to

mak

e co

ntac

t inf

orm

atio

n (p

hone

num

ber a

nd e

-mai

l add

ress

) rea

dily

acc

essib

le to

par

ents

and

com

mun

ity

orga

niza

tions

thro

ugh

the

scho

ol d

istric

t Web

site

, sch

ool i

nfor

mat

ion

and

docu

men

tatio

n, a

nd w

idel

y re

ad p

ublic

atio

ns.

Nat

iona

l eva

luat

ion

of S

ES p

rogr

am

effec

tiven

ess i

n im

prov

ing

stude

nt

achi

evem

ent

NC

LB re

quire

d th

e U

.S. S

ecre

tary

of E

duca

tion

to

cond

uct a

nat

iona

l eva

luat

ion

of th

e im

plem

enta

tion

of T

itle

I rel

ated

to a

sses

smen

ts, a

ccou

ntab

ility

, sc

hool

cho

ice

and

SES,

and

teac

her q

ualit

y, as

wel

l as

exam

inin

g tre

nds i

n stu

dent

ach

ieve

men

t.

The

U.S

. Dep

artm

ent o

f Edu

catio

n (U

.S. D

OE)

wou

ld b

e re

quire

d to

use

a p

ortio

n of

Titl

e I e

valu

atio

n fu

ndin

g to

form

ally

stud

y th

e im

pact

of S

ES in

impr

ovin

g th

e ac

adem

ic a

chie

vem

ent o

f stu

dent

s who

rece

ive

them

. This

study

wou

ld e

xam

ine

whe

ther

stud

ents

usin

g SE

S pr

ovid

ers a

re e

xper

ienc

ing

lear

ning

gai

ns a

ttrib

utab

le

to th

e pr

ovid

ers’

serv

ices

, and

ana

lyze

the

impa

ct o

f diff

eren

t typ

es o

f pro

vide

rs (f

or-

profi

t, sc

hool

dist

rict,

nonp

rofit

, dist

ance

lear

ning

mod

els)

, usin

g a

cont

rol-g

roup

app

roac

h.

Stat

e ov

ersig

ht

and

eval

uatio

n of

SE

S pr

ovid

ers

Secti

on 1

116(

e)

Und

er c

urre

nt la

w, st

ates

are

requ

ired

to o

vers

ee

prov

ider

s and

the

serv

ices

they

offe

r. Sp

ecifi

cally

, sta

tes

are

requ

ired

to:

Dev

elop

crit

eria

for t

he a

ppro

val o

f pro

vide

rs

that

is b

ased

on

prod

ucin

g ac

adem

ic g

ains

re

leva

nt to

the

state

’s sta

ndar

ds

Mai

ntai

n an

upd

ated

list

of p

rovi

ders

from

w

hich

par

ents

may

sele

ct a

pro

vide

r

Dev

elop

, im

plem

ent a

nd p

ublic

ly re

port

on

the

stand

ards

and

tech

niqu

es fo

r mon

itorin

g se

rvic

es

offer

ed b

y pr

ovid

ers (

thes

e sta

ndar

ds a

re re

quire

d to

incl

ude

a m

etho

d fo

r with

draw

ing

appr

oval

fro

m p

rovi

ders

who

do

not “

cont

ribut

e” to

pr

oduc

ing

gain

s rel

evan

t to

the

state

’s sta

ndar

ds)

Stat

es w

ould

be

requ

ired

to ta

ke a

n ex

pand

ed o

vers

ight

role

that

wou

ld b

e pa

rtia

lly

fund

ed w

ith a

por

tion

of S

ES p

aym

ents

to p

rovi

ders

.

Stat

es w

ould

be

requ

ired

to c

ondu

ct a

n ev

alua

tion

of e

ach

appr

oved

SES

pro

vide

r to

det

erm

ine

the

aver

age

amou

nt o

f aca

dem

ic p

rogr

ess s

tude

nts r

ecei

ving

serv

ices

fro

m th

e pr

ovid

er a

re m

akin

g on

stat

e as

sess

men

ts. Th

is ev

alua

tion

will

be

cond

ucte

d ag

ains

t a c

ontro

l gro

up o

f sim

ilar s

tude

nts.

If th

e ev

alua

tion

dem

onstr

ates

that

a

prov

ider

’s stu

dent

s are

not

mak

ing

suffi

cien

t lea

rnin

g ga

ins a

s defi

ned

by th

e sta

te

for t

wo

cons

ecut

ive

year

s, th

e pr

ovid

er w

ill b

e te

rmin

ated

from

the

list o

f pro

vide

rs

elig

ible

to su

pply

SES

pai

d fo

r with

Titl

e I f

undi

ng, a

fter s

uffici

ent n

otic

e an

d op

port

unity

for a

n ap

peal

.

To o

ffset

the

costs

of t

his e

xpan

ded

over

sight

role

, sta

tes w

ould

rece

ive

up to

1

perc

ent o

f fun

ds th

at d

istric

ts al

loca

te to

pro

vide

rs (i

nclu

ding

scho

ol d

istric

ts ac

ting

as p

rovi

ders

) for

pay

men

t for

SES

. Dist

ricts

wou

ld w

ithho

ld th

e 1

perc

ent p

rior t

o m

akin

g an

y pa

ymen

ts to

pro

vide

rs a

nd w

ould

send

it b

ack

to th

e sta

te.

Soci

al a

nd m

enta

l he

alth

serv

ices

in

the

scho

ol

impr

ovem

ent p

lan

Scho

ols t

hat d

o no

t mak

e AY

P fo

r tw

o co

nsec

utiv

e ye

ars m

ust d

evel

op a

scho

ol im

prov

emen

t pla

n to

ad

dres

s the

reas

ons f

or th

eir i

nabi

lity

to m

ake

AYP.

Scho

ols,

whe

n de

velo

ping

thei

r sch

ool i

mpr

ovem

ent p

lan,

wou

ld b

e re

quire

d to

de

term

ine

the

avai

labi

lity

in th

e sc

hool

and

the

com

mun

ity o

f soc

ial a

nd m

enta

l he

alth

serv

ices

for s

tude

nts.

Cor

rect

ive

actio

nIn

scho

ols t

hat m

iss A

YP fo

r a fo

urth

con

secu

tive

year

, di

stric

ts m

ust i

mpl

emen

t at l

east

one

of th

e fo

llow

ing

corr

ectiv

e ac

tions

: rep

lace

scho

ol st

aff m

embe

rs w

ho

are

rele

vant

to th

e fa

ilure

to m

ake

AYP;

impl

emen

t a

new

cur

ricul

um; d

ecre

ase

man

agem

ent a

utho

rity

at

CO

NTI

NU

ED O

N P

AG

E 18

6

Scho

ols t

hat f

all i

nto

corr

ectiv

e ac

tion

wou

ld b

e re

quire

d to

sele

ct g

roup

ed c

orre

ctiv

e ac

tions

to a

llow

bro

ader

inte

rven

tions

in su

ch sc

hool

s. In

mak

ing

thei

r dec

ision

s, di

stric

ts sh

ould

take

into

acc

ount

thos

e ch

arac

teris

tics r

esea

rch

sugg

ests

are

com

mon

to

effe

ctiv

e sc

hool

s: al

ignm

ent b

etw

een

the

curr

icul

um a

nd st

ate

stand

ards

; the

use

of

form

ativ

e as

sess

men

ts; th

e us

e of

dat

a to

impr

ove

instr

uctio

n; th

e

CO

NTI

NU

ED O

N P

AG

E 18

6

Page 16: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

185Recommendation Tables: Moving Beyond the Status Quo to Effective School Improvement and Student Options

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Acce

ss to

scho

ol

faci

litie

s for

pr

ovid

ing

SES

Secti

on 1

116(

e)

No

such

pro

visio

n.D

istric

ts th

at p

erm

it ot

her n

on-s

choo

l-affi

liate

d en

titie

s to

use

scho

ol fa

cilit

ies w

ould

be

requ

ired

to o

ffer s

pace

in sc

hool

s for

priv

ate

prov

ider

s of S

ES se

rvic

es. S

choo

ls m

ust e

stabl

ish a

tran

spar

ent a

nd fa

ir pr

oces

s for

det

erm

inin

g w

hich

pro

vide

rs c

an u

se

thei

r fac

ilitie

s and

can

lim

it th

e nu

mbe

r of p

rovi

ders

usin

g fa

cilit

ies t

o a

reas

onab

le

num

ber,

afte

r con

sulta

tion

with

par

ents

of c

hild

ren

rece

ivin

g SE

S.

Rolli

ng e

nrol

lmen

t of

elig

ible

SES

stud

ents

Secti

on 1

116(

e)

Scho

ol d

istric

ts ar

e re

quire

d to

pro

vide

, at a

m

inim

um, a

nnua

l not

ice

to p

aren

ts (in

an

unde

rsta

ndab

le a

nd u

nifo

rm fo

rmat

and

, to

the

exte

nt

prac

ticab

le, i

n a

lang

uage

that

par

ents

can

unde

rsta

nd)

of th

e av

aila

bilit

y of

serv

ices

und

er th

is su

bsec

tion.

Th

e pe

riod

of ti

me

allo

wed

for p

aren

ts to

enr

oll t

heir

child

ren

is no

t defi

ned

in th

e sta

tute

.

A sc

hool

dist

rict w

ould

be

requ

ired

to o

ffer m

ultip

le e

nrol

lmen

t per

iods

thro

ugho

ut

the

scho

ol y

ear t

hat s

pan,

at a

min

imum

, fou

r mon

ths o

f the

scho

ol y

ear.

The

crea

tion

of

mul

ti-di

stric

t co

oper

ativ

es to

im

prov

e SE

S im

plem

enta

tion

in sm

all a

nd

rura

l dist

ricts

Secti

on 1

116(

e)

No

such

pro

visio

n.D

istric

ts w

ould

be

allo

wed

(thr

ough

con

sort

ium

s) to

poo

l res

ourc

es to

dev

elop

un

iform

pro

cess

es fo

r SES

info

rmat

ion

diss

emin

atio

n, e

nrol

lmen

t for

ms,

stude

nt

trac

king

syste

ms a

nd o

ther

act

iviti

es b

y w

hich

mul

tiple

dist

ricts

coul

d m

ore

effec

tivel

y se

rve

elig

ible

stud

ents

whi

le re

duci

ng c

osts

and

pape

rwor

k. D

istric

ts w

ould

also

be

allo

wed

to p

ool g

roup

s of e

ligib

le st

uden

ts, w

here

pra

ctic

able

, to

attr

act a

dditi

onal

pr

ovid

er o

ptio

ns.

Scho

ol d

istric

t ad

min

istra

tive

expe

nses

in o

pera

ting

SES

prog

ram

s

Und

er c

urre

nt la

w a

nd re

gula

tions

, sch

ool d

istric

ts ar

e pr

even

ted

from

usin

g an

y of

thei

r Titl

e I f

unds

to p

ay

for t

he a

dmin

istra

tive

costs

of S

ES.

Scho

ol d

istric

ts w

ould

be

allo

wed

to u

se u

p to

1 p

erce

nt o

f fun

ds e

xpen

ded

in th

e pr

ior y

ear f

or S

ES to

pay

for t

he a

dmin

istra

tive

costs

of S

ES.

Pare

ntal

con

tact

for

SES,

cho

ice

and

othe

r N

CLB

info

rmat

ion

and

prog

ram

s

No

such

pro

visio

n.Sc

hool

dist

ricts

wou

ld b

e re

quire

d to

des

igna

te a

poi

nt o

f con

tact

—an

offi

ce o

r an

indi

vidu

al—

for p

aren

ts se

ekin

g in

form

atio

n on

SES

, pub

lic sc

hool

cho

ice

and

othe

r NC

LB p

rogr

ams.

Scho

ol d

istric

ts w

ould

hav

e to

mak

e co

ntac

t inf

orm

atio

n (p

hone

num

ber a

nd e

-mai

l add

ress

) rea

dily

acc

essib

le to

par

ents

and

com

mun

ity

orga

niza

tions

thro

ugh

the

scho

ol d

istric

t Web

site

, sch

ool i

nfor

mat

ion

and

docu

men

tatio

n, a

nd w

idel

y re

ad p

ublic

atio

ns.

Nat

iona

l eva

luat

ion

of S

ES p

rogr

am

effec

tiven

ess i

n im

prov

ing

stude

nt

achi

evem

ent

NC

LB re

quire

d th

e U

.S. S

ecre

tary

of E

duca

tion

to

cond

uct a

nat

iona

l eva

luat

ion

of th

e im

plem

enta

tion

of T

itle

I rel

ated

to a

sses

smen

ts, a

ccou

ntab

ility

, sc

hool

cho

ice

and

SES,

and

teac

her q

ualit

y, as

wel

l as

exam

inin

g tre

nds i

n stu

dent

ach

ieve

men

t.

The

U.S

. Dep

artm

ent o

f Edu

catio

n (U

.S. D

OE)

wou

ld b

e re

quire

d to

use

a p

ortio

n of

Titl

e I e

valu

atio

n fu

ndin

g to

form

ally

stud

y th

e im

pact

of S

ES in

impr

ovin

g th

e ac

adem

ic a

chie

vem

ent o

f stu

dent

s who

rece

ive

them

. This

study

wou

ld e

xam

ine

whe

ther

stud

ents

usin

g SE

S pr

ovid

ers a

re e

xper

ienc

ing

lear

ning

gai

ns a

ttrib

utab

le

to th

e pr

ovid

ers’

serv

ices

, and

ana

lyze

the

impa

ct o

f diff

eren

t typ

es o

f pro

vide

rs (f

or-

profi

t, sc

hool

dist

rict,

nonp

rofit

, dist

ance

lear

ning

mod

els)

, usin

g a

cont

rol-g

roup

app

roac

h.

Stat

e ov

ersig

ht

and

eval

uatio

n of

SE

S pr

ovid

ers

Secti

on 1

116(

e)

Und

er c

urre

nt la

w, st

ates

are

requ

ired

to o

vers

ee

prov

ider

s and

the

serv

ices

they

offe

r. Sp

ecifi

cally

, sta

tes

are

requ

ired

to:

Dev

elop

crit

eria

for t

he a

ppro

val o

f pro

vide

rs

that

is b

ased

on

prod

ucin

g ac

adem

ic g

ains

re

leva

nt to

the

state

’s sta

ndar

ds

Mai

ntai

n an

upd

ated

list

of p

rovi

ders

from

w

hich

par

ents

may

sele

ct a

pro

vide

r

Dev

elop

, im

plem

ent a

nd p

ublic

ly re

port

on

the

stand

ards

and

tech

niqu

es fo

r mon

itorin

g se

rvic

es

offer

ed b

y pr

ovid

ers (

thes

e sta

ndar

ds a

re re

quire

d to

incl

ude

a m

etho

d fo

r with

draw

ing

appr

oval

fro

m p

rovi

ders

who

do

not “

cont

ribut

e” to

pr

oduc

ing

gain

s rel

evan

t to

the

state

’s sta

ndar

ds)

Stat

es w

ould

be

requ

ired

to ta

ke a

n ex

pand

ed o

vers

ight

role

that

wou

ld b

e pa

rtia

lly

fund

ed w

ith a

por

tion

of S

ES p

aym

ents

to p

rovi

ders

.

Stat

es w

ould

be

requ

ired

to c

ondu

ct a

n ev

alua

tion

of e

ach

appr

oved

SES

pro

vide

r to

det

erm

ine

the

aver

age

amou

nt o

f aca

dem

ic p

rogr

ess s

tude

nts r

ecei

ving

serv

ices

fro

m th

e pr

ovid

er a

re m

akin

g on

stat

e as

sess

men

ts. Th

is ev

alua

tion

will

be

cond

ucte

d ag

ains

t a c

ontro

l gro

up o

f sim

ilar s

tude

nts.

If th

e ev

alua

tion

dem

onstr

ates

that

a

prov

ider

’s stu

dent

s are

not

mak

ing

suffi

cien

t lea

rnin

g ga

ins a

s defi

ned

by th

e sta

te

for t

wo

cons

ecut

ive

year

s, th

e pr

ovid

er w

ill b

e te

rmin

ated

from

the

list o

f pro

vide

rs

elig

ible

to su

pply

SES

pai

d fo

r with

Titl

e I f

undi

ng, a

fter s

uffici

ent n

otic

e an

d op

port

unity

for a

n ap

peal

.

To o

ffset

the

costs

of t

his e

xpan

ded

over

sight

role

, sta

tes w

ould

rece

ive

up to

1

perc

ent o

f fun

ds th

at d

istric

ts al

loca

te to

pro

vide

rs (i

nclu

ding

scho

ol d

istric

ts ac

ting

as p

rovi

ders

) for

pay

men

t for

SES

. Dist

ricts

wou

ld w

ithho

ld th

e 1

perc

ent p

rior t

o m

akin

g an

y pa

ymen

ts to

pro

vide

rs a

nd w

ould

send

it b

ack

to th

e sta

te.

Soci

al a

nd m

enta

l he

alth

serv

ices

in

the

scho

ol

impr

ovem

ent p

lan

Scho

ols t

hat d

o no

t mak

e AY

P fo

r tw

o co

nsec

utiv

e ye

ars m

ust d

evel

op a

scho

ol im

prov

emen

t pla

n to

ad

dres

s the

reas

ons f

or th

eir i

nabi

lity

to m

ake

AYP.

Scho

ols,

whe

n de

velo

ping

thei

r sch

ool i

mpr

ovem

ent p

lan,

wou

ld b

e re

quire

d to

de

term

ine

the

avai

labi

lity

in th

e sc

hool

and

the

com

mun

ity o

f soc

ial a

nd m

enta

l he

alth

serv

ices

for s

tude

nts.

Cor

rect

ive

actio

nIn

scho

ols t

hat m

iss A

YP fo

r a fo

urth

con

secu

tive

year

, di

stric

ts m

ust i

mpl

emen

t at l

east

one

of th

e fo

llow

ing

corr

ectiv

e ac

tions

: rep

lace

scho

ol st

aff m

embe

rs w

ho

are

rele

vant

to th

e fa

ilure

to m

ake

AYP;

impl

emen

t a

new

cur

ricul

um; d

ecre

ase

man

agem

ent a

utho

rity

at

CO

NTI

NU

ED O

N P

AG

E 18

6

Scho

ols t

hat f

all i

nto

corr

ectiv

e ac

tion

wou

ld b

e re

quire

d to

sele

ct g

roup

ed c

orre

ctiv

e ac

tions

to a

llow

bro

ader

inte

rven

tions

in su

ch sc

hool

s. In

mak

ing

thei

r dec

ision

s, di

stric

ts sh

ould

take

into

acc

ount

thos

e ch

arac

teris

tics r

esea

rch

sugg

ests

are

com

mon

to

effe

ctiv

e sc

hool

s: al

ignm

ent b

etw

een

the

curr

icul

um a

nd st

ate

stand

ards

; the

use

of

form

ativ

e as

sess

men

ts; th

e us

e of

dat

a to

impr

ove

instr

uctio

n; th

e

CO

NTI

NU

ED O

N P

AG

E 18

6

Page 17: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

186 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

the

scho

ol; a

ppoi

nt a

n ou

tside

exp

ert t

o ad

vise

the

scho

ol; e

xten

d th

e sc

hool

day

or y

ear;

or re

struc

ture

th

e in

tern

al o

rgan

izatio

n of

the

scho

ol. I

f a sc

hool

do

es n

ot m

ake

AYP

for t

he fi

fth c

onse

cutiv

e ye

ar, t

hey

fall

unde

r “re

struc

turin

g” (d

escr

ibed

bel

ow).

inco

rpor

atio

n of

staff

-focu

sed

prof

essio

nal d

evel

opm

ent;

the

hirin

g, p

lace

men

t an

d di

strib

utio

n of

hig

hly

effec

tive

prin

cipa

ls; th

e hi

ring

and

distr

ibut

ion

of h

ighl

y qu

alifi

ed a

nd e

ffect

ive

teac

hers

; and

the

use

of a

n ex

tend

ed sc

hool

day

and

scho

ol y

ear.

Scho

ols t

hat a

re id

entifi

ed a

s not

mee

ting

AYP

for t

hree

con

secu

tive

year

s (in

the

seco

nd y

ear o

f sch

ool i

mpr

ovem

ent s

tatu

s) w

ould

beg

in p

repa

ring

for c

orre

ctiv

e ac

tion

by d

evel

opin

g a

writ

ten

plan

at t

he b

egin

ning

of t

he sc

hool

yea

r afte

r not

m

eetin

g AY

P fo

r the

four

th c

onse

cutiv

e sc

hool

yea

r.

Scho

ol re

struc

turin

gFo

r sch

ools

that

miss

AYP

for t

he fi

fth c

onse

cutiv

e ye

ar, d

istric

ts m

ust b

egin

pla

nnin

g to

impl

emen

t at

leas

t one

of t

he fo

llow

ing

restr

uctu

ring

inte

rven

tions

: re

open

the

scho

ol a

s a c

hart

er sc

hool

; rep

lace

all

or m

ost o

f the

scho

ol st

aff; c

ontr

act w

ith a

priv

ate

entit

y to

man

age

the

scho

ol; t

urn

over

ope

ratio

n of

th

e sc

hool

to th

e sta

te o

r ado

pt so

me

othe

r maj

or

restr

uctu

ring

of th

e sc

hool

’s go

vern

ance

.

Scho

ols t

hat h

ave

impl

emen

ted

one

of th

e ab

ove

restr

uctu

ring

optio

ns re

mai

n in

cor

rect

ive

actio

n sta

tus t

hrou

ghou

t the

restr

uctu

ring

proc

ess a

s wel

l as

thro

ugh

subs

eque

nt y

ears

of o

pera

tion

unde

r the

ir ne

w o

pera

ting

struc

ture

.

Cur

rent

law

and

regu

latio

ns h

ave

not d

efine

d w

hat h

appe

ns to

a sc

hool

that

has

impl

emen

ted

a re

struc

turin

g ac

tion.

The

U.S

. DO

E w

ould

be

requ

ired

to is

sue

regu

latio

ns fu

rthe

r defi

ning

how

the

last

restr

uctu

ring

optio

n—“a

dopt

som

e ot

her m

ajor

restr

uctu

ring

of th

e sc

hool

’s go

vern

ance

”—m

ust b

e im

plem

ente

d. Th

e re

gula

tions

wou

ld b

e re

quire

d to

be

issue

d no

t mor

e th

an si

x m

onth

s afte

r the

ena

ctm

ent o

f a re

auth

orize

d N

CLB

.

Scho

ols t

hat c

hoos

e su

bsta

ntia

l res

truc

turin

g w

ill c

ease

to b

e id

entifi

ed u

nder

the

scho

ol im

prov

emen

t pro

cess

and

will

star

t at t

he b

egin

ning

of t

he p

roce

ss (a

s if t

hey

had

mad

e AY

P). I

f suc

h sc

hool

s the

n m

iss A

YP fo

r tw

o co

nsec

utiv

e ye

ars,

they

wou

ld

agai

n be

iden

tified

for s

choo

l im

prov

emen

t. Re

struc

turin

g op

tions

that

wou

ld m

ake

scho

ols e

ligib

le to

star

t at t

he b

egin

ning

of t

he sc

hool

impr

ovem

ent p

roce

ss in

clud

e re

open

ing

as a

cha

rter

scho

ol; c

ontr

actin

g w

ith a

priv

ate

entit

y to

man

age

the

scho

ol;

turn

ing

over

ope

ratio

n of

the

scho

ol to

the

state

or o

ther

gov

ernm

enta

l ent

ity o

r re

plac

ing

all o

r mos

t of t

he sc

hool

staff

who

are

rele

vant

to th

e fa

ilure

to m

ake

AYP.

Scho

ol d

istric

t im

prov

emen

tA

state

shal

l ide

ntify

for i

mpr

ovem

ent a

ny sc

hool

di

stric

t tha

t, fo

r tw

o co

nsec

utiv

e ye

ars,

does

not

mak

e AY

P. Ea

ch sc

hool

dist

rict s

o id

entifi

ed m

ust d

evel

op

or re

vise

a d

istric

t pla

n, in

con

sulta

tion

with

par

ents,

sc

hool

staff

and

oth

ers,

that

shal

l:

Inco

rpor

ate

scie

ntifi

cally

bas

ed re

sear

ch st

rate

gies

th

at st

reng

then

scho

ols’

core

aca

dem

ic p

rogr

ams

Iden

tify

actio

ns th

at h

ave

the

grea

test

likel

ihoo

d of

impr

ovin

g th

e ac

hiev

emen

t of p

artic

ipat

ing

child

ren

in m

eetin

g ac

adem

ic st

anda

rds

Addr

ess t

he p

rofe

ssio

nal d

evel

opm

ent n

eeds

of

the

instr

uctio

nal s

taff,

incl

udin

g sp

ecifi

c m

easu

rabl

e ac

hiev

emen

t goa

ls an

d ta

rget

s for

ea

ch o

f the

gro

ups o

f stu

dent

s ide

ntifi

ed a

s not

m

akin

g AY

P

Addr

ess t

he fu

ndam

enta

l tea

chin

g an

d le

arni

ng

need

s in

the

scho

ols a

nd th

e sp

ecifi

c pr

oble

ms o

f lo

w-a

chie

ving

stud

ents

in th

at d

istric

t (in

clud

ing

a de

term

inat

ion

of w

hy th

e sc

hool

dist

rict’s

pr

evio

us p

lan

faile

d to

brin

g ab

out i

ncre

ased

stu

dent

aca

dem

ic a

chie

vem

ent)

Spec

ify st

ate

and

distr

ict r

espo

nsib

ilitie

s und

er

the

plan

, inc

ludi

ng st

rate

gies

to p

rom

ote

effec

tive

pare

ntal

invo

lvem

ent i

n th

e sc

hool

Mod

ify th

e di

stric

t im

prov

emen

t pro

cess

by

requ

iring

dist

ricts

labe

led

as in

nee

d of

im

prov

emen

t to

unde

rtak

e a

syste

mic

dist

rictw

ide

turn

arou

nd e

ffort

. This

wou

ld

incl

ude

signi

fican

t pla

nnin

g ge

ared

tow

ard

impl

emen

ting

distr

ictw

ide

refo

rms t

hat

wou

ld in

clud

e co

nsid

erin

g w

heth

er to

take

som

e of

the

corr

ectiv

e ac

tions

liste

d un

der

curr

ent l

aw. I

n de

velo

ping

a p

lan

for a

dist

rictw

ide

turn

arou

nd e

ffort

, the

dist

rict

wou

ld b

e re

quire

d to

use

the

mos

t cur

rent

rese

arch

-bas

ed in

terv

entio

ns, s

uch

as:

Ensu

ring

alig

nmen

t bet

wee

n th

e di

stric

t’s c

urric

ulum

and

stat

e sta

ndar

ds

The

use

of fo

rmat

ive

asse

ssm

ents

The

use

of d

ata

to im

prov

e in

struc

tion

The

inco

rpor

atio

n of

staff

-focu

sed

prof

essio

nal d

evel

opm

ent

The

hirin

g an

d pl

acem

ent o

f hig

hly

effec

tive

prin

cipa

ls (a

s rec

omm

ende

d by

the

Com

miss

ion)

The

hirin

g an

d di

strib

utio

n of

hig

hly

qual

ified

and

effe

ctiv

e te

ache

rs (a

s re

com

men

ded

by th

e C

omm

issio

n)

The

use

of a

n ex

tend

ed sc

hool

day

and

scho

ol y

ear

Stat

es m

ust a

ppro

ve th

e di

stric

twid

e pl

an o

f a sc

hool

dist

rict i

dent

ified

for

impr

ovem

ent.

If th

e sta

te d

isapp

rove

s the

dist

rictw

ide

plan

, the

stat

e w

ould

be

requ

ired

to d

ocum

ent,

in w

ritin

g, th

e re

ason

s for

its d

isapp

rova

l and

pro

vide

an

oppo

rtun

ity fo

r the

dist

rict t

o ad

dres

s tho

se re

ason

s thr

ough

an

expe

dite

d pr

oces

s.

Scho

ol d

istric

t co

rrec

tive

actio

nIf

a sc

hool

dist

rict i

s ide

ntifi

ed fo

r cor

rect

ive

actio

n,

the

state

shal

l tak

e at

leas

t one

of t

he fo

llow

ing

corr

ectiv

e ac

tions

:

Def

er p

rogr

amm

atic

fund

s or r

educ

e ad

min

istra

tive

fund

s

Insti

tute

and

fully

impl

emen

t a n

ew c

urric

ulum

th

at is

bas

ed o

n sta

te a

nd lo

cal a

cade

mic

co

nten

t and

ach

ieve

men

t sta

ndar

ds (i

nclu

ding

ap

prop

riate

pro

fess

iona

l dev

elop

men

t)

Repl

ace

scho

ol d

istric

t per

sonn

el w

ho a

re

rele

vant

to th

e fa

ilure

to m

ake

AYP

Rem

ove

part

icul

ar sc

hool

s fro

m th

e ju

risdi

ctio

n of

the

scho

ol d

istric

t and

esta

blish

alte

rnat

ive

arra

ngem

ents

for g

over

nanc

e of

thos

e sc

hool

s

CO

NTI

NU

ED O

N P

AG

E 18

8

Cor

rect

ive

actio

n w

ould

be

elim

inat

ed fo

r sch

ool d

istric

ts. S

ever

al o

f the

act

ions

that

cu

rren

tly c

an b

e co

nsid

ered

und

er c

orre

ctiv

e ac

tion

wou

ld n

ow b

e re

quire

d to

be

cons

ider

ed in

the

distr

ictw

ide

scho

ol im

prov

emen

t pla

n de

scrib

ed a

bove

.

As d

escr

ibed

abo

ve, d

istric

ts w

ould

be

requ

ired

to h

ave

thei

r dist

rictw

ide

plan

ap

prov

ed b

y th

e sta

te.

Page 18: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

187Recommendation Tables: Moving Beyond the Status Quo to Effective School Improvement and Student Options

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

the

scho

ol; a

ppoi

nt a

n ou

tside

exp

ert t

o ad

vise

the

scho

ol; e

xten

d th

e sc

hool

day

or y

ear;

or re

struc

ture

th

e in

tern

al o

rgan

izatio

n of

the

scho

ol. I

f a sc

hool

do

es n

ot m

ake

AYP

for t

he fi

fth c

onse

cutiv

e ye

ar, t

hey

fall

unde

r “re

struc

turin

g” (d

escr

ibed

bel

ow).

inco

rpor

atio

n of

staff

-focu

sed

prof

essio

nal d

evel

opm

ent;

the

hirin

g, p

lace

men

t an

d di

strib

utio

n of

hig

hly

effec

tive

prin

cipa

ls; th

e hi

ring

and

distr

ibut

ion

of h

ighl

y qu

alifi

ed a

nd e

ffect

ive

teac

hers

; and

the

use

of a

n ex

tend

ed sc

hool

day

and

scho

ol y

ear.

Scho

ols t

hat a

re id

entifi

ed a

s not

mee

ting

AYP

for t

hree

con

secu

tive

year

s (in

the

seco

nd y

ear o

f sch

ool i

mpr

ovem

ent s

tatu

s) w

ould

beg

in p

repa

ring

for c

orre

ctiv

e ac

tion

by d

evel

opin

g a

writ

ten

plan

at t

he b

egin

ning

of t

he sc

hool

yea

r afte

r not

m

eetin

g AY

P fo

r the

four

th c

onse

cutiv

e sc

hool

yea

r.

Scho

ol re

struc

turin

gFo

r sch

ools

that

miss

AYP

for t

he fi

fth c

onse

cutiv

e ye

ar, d

istric

ts m

ust b

egin

pla

nnin

g to

impl

emen

t at

leas

t one

of t

he fo

llow

ing

restr

uctu

ring

inte

rven

tions

: re

open

the

scho

ol a

s a c

hart

er sc

hool

; rep

lace

all

or m

ost o

f the

scho

ol st

aff; c

ontr

act w

ith a

priv

ate

entit

y to

man

age

the

scho

ol; t

urn

over

ope

ratio

n of

th

e sc

hool

to th

e sta

te o

r ado

pt so

me

othe

r maj

or

restr

uctu

ring

of th

e sc

hool

’s go

vern

ance

.

Scho

ols t

hat h

ave

impl

emen

ted

one

of th

e ab

ove

restr

uctu

ring

optio

ns re

mai

n in

cor

rect

ive

actio

n sta

tus t

hrou

ghou

t the

restr

uctu

ring

proc

ess a

s wel

l as

thro

ugh

subs

eque

nt y

ears

of o

pera

tion

unde

r the

ir ne

w o

pera

ting

struc

ture

.

Cur

rent

law

and

regu

latio

ns h

ave

not d

efine

d w

hat h

appe

ns to

a sc

hool

that

has

impl

emen

ted

a re

struc

turin

g ac

tion.

The

U.S

. DO

E w

ould

be

requ

ired

to is

sue

regu

latio

ns fu

rthe

r defi

ning

how

the

last

restr

uctu

ring

optio

n—“a

dopt

som

e ot

her m

ajor

restr

uctu

ring

of th

e sc

hool

’s go

vern

ance

”—m

ust b

e im

plem

ente

d. Th

e re

gula

tions

wou

ld b

e re

quire

d to

be

issue

d no

t mor

e th

an si

x m

onth

s afte

r the

ena

ctm

ent o

f a re

auth

orize

d N

CLB

.

Scho

ols t

hat c

hoos

e su

bsta

ntia

l res

truc

turin

g w

ill c

ease

to b

e id

entifi

ed u

nder

the

scho

ol im

prov

emen

t pro

cess

and

will

star

t at t

he b

egin

ning

of t

he p

roce

ss (a

s if t

hey

had

mad

e AY

P). I

f suc

h sc

hool

s the

n m

iss A

YP fo

r tw

o co

nsec

utiv

e ye

ars,

they

wou

ld

agai

n be

iden

tified

for s

choo

l im

prov

emen

t. Re

struc

turin

g op

tions

that

wou

ld m

ake

scho

ols e

ligib

le to

star

t at t

he b

egin

ning

of t

he sc

hool

impr

ovem

ent p

roce

ss in

clud

e re

open

ing

as a

cha

rter

scho

ol; c

ontr

actin

g w

ith a

priv

ate

entit

y to

man

age

the

scho

ol;

turn

ing

over

ope

ratio

n of

the

scho

ol to

the

state

or o

ther

gov

ernm

enta

l ent

ity o

r re

plac

ing

all o

r mos

t of t

he sc

hool

staff

who

are

rele

vant

to th

e fa

ilure

to m

ake

AYP.

Scho

ol d

istric

t im

prov

emen

tA

state

shal

l ide

ntify

for i

mpr

ovem

ent a

ny sc

hool

di

stric

t tha

t, fo

r tw

o co

nsec

utiv

e ye

ars,

does

not

mak

e AY

P. Ea

ch sc

hool

dist

rict s

o id

entifi

ed m

ust d

evel

op

or re

vise

a d

istric

t pla

n, in

con

sulta

tion

with

par

ents,

sc

hool

staff

and

oth

ers,

that

shal

l:

Inco

rpor

ate

scie

ntifi

cally

bas

ed re

sear

ch st

rate

gies

th

at st

reng

then

scho

ols’

core

aca

dem

ic p

rogr

ams

Iden

tify

actio

ns th

at h

ave

the

grea

test

likel

ihoo

d of

impr

ovin

g th

e ac

hiev

emen

t of p

artic

ipat

ing

child

ren

in m

eetin

g ac

adem

ic st

anda

rds

Addr

ess t

he p

rofe

ssio

nal d

evel

opm

ent n

eeds

of

the

instr

uctio

nal s

taff,

incl

udin

g sp

ecifi

c m

easu

rabl

e ac

hiev

emen

t goa

ls an

d ta

rget

s for

ea

ch o

f the

gro

ups o

f stu

dent

s ide

ntifi

ed a

s not

m

akin

g AY

P

Addr

ess t

he fu

ndam

enta

l tea

chin

g an

d le

arni

ng

need

s in

the

scho

ols a

nd th

e sp

ecifi

c pr

oble

ms o

f lo

w-a

chie

ving

stud

ents

in th

at d

istric

t (in

clud

ing

a de

term

inat

ion

of w

hy th

e sc

hool

dist

rict’s

pr

evio

us p

lan

faile

d to

brin

g ab

out i

ncre

ased

stu

dent

aca

dem

ic a

chie

vem

ent)

Spec

ify st

ate

and

distr

ict r

espo

nsib

ilitie

s und

er

the

plan

, inc

ludi

ng st

rate

gies

to p

rom

ote

effec

tive

pare

ntal

invo

lvem

ent i

n th

e sc

hool

Mod

ify th

e di

stric

t im

prov

emen

t pro

cess

by

requ

iring

dist

ricts

labe

led

as in

nee

d of

im

prov

emen

t to

unde

rtak

e a

syste

mic

dist

rictw

ide

turn

arou

nd e

ffort

. This

wou

ld

incl

ude

signi

fican

t pla

nnin

g ge

ared

tow

ard

impl

emen

ting

distr

ictw

ide

refo

rms t

hat

wou

ld in

clud

e co

nsid

erin

g w

heth

er to

take

som

e of

the

corr

ectiv

e ac

tions

liste

d un

der

curr

ent l

aw. I

n de

velo

ping

a p

lan

for a

dist

rictw

ide

turn

arou

nd e

ffort

, the

dist

rict

wou

ld b

e re

quire

d to

use

the

mos

t cur

rent

rese

arch

-bas

ed in

terv

entio

ns, s

uch

as:

Ensu

ring

alig

nmen

t bet

wee

n th

e di

stric

t’s c

urric

ulum

and

stat

e sta

ndar

ds

The

use

of fo

rmat

ive

asse

ssm

ents

The

use

of d

ata

to im

prov

e in

struc

tion

The

inco

rpor

atio

n of

staff

-focu

sed

prof

essio

nal d

evel

opm

ent

The

hirin

g an

d pl

acem

ent o

f hig

hly

effec

tive

prin

cipa

ls (a

s rec

omm

ende

d by

the

Com

miss

ion)

The

hirin

g an

d di

strib

utio

n of

hig

hly

qual

ified

and

effe

ctiv

e te

ache

rs (a

s re

com

men

ded

by th

e C

omm

issio

n)

The

use

of a

n ex

tend

ed sc

hool

day

and

scho

ol y

ear

Stat

es m

ust a

ppro

ve th

e di

stric

twid

e pl

an o

f a sc

hool

dist

rict i

dent

ified

for

impr

ovem

ent.

If th

e sta

te d

isapp

rove

s the

dist

rictw

ide

plan

, the

stat

e w

ould

be

requ

ired

to d

ocum

ent,

in w

ritin

g, th

e re

ason

s for

its d

isapp

rova

l and

pro

vide

an

oppo

rtun

ity fo

r the

dist

rict t

o ad

dres

s tho

se re

ason

s thr

ough

an

expe

dite

d pr

oces

s.

Scho

ol d

istric

t co

rrec

tive

actio

nIf

a sc

hool

dist

rict i

s ide

ntifi

ed fo

r cor

rect

ive

actio

n,

the

state

shal

l tak

e at

leas

t one

of t

he fo

llow

ing

corr

ectiv

e ac

tions

:

Def

er p

rogr

amm

atic

fund

s or r

educ

e ad

min

istra

tive

fund

s

Insti

tute

and

fully

impl

emen

t a n

ew c

urric

ulum

th

at is

bas

ed o

n sta

te a

nd lo

cal a

cade

mic

co

nten

t and

ach

ieve

men

t sta

ndar

ds (i

nclu

ding

ap

prop

riate

pro

fess

iona

l dev

elop

men

t)

Repl

ace

scho

ol d

istric

t per

sonn

el w

ho a

re

rele

vant

to th

e fa

ilure

to m

ake

AYP

Rem

ove

part

icul

ar sc

hool

s fro

m th

e ju

risdi

ctio

n of

the

scho

ol d

istric

t and

esta

blish

alte

rnat

ive

arra

ngem

ents

for g

over

nanc

e of

thos

e sc

hool

s

CO

NTI

NU

ED O

N P

AG

E 18

8

Cor

rect

ive

actio

n w

ould

be

elim

inat

ed fo

r sch

ool d

istric

ts. S

ever

al o

f the

act

ions

that

cu

rren

tly c

an b

e co

nsid

ered

und

er c

orre

ctiv

e ac

tion

wou

ld n

ow b

e re

quire

d to

be

cons

ider

ed in

the

distr

ictw

ide

scho

ol im

prov

emen

t pla

n de

scrib

ed a

bove

.

As d

escr

ibed

abo

ve, d

istric

ts w

ould

be

requ

ired

to h

ave

thei

r dist

rictw

ide

plan

ap

prov

ed b

y th

e sta

te.

Page 19: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

188 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Appo

int a

rece

iver

or t

ruste

e to

adm

inist

er th

e aff

airs

of t

he sc

hool

dist

rict

Abol

ish o

r res

truc

ture

the

scho

ol d

istric

t

Auth

orize

stud

ents

to tr

ansfe

r fro

m a

scho

ol o

pera

ted

by th

e sc

hool

dist

rict t

o a

high

er-p

erfo

rmin

g pu

blic

sc

hool

ope

rate

d by

ano

ther

scho

ol d

istric

t

Full

scho

ol y

ear

to im

plem

ent

requ

ired

actio

n

Scho

ols a

re g

iven

a fu

ll sc

hool

yea

r to

impl

emen

t a

requ

ired

inte

rven

tion

or sa

nctio

n un

der t

he

scho

ol im

prov

emen

t/cor

rect

ive

actio

n/re

struc

turin

g pr

ovisi

ons.

How

ever

, thi

s ful

l sch

ool y

ear r

equi

rem

ent

was

elim

inat

ed th

roug

h re

gula

tion

final

ized

by th

e U

.S. D

OE.

This

has r

esul

ted

in sc

hool

s bei

ng n

otifi

ed

as la

te a

s Nov

embe

r in

a sc

hool

yea

r, th

ereb

y gi

ving

th

em o

nly

a fe

w m

onth

s to

impl

emen

t an

inte

rven

tion

or sa

nctio

n be

fore

the

next

step

in th

e sc

hool

im

prov

emen

t pro

cess

is a

pplie

d to

them

.

A fu

ll sc

hool

yea

r mus

t pas

s fro

m th

e tim

e a

scho

ol re

ceiv

es it

s fina

l AYP

stat

us fo

r the

pr

ior s

choo

l yea

r unt

il th

e sc

hool

is su

bjec

t to

the

next

leve

l of c

orre

ctiv

e ac

tion

or re

struc

turin

g.

Cap

acity

for t

urni

ng

arou

nd lo

w-

perfo

rmin

g sc

hool

s

Cur

rent

law

pro

vide

s tw

o so

urce

s of f

eder

al fu

ndin

g fo

r sch

ool i

mpr

ovem

ent:

Scho

ol Im

prov

emen

t Res

erva

tion

(SIR

): Ea

ch st

ate

mus

t res

erve

4 p

erce

nt o

f its

Title

I fu

ndin

g to

allo

cate

to

scho

ol d

istric

ts fo

r sch

ool i

mpr

ovem

ent a

ctiv

ities

th

roug

h 20

07. N

inet

y-fiv

e pe

rcen

t of f

undi

ng is

re

quire

d to

be

allo

cate

d to

scho

ol d

istric

ts at

stat

e di

scre

tion

afte

r con

sider

ing

the

need

s of t

he lo

wes

t-ac

hiev

ing

scho

ols.

Scho

ol Im

prov

emen

t Dis

cret

iona

ry P

rogr

am

(SID

P):

NC

LB a

utho

rizes

an

addi

tiona

l disc

retio

nary

gr

ant p

rogr

am o

f allo

catio

ns to

scho

ol d

istric

ts th

roug

h sta

tes f

or sc

hool

impr

ovem

ent a

ctiv

ities

in

the

low

est-a

chie

ving

scho

ols.

The

Adm

inist

ratio

n pr

opos

ed fu

ndin

g fo

r thi

s pro

gram

for t

he fi

rst t

ime

in

its F

Y 20

07 b

udge

t ($2

00 m

illio

n re

ques

t).

SIR

: Ext

end

the

SIR

thro

ugh

the

reau

thor

izatio

n pe

riod

and

incr

ease

the

perc

enta

ge

set-a

side

from

4 to

5 p

erce

nt. R

equi

re 4

per

cent

(80

perc

ent o

f the

5 p

erce

nt re

serv

ed)

to b

e al

loca

ted

to sc

hool

dist

ricts

by fo

rmul

a, b

ased

on

the

follo

win

g fa

ctor

s: 50

pe

rcen

t pov

erty

and

50

perc

ent n

umbe

r of s

choo

ls no

t mak

ing

AYP

com

pare

d to

nu

mbe

r of s

choo

ls no

t mak

ing

AYP

in a

ll ot

her d

istric

ts in

the

state

. Sch

ool d

istric

ts th

at g

ener

ated

at l

east

$600

,000

wou

ld re

ceiv

e a

gran

t und

er th

is fo

rmul

a. Th

is fo

rmul

a w

ould

set t

he m

inim

um a

mou

nt th

ese

scho

ol d

istric

ts co

uld

rece

ive

at

$600

,000

; a st

ate

coul

d de

cide

to a

lloca

te a

dditi

onal

am

ount

s of t

he fu

nds g

ener

ated

th

roug

h th

e 4

perc

ent r

eser

vatio

n to

such

scho

ol d

istric

ts.

Scho

ol d

istric

ts th

at g

ener

ate

less

than

a $

600,

000

gran

t wou

ld h

ave

two

optio

ns:

Join

with

oth

er d

istric

ts ge

nera

ting

less

than

this

amou

nt to

form

con

sort

ium

s, th

ereb

y pr

oduc

ing

a la

rger

col

lect

ive

fund

ing

amou

nt

Allo

w th

e sta

te to

use

a d

istric

t’s fu

ndin

g, a

nd th

e fu

ndin

g of

oth

er d

istric

ts th

at

also

cho

se th

is op

tion,

to p

rovi

de d

irect

serv

ices

An a

dditi

onal

1 p

erce

nt re

serv

atio

n is

held

at t

he st

ate

leve

l to

fund

scho

ol su

ppor

t an

d a

reco

gniti

on sy

stem

aut

horiz

ed u

nder

Sec

tion

1117

(see

bel

ow).

SID

P: E

xten

d th

e SI

DP

thro

ugh

the

reau

thor

izatio

n pe

riod

and

prov

ide

its fu

ndin

g to

stat

es u

nder

the

sam

e str

uctu

re a

nd c

ondi

tions

as t

he S

IR. Th

is w

ill a

llow

thes

e tw

o fu

ndin

g so

urce

s to

be c

ombi

ned

to st

ream

line

and

coor

dina

te re

sour

ces d

edic

ated

to

scho

ol im

prov

emen

t.

Any

fund

ing

rese

rved

or a

ppro

pria

ted

for S

IR o

r SID

P m

ay o

nly

be u

sed

for t

he

activ

ities

aut

horiz

ed u

nder

thos

e pr

ogra

ms.

Scho

ol su

ppor

t and

re

cogn

ition

syste

m

Secti

on 1

117

Cur

rent

law

requ

ires s

tate

s to

fund

syste

ms o

f sch

ool

supp

ort t

eam

s and

the

othe

r inf

rastr

uctu

re n

eces

sary

to

ass

ist d

istric

ts an

d sc

hool

s in

resp

ondi

ng to

a sc

hool

no

t mak

ing

AYP.

Stat

es a

re p

erm

itted

to u

se p

art o

f th

eir e

xisti

ng S

IR fu

ndin

g to

pay

for t

hese

effo

rts.

The

struc

ture

and

ope

ratio

n of

thes

e eff

orts

diffe

r wid

ely

from

stat

e to

stat

e.

As d

escr

ibed

abo

ve, s

tate

s cou

ld re

serv

e on

e-fif

th o

f the

ir SI

R fu

ndin

g to

ope

rate

thei

r sta

tew

ide

scho

ol su

ppor

t tea

ms a

nd o

ther

infra

struc

ture

. Sta

tes w

ould

be

requ

ired

to

mat

ch th

is le

vel o

f ass

istan

ce fr

om st

ate

fund

ing

on a

dol

lar-

to-d

olla

r bas

is.

Rese

arch

, tec

hnic

al

assis

tanc

e an

d de

velo

pmen

t

Pres

ently

, fed

eral

fund

ing

for r

esea

rch

on e

ffect

ive

educ

atio

nal p

ract

ices

, tec

hnic

al a

ssist

ance

and

app

lied

rese

arch

is li

mite

d to

app

roxi

mat

ely

$300

mill

ion

annu

ally

($16

2 m

illio

n fo

r edu

catio

n re

sear

ch

thro

ugh

vario

us re

sear

ch c

ente

rs a

nd su

ppor

t for

a

clea

ringh

ouse

cal

led

the

“Wha

t Wor

ks C

lear

ingh

ouse

” de

signe

d to

diss

emin

ate

prom

ising

edu

catio

nal

prac

tices

, and

the

rem

aini

ng a

mou

nt th

roug

h ed

ucat

ion

labo

rato

ries a

nd c

ompr

ehen

sive

cent

ers

prov

idin

g te

chni

cal a

ssist

ance

and

app

lied

rese

arch

).

Enha

nce

rese

arch

and

dev

elop

men

t on

K–1

2 ed

ucat

ion

refo

rm th

roug

h sc

ient

ifica

lly

base

d re

sear

ch b

y do

ublin

g th

e ed

ucat

ion

rese

arch

and

dev

elop

men

t bud

get

of th

e U

.S. D

OE

for e

lem

enta

ry a

nd se

cond

ary

educ

atio

n ov

er th

e lif

e of

the

reau

thor

izatio

n. A

men

d th

e In

stitu

te o

f Edu

catio

n Sc

ienc

e Ac

t to

requ

ire th

at a

ny

fund

s app

ropr

iate

d fo

r thi

s pur

pose

shal

l be

used

to a

ssist

stat

es, s

choo

l dist

ricts,

sc

hool

s and

stud

ents

in m

eetin

g th

e go

als o

f NC

LB a

nd th

at to

pics

of r

esea

rch

are

driv

en b

y pr

actit

ione

r int

eres

t and

use

and

are

rele

vant

to th

e re

al is

sues

and

ch

alle

nges

faci

ng sc

hool

s.

Stre

ngth

en th

e pr

ohib

ition

on

the

U.S

. DO

E co

ntro

lling

or d

irect

ing

state

s, sc

hool

di

stric

ts or

scho

ols i

n th

e us

e of

cur

ricul

um. I

f a c

urric

ulum

or p

rogr

am m

eets

statu

tory

or r

egul

ator

y re

quire

men

ts, th

e U

.S. D

OE

is pr

ohib

ited

from

inte

rferin

g w

ith th

e se

lect

ion

and

use

by a

stat

e, sc

hool

dist

rict o

r sch

ool o

f suc

h cu

rric

ulum

or

pro

gram

.

Page 20: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

189Recommendation Tables: Moving Beyond the Status Quo to Effective School Improvement and Student Options

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Appo

int a

rece

iver

or t

ruste

e to

adm

inist

er th

e aff

airs

of t

he sc

hool

dist

rict

Abol

ish o

r res

truc

ture

the

scho

ol d

istric

t

Auth

orize

stud

ents

to tr

ansfe

r fro

m a

scho

ol o

pera

ted

by th

e sc

hool

dist

rict t

o a

high

er-p

erfo

rmin

g pu

blic

sc

hool

ope

rate

d by

ano

ther

scho

ol d

istric

t

Full

scho

ol y

ear

to im

plem

ent

requ

ired

actio

n

Scho

ols a

re g

iven

a fu

ll sc

hool

yea

r to

impl

emen

t a

requ

ired

inte

rven

tion

or sa

nctio

n un

der t

he

scho

ol im

prov

emen

t/cor

rect

ive

actio

n/re

struc

turin

g pr

ovisi

ons.

How

ever

, thi

s ful

l sch

ool y

ear r

equi

rem

ent

was

elim

inat

ed th

roug

h re

gula

tion

final

ized

by th

e U

.S. D

OE.

This

has r

esul

ted

in sc

hool

s bei

ng n

otifi

ed

as la

te a

s Nov

embe

r in

a sc

hool

yea

r, th

ereb

y gi

ving

th

em o

nly

a fe

w m

onth

s to

impl

emen

t an

inte

rven

tion

or sa

nctio

n be

fore

the

next

step

in th

e sc

hool

im

prov

emen

t pro

cess

is a

pplie

d to

them

.

A fu

ll sc

hool

yea

r mus

t pas

s fro

m th

e tim

e a

scho

ol re

ceiv

es it

s fina

l AYP

stat

us fo

r the

pr

ior s

choo

l yea

r unt

il th

e sc

hool

is su

bjec

t to

the

next

leve

l of c

orre

ctiv

e ac

tion

or re

struc

turin

g.

Cap

acity

for t

urni

ng

arou

nd lo

w-

perfo

rmin

g sc

hool

s

Cur

rent

law

pro

vide

s tw

o so

urce

s of f

eder

al fu

ndin

g fo

r sch

ool i

mpr

ovem

ent:

Scho

ol Im

prov

emen

t Res

erva

tion

(SIR

): Ea

ch st

ate

mus

t res

erve

4 p

erce

nt o

f its

Title

I fu

ndin

g to

allo

cate

to

scho

ol d

istric

ts fo

r sch

ool i

mpr

ovem

ent a

ctiv

ities

th

roug

h 20

07. N

inet

y-fiv

e pe

rcen

t of f

undi

ng is

re

quire

d to

be

allo

cate

d to

scho

ol d

istric

ts at

stat

e di

scre

tion

afte

r con

sider

ing

the

need

s of t

he lo

wes

t-ac

hiev

ing

scho

ols.

Scho

ol Im

prov

emen

t Dis

cret

iona

ry P

rogr

am

(SID

P):

NC

LB a

utho

rizes

an

addi

tiona

l disc

retio

nary

gr

ant p

rogr

am o

f allo

catio

ns to

scho

ol d

istric

ts th

roug

h sta

tes f

or sc

hool

impr

ovem

ent a

ctiv

ities

in

the

low

est-a

chie

ving

scho

ols.

The

Adm

inist

ratio

n pr

opos

ed fu

ndin

g fo

r thi

s pro

gram

for t

he fi

rst t

ime

in

its F

Y 20

07 b

udge

t ($2

00 m

illio

n re

ques

t).

SIR

: Ext

end

the

SIR

thro

ugh

the

reau

thor

izatio

n pe

riod

and

incr

ease

the

perc

enta

ge

set-a

side

from

4 to

5 p

erce

nt. R

equi

re 4

per

cent

(80

perc

ent o

f the

5 p

erce

nt re

serv

ed)

to b

e al

loca

ted

to sc

hool

dist

ricts

by fo

rmul

a, b

ased

on

the

follo

win

g fa

ctor

s: 50

pe

rcen

t pov

erty

and

50

perc

ent n

umbe

r of s

choo

ls no

t mak

ing

AYP

com

pare

d to

nu

mbe

r of s

choo

ls no

t mak

ing

AYP

in a

ll ot

her d

istric

ts in

the

state

. Sch

ool d

istric

ts th

at g

ener

ated

at l

east

$600

,000

wou

ld re

ceiv

e a

gran

t und

er th

is fo

rmul

a. Th

is fo

rmul

a w

ould

set t

he m

inim

um a

mou

nt th

ese

scho

ol d

istric

ts co

uld

rece

ive

at

$600

,000

; a st

ate

coul

d de

cide

to a

lloca

te a

dditi

onal

am

ount

s of t

he fu

nds g

ener

ated

th

roug

h th

e 4

perc

ent r

eser

vatio

n to

such

scho

ol d

istric

ts.

Scho

ol d

istric

ts th

at g

ener

ate

less

than

a $

600,

000

gran

t wou

ld h

ave

two

optio

ns:

Join

with

oth

er d

istric

ts ge

nera

ting

less

than

this

amou

nt to

form

con

sort

ium

s, th

ereb

y pr

oduc

ing

a la

rger

col

lect

ive

fund

ing

amou

nt

Allo

w th

e sta

te to

use

a d

istric

t’s fu

ndin

g, a

nd th

e fu

ndin

g of

oth

er d

istric

ts th

at

also

cho

se th

is op

tion,

to p

rovi

de d

irect

serv

ices

An a

dditi

onal

1 p

erce

nt re

serv

atio

n is

held

at t

he st

ate

leve

l to

fund

scho

ol su

ppor

t an

d a

reco

gniti

on sy

stem

aut

horiz

ed u

nder

Sec

tion

1117

(see

bel

ow).

SID

P: E

xten

d th

e SI

DP

thro

ugh

the

reau

thor

izatio

n pe

riod

and

prov

ide

its fu

ndin

g to

stat

es u

nder

the

sam

e str

uctu

re a

nd c

ondi

tions

as t

he S

IR. Th

is w

ill a

llow

thes

e tw

o fu

ndin

g so

urce

s to

be c

ombi

ned

to st

ream

line

and

coor

dina

te re

sour

ces d

edic

ated

to

scho

ol im

prov

emen

t.

Any

fund

ing

rese

rved

or a

ppro

pria

ted

for S

IR o

r SID

P m

ay o

nly

be u

sed

for t

he

activ

ities

aut

horiz

ed u

nder

thos

e pr

ogra

ms.

Scho

ol su

ppor

t and

re

cogn

ition

syste

m

Secti

on 1

117

Cur

rent

law

requ

ires s

tate

s to

fund

syste

ms o

f sch

ool

supp

ort t

eam

s and

the

othe

r inf

rastr

uctu

re n

eces

sary

to

ass

ist d

istric

ts an

d sc

hool

s in

resp

ondi

ng to

a sc

hool

no

t mak

ing

AYP.

Stat

es a

re p

erm

itted

to u

se p

art o

f th

eir e

xisti

ng S

IR fu

ndin

g to

pay

for t

hese

effo

rts.

The

struc

ture

and

ope

ratio

n of

thes

e eff

orts

diffe

r wid

ely

from

stat

e to

stat

e.

As d

escr

ibed

abo

ve, s

tate

s cou

ld re

serv

e on

e-fif

th o

f the

ir SI

R fu

ndin

g to

ope

rate

thei

r sta

tew

ide

scho

ol su

ppor

t tea

ms a

nd o

ther

infra

struc

ture

. Sta

tes w

ould

be

requ

ired

to

mat

ch th

is le

vel o

f ass

istan

ce fr

om st

ate

fund

ing

on a

dol

lar-

to-d

olla

r bas

is.

Rese

arch

, tec

hnic

al

assis

tanc

e an

d de

velo

pmen

t

Pres

ently

, fed

eral

fund

ing

for r

esea

rch

on e

ffect

ive

educ

atio

nal p

ract

ices

, tec

hnic

al a

ssist

ance

and

app

lied

rese

arch

is li

mite

d to

app

roxi

mat

ely

$300

mill

ion

annu

ally

($16

2 m

illio

n fo

r edu

catio

n re

sear

ch

thro

ugh

vario

us re

sear

ch c

ente

rs a

nd su

ppor

t for

a

clea

ringh

ouse

cal

led

the

“Wha

t Wor

ks C

lear

ingh

ouse

” de

signe

d to

diss

emin

ate

prom

ising

edu

catio

nal

prac

tices

, and

the

rem

aini

ng a

mou

nt th

roug

h ed

ucat

ion

labo

rato

ries a

nd c

ompr

ehen

sive

cent

ers

prov

idin

g te

chni

cal a

ssist

ance

and

app

lied

rese

arch

).

Enha

nce

rese

arch

and

dev

elop

men

t on

K–1

2 ed

ucat

ion

refo

rm th

roug

h sc

ient

ifica

lly

base

d re

sear

ch b

y do

ublin

g th

e ed

ucat

ion

rese

arch

and

dev

elop

men

t bud

get

of th

e U

.S. D

OE

for e

lem

enta

ry a

nd se

cond

ary

educ

atio

n ov

er th

e lif

e of

the

reau

thor

izatio

n. A

men

d th

e In

stitu

te o

f Edu

catio

n Sc

ienc

e Ac

t to

requ

ire th

at a

ny

fund

s app

ropr

iate

d fo

r thi

s pur

pose

shal

l be

used

to a

ssist

stat

es, s

choo

l dist

ricts,

sc

hool

s and

stud

ents

in m

eetin

g th

e go

als o

f NC

LB a

nd th

at to

pics

of r

esea

rch

are

driv

en b

y pr

actit

ione

r int

eres

t and

use

and

are

rele

vant

to th

e re

al is

sues

and

ch

alle

nges

faci

ng sc

hool

s.

Stre

ngth

en th

e pr

ohib

ition

on

the

U.S

. DO

E co

ntro

lling

or d

irect

ing

state

s, sc

hool

di

stric

ts or

scho

ols i

n th

e us

e of

cur

ricul

um. I

f a c

urric

ulum

or p

rogr

am m

eets

statu

tory

or r

egul

ator

y re

quire

men

ts, th

e U

.S. D

OE

is pr

ohib

ited

from

inte

rferin

g w

ith th

e se

lect

ion

and

use

by a

stat

e, sc

hool

dist

rict o

r sch

ool o

f suc

h cu

rric

ulum

or

pro

gram

.

Page 21: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

190 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Diff

eren

tiate

d le

vels

of sa

nctio

nsPr

esen

tly, a

ll sc

hool

s rec

eivi

ng T

itle

I fun

ding

ar

e su

bjec

t to

the

sam

e sc

hool

impr

ovem

ent,

corr

ectiv

e ac

tion

and

restr

uctu

ring

proc

esse

s. Th

ere

is no

diff

eren

tiatio

n be

twee

n sc

hool

s tha

t are

al

mos

t ach

ievi

ng A

YP a

nd sc

hool

s tha

t nee

d m

ore

com

preh

ensiv

e in

terv

entio

ns.

Requ

ire la

rge

scho

ol d

istric

ts w

ith su

ffici

ent c

apac

ity a

nd st

ates

(for

scho

ols o

utsid

e of

thes

e di

stric

ts) to

iden

tify

the

botto

m 1

0 pe

rcen

t of l

ow-p

erfo

rmin

g sc

hool

s. An

y sc

hool

that

has

bee

n in

restr

uctu

ring

at th

e tim

e of

the

enac

tmen

t of a

reau

thor

ized

NC

LB sh

all b

e re

quire

d to

be

incl

uded

in th

is ca

tego

ry. S

uch

scho

ols w

ould

be

requ

ired

to im

plem

ent o

ne o

f the

restr

uctu

ring

optio

ns.

As sc

hool

s im

plem

ent r

estr

uctu

ring,

they

wou

ld b

e re

mov

ed fr

om th

is ca

tego

ry a

nd

unde

r the

reco

mm

enda

tions

des

crib

ed a

bove

, the

y w

ould

star

t at t

he b

egin

ning

of t

he

scho

ol im

prov

emen

t pro

cess

. Sta

tes w

ould

iden

tify

new

scho

ols f

or th

is ca

tego

ry o

n an

ann

ual b

asis

as sc

hool

s im

plem

ent r

estr

uctu

ring

and

leav

e th

e ca

tego

ry.

Scho

ols t

hat a

re e

ligib

le fo

r res

truc

turin

g, b

ut a

re n

ot in

the

low

est-p

erfo

rmin

g 10

per

cent

of s

uch

scho

ols,

will

rem

ain

in c

orre

ctiv

e ac

tion

and

cont

inue

to

impl

emen

t cor

rect

ive

actio

n pr

ovisi

ons.

Thes

e sc

hool

s wou

ld b

e re

quire

d to

revi

se

the

impl

emen

tatio

n of

the

corr

ectiv

e ac

tions

app

lied

to th

em e

very

two

year

s unt

il th

ey m

ake

AYP

for t

wo

cons

ecut

ive

year

s and

leav

e th

e sc

hool

impr

ovem

ent p

roce

ss.

As sc

hool

s in

the

low

est-p

erfo

rmin

g 10

per

cent

are

restr

uctu

red

and

leav

e th

e sc

hool

im

prov

emen

t pro

cess

, the

nex

t low

est-p

erfo

rmin

g sc

hool

s in

corr

ectiv

e ac

tion

wou

ld

be id

entifi

ed fo

r res

truc

turin

g, n

ot to

exc

eed

the

10 p

erce

nt c

ap.

Page 22: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

191Recommendation Tables: Fair and Accurate Assessments of Student Progress

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Fund

ing

for

impr

ovin

g as

sess

men

t qu

ality

Secti

on 6

113

(a)(

2)

Con

gres

s has

app

ropr

iate

d ap

prox

imat

ely

$400

m

illio

n an

nual

ly th

e la

st fo

ur y

ears

to su

ppor

t th

e de

velo

pmen

t and

impl

emen

tatio

n of

NC

LB’s

annu

al te

sting

requ

irem

ents.

Cur

rent

ly, th

ese

dolla

rs

rem

ain

in a

n an

nual

app

ropr

iatio

n of

$40

7 m

illio

n an

d ar

e ta

sked

to p

rimar

ily su

ppor

t sta

te d

evel

opm

ent

of a

sses

smen

ts in

read

ing

and

mat

hem

atic

s for

gra

des

3 th

roug

h 8.

Con

tinue

this

leve

l of f

undi

ng to

supp

ort s

tate

ass

essm

ent d

evel

opm

ent,

but s

hift

the

focu

s to

supp

ort t

he fo

llow

ing

activ

ities

:

Impr

ovin

g as

sess

men

t qua

lity

Dev

elop

ing

the

12th

gra

de a

sses

smen

t (re

com

men

ded

by th

e C

omm

issio

n)

Cre

atin

g an

d im

plem

entin

g al

tern

ate

asse

ssm

ents

for s

tude

nts w

ith d

isabi

litie

s an

d En

glish

lang

uage

lear

ners

Furt

her d

evel

opin

g an

d im

plem

entin

g of

scie

nce

asse

ssm

ents

(req

uire

d be

ginn

ing

with

the

2007

–08

scho

ol y

ear)

Upg

radi

ng te

st de

liver

y an

d sc

orin

g te

chno

logy

in w

ays t

hat y

ield

qui

cker

and

m

ore

accu

rate

dat

a

Uni

vers

al d

esig

nN

o su

ch p

rovi

sion.

Stat

es w

ould

be

requ

ired

to d

evel

op a

pla

n (w

hich

cou

ld b

e in

corp

orat

ed in

to

an e

xisti

ng p

lan

such

as t

he st

ate

acco

unta

bilit

y pl

an) f

or e

stabl

ishin

g un

iver

sally

de

signe

d as

sess

men

t sys

tem

s.

Form

ativ

e as

sess

men

tsN

o su

ch p

rovi

sion.

Scho

ol d

istric

ts w

ould

be

allo

wed

to u

se T

itle

I fun

ds to

impl

emen

t a sy

stem

of

form

ativ

e as

sess

men

ts de

signe

d to

pro

vide

teac

hers

and

prin

cipa

ls w

ith p

erio

dic

mea

sure

men

ts of

a c

hild

’s at

tain

men

t of s

tate

stan

dard

s. Sc

hool

dist

ricts

wou

ld b

e re

quire

d to

impl

emen

t suc

h as

sess

men

ts in

scho

ols t

hat a

re id

entifi

ed fo

r sch

ool

impr

ovem

ent s

tatu

s (tw

o co

nsec

utiv

e ye

ars o

f not

mee

ting

adeq

uate

yea

rly p

rogr

ess

(AYP

)). S

uch

asse

ssm

ents

wou

ld:

Incl

ude

perio

dic

adm

inist

ratio

ns th

roug

hout

the

scho

ol y

ear (

an e

xact

sche

dule

or

freq

uenc

y w

ould

not

be

defin

ed a

nd w

ould

be

dete

rmin

ed b

y di

stric

ts)

Be a

ligne

d w

ith st

ate

stand

ards

Be d

esig

ned

to p

rodu

ce ra

pid

resu

lts th

at c

ould

be

easil

y in

terp

rete

d an

d us

ed b

y te

ache

rs a

nd p

rinci

pals

Rec

om

men

dati

ons

for

Fair

and

Acc

urat

e A

sses

smen

ts o

f Stu

dent

Pro

gres

s

Page 23: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

192 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

12th

gra

de a

sses

smen

tC

urre

nt la

w re

quire

s sta

tes t

o ad

min

ister

ann

ual

asse

ssm

ents

in g

rade

s 3 th

roug

h 8

in re

adin

g or

la

ngua

ge a

rts a

nd m

athe

mat

ics.

Stat

es fi

rst h

ad to

ad

min

ister

thes

e as

sess

men

ts in

the

2005

–06

scho

ol

year

. Sta

tes a

lso m

ust a

dmin

ister

an

asse

ssm

ent i

n re

adin

g or

lang

uage

art

s and

mat

hem

atic

s onc

e in

the

10–1

2 gr

ade

span

. Mos

t sta

tes a

dmin

ister

th

is as

sess

men

t in

grad

e 10

. Sta

tes m

ust a

lso

adm

inist

er sc

ienc

e as

sess

men

ts sta

rtin

g in

the

2007

–08

scho

ol y

ear.

Scho

ols m

ust a

dmin

ister

an

asse

ssm

ent o

f rea

ding

or l

angu

age

arts

and

mat

hem

atic

s in

gra

de 1

2. Th

is w

ould

ext

end

NC

LB a

sses

smen

ts to

incl

ude

grad

es 3

thro

ugh

8 an

d gr

ades

10

and

12 in

mos

t sta

tes.

Stat

es w

ould

be

proh

ibite

d fro

m u

sing

the

12th

gra

de a

sses

smen

t as t

he so

le

dete

rmin

ant o

f whe

ther

a st

uden

t is a

llow

ed to

gra

duat

e. S

tate

s cou

ld o

pt to

gra

nt

colle

ge c

redi

t to

a stu

dent

show

ing

mas

tery

of c

olle

ge-le

vel w

ork

on th

is as

sess

men

t. Th

e as

sess

men

t mus

t be

deve

lope

d to

ass

ess c

olle

ge-le

vel c

onte

nt if

a st

ate

uses

the

asse

ssm

ent f

or g

rant

ing

colle

ge c

redi

t.

Vert

ical

ly sc

aled

as

sess

men

tsN

o su

ch p

rovi

sion.

Stat

es w

ould

be

requ

ired

with

in fo

ur y

ears

of e

nact

men

t of a

reau

thor

ized

NC

LB (b

y th

e ye

ar 2

012)

to v

ertic

ally

scal

e th

eir a

sses

smen

ts (a

llow

ing

abili

ty to

com

pare

test

resu

lts fr

om y

ear t

o ye

ar).

Page 24: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

193Recommendation Tables: High Standards for Every Student in Every State

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Anal

ysis

of

colle

ge re

adin

ess

and

wor

kpla

ce

appl

icab

ility

of

state

stan

dard

s

Secti

on 1

111(

b)(1

)

No

such

pro

visio

n.Ea

ch st

ate

wou

ld u

nder

take

an

anal

ysis

of it

s cur

rent

stan

dard

s and

ass

essm

ent s

yste

m

to d

eter

min

e if

its sy

stem

is a

ligne

d w

ith w

hat s

tude

nts s

houl

d kn

ow a

nd b

e ab

le d

o in

ord

er to

succ

eed

in c

olle

ge a

nd th

e w

orkp

lace

. Suc

h an

alys

is w

ould

be

requ

ired

to

be c

ompl

eted

with

in a

yea

r afte

r the

ena

ctm

ent o

f a re

auth

orize

d N

CLB

. This

anal

ysis

wou

ld re

quire

a st

ate

to d

o th

e fo

llow

ing:

Con

sult

with

repr

esen

tativ

es o

f hig

her e

duca

tion

and

smal

l and

larg

e bu

sines

ses

on th

e sk

ills a

nd e

duca

tion

leve

ls ne

cess

ary

for s

ucce

ss

Con

sider

exi

sting

nat

iona

l and

priv

ate

effor

ts to

iden

tify

colle

ge a

nd w

orkp

lace

re

adin

ess s

kills

Link

stan

dard

s for

read

ing

or la

ngua

ge a

rts a

nd m

athe

mat

ics o

n a

com

mon

scal

e

All s

tate

s mus

t com

plet

e th

is pr

oces

s with

in o

ne y

ear o

f ena

ctm

ent o

f a re

auth

orize

d N

CLB

in o

rder

to p

artic

ipat

e in

a n

atio

nal s

umm

it to

be

conv

ened

by

the

U.S

. Se

cret

ary

of E

duca

tion.

The

U.S

. Sec

reta

ry o

f Edu

catio

n w

ould

, afte

r con

sulta

tion

with

stat

es, i

dent

ify th

e co

mm

on sc

ale

the

state

s wou

ld u

se a

s a p

art o

f thi

s ana

lysis

.

The

purp

ose

of th

e na

tiona

l sum

mit

will

be

two-

fold

. Firs

t, to

cre

ate

an in

cent

ive

and

a fo

rum

for s

tate

s to

take

a fr

esh

look

at w

heth

er th

e ex

pect

atio

ns th

ey h

ave

set a

re

suffi

cien

t for

goi

ng fo

rwar

d. S

econ

d, to

repo

rt to

the

Amer

ican

peo

ple

on w

heth

er

state

s are

setti

ng e

xpec

tatio

ns th

at e

nsur

e stu

dent

s can

obt

ain

fulfi

lling

em

ploy

men

t an

d be

col

lege

read

y.

Nat

iona

l mod

el

stand

ards

No

such

pro

visio

n.A

disti

ngui

shed

nat

iona

l pan

el, i

nclu

ding

mem

bers

of t

he N

atio

nal A

sses

smen

t G

over

ning

Boa

rd (N

AGB)

, sho

uld

be c

omm

issio

ned

to c

reat

e na

tiona

l mod

el

stand

ards

and

tests

, ext

rapo

latin

g fro

m c

onte

nt o

f Nat

iona

l Ass

essm

ent o

f Edu

catio

nal

Prog

ress

(NAE

P) fr

amew

orks

for g

rade

s 4, 8

and

12,

and

map

ping

the

addi

tiona

l gr

ades

app

ropr

iate

ly. In

add

ition

to u

sing

the

NAE

P fra

mew

orks

, the

pan

el w

ould

be

requ

ired

to e

nsur

e th

e na

tiona

l mod

el st

anda

rds a

re a

ligne

d w

ith c

olle

ge a

nd

wor

kpla

ce re

adin

ess r

equi

rem

ents

thro

ugh

such

mea

ns a

s con

sider

ing

exist

ing

natio

nal

and

priv

ate

effor

ts to

iden

tify

read

ines

s req

uire

men

ts.

CO

NTI

NU

ED O

N P

AG

E 19

4

Rec

om

men

dati

ons

for

Hig

h S

tand

ards

for

Eve

ry S

tude

nt in

Eve

ry S

tate

Page 25: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

194 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Onc

e th

ese

mod

el st

anda

rds a

nd te

sts a

re c

reat

ed:

1.

Sta

tes c

ould

ado

pt th

e re

sulti

ng n

atio

nal m

odel

stan

dard

s and

tests

as t

heir

own

for N

CLB

acc

ount

abili

ty p

urpo

ses

2.

Sta

tes c

ould

bui

ld th

eir o

wn

asse

ssm

ent i

nstr

umen

ts ba

sed

on th

e na

tiona

l m

odel

stan

dard

s and

ass

essm

ents,

or

3.

Sta

tes c

ould

kee

p th

eir e

xisti

ng o

r rev

ampe

d sta

ndar

ds (p

er th

e pr

oces

s abo

ve)

and

tests

for N

CLB

acc

ount

abili

ty p

urpo

ses

Stat

es c

hoos

ing

the

seco

nd o

r thi

rd o

ptio

n w

ould

hav

e th

eir s

tand

ards

and

te

sts a

naly

zed

and

com

pare

d to

the

natio

nal m

odel

usin

g th

e co

mm

on sc

ale

men

tione

d ab

ove.

Secr

etar

y’s a

nnua

l re

port

on

the

varia

nce

betw

een

state

con

tent

an

d pe

rform

ance

sta

ndar

ds a

nd

natio

nal s

tand

ards

an

d as

sess

men

ts

No

such

pro

visio

n.Th

e U

.S. S

ecre

tary

of E

duca

tion

wou

ld a

nnua

lly re

port

on

the

varia

nce

betw

een

the

rigor

of s

tate

ass

essm

ents

in c

ompa

rison

to th

e ex

pect

atio

ns o

f the

nat

iona

l sta

ndar

ds

and

asse

ssm

ents

usin

g th

e co

mm

on sc

ale

men

tione

d ab

ove.

Page 26: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

195Recommendation Tables: Ensuring High Schools Prepare Students for College and the Workplace

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Dist

rictw

ide

high

sc

hool

refo

rmN

o su

ch p

rovi

sion.

Scho

ol d

istric

ts th

at m

eet t

he fo

llow

ing

crite

ria w

ould

be

requ

ired

to d

evel

op a

di

stric

twid

e hi

gh sc

hool

impr

ovem

ent p

lan:

Firs

t crit

eria

: Fi

fty p

erce

nt o

f the

stud

ents

enro

lled

in h

igh

scho

ols i

n th

e di

stric

t atte

nd a

hig

h sc

hool

that

did

not

mak

e ad

equa

te y

early

pro

gres

s (AY

P) (i

n an

y gi

ven

year

) or 5

0 pe

rcen

t of h

igh

scho

ols i

n th

e sc

hool

dist

rict d

id n

ot m

ake

AYP.

Seco

nd c

riter

ia:

The

atte

ndan

ce ra

tes o

f the

hig

h sc

hool

s des

crib

ed in

the

first

crite

ria (e

ither

thos

e th

at st

uden

ts at

tend

, or t

he 5

0 pe

rcen

t tha

t did

not

mak

e AY

P) a

re a

ffect

ed b

y th

e as

sess

men

t res

ults

and

atte

ndan

ce ra

tes o

f the

8th

gra

de c

lass

(or w

hate

ver g

rade

pr

eced

es th

e fir

st ye

ar o

f hig

h sc

hool

) ent

erin

g su

ch sc

hool

s.

The

distr

ictw

ide

high

scho

ol im

prov

emen

t pla

n w

ould

be

requ

ired

to b

e on

file

with

th

e sta

te in

ord

er fo

r the

dist

rict t

o re

ceiv

e fu

ndin

g un

der T

itle

I. In

dev

elop

ing

the

plan

, dist

ricts

wou

ld c

onsid

er th

e fo

llow

ing

data

:

AYP

statu

s of s

choo

ls

Gra

duat

ion

rate

(disa

ggre

gate

d by

NC

LB’s

subg

roup

s and

cal

cula

ted

usin

g th

e m

etho

d de

scrib

ed in

the

Nat

iona

l Gov

erno

rs A

ssoc

iatio

n gr

adua

tion-

rate

com

pact

)

8th

grad

e su

mm

ativ

e as

sess

men

t res

ults

and

atte

ndan

ce ra

tes o

f 8th

gra

de

scho

ols f

eedi

ng in

to h

igh

scho

ols i

n th

e di

stric

t

Cre

dit a

ccum

ulat

ion

by th

e en

d of

the

9th

grad

e

This

plan

will

requ

ire su

ch sc

hool

dist

ricts

to:

Focu

s on

the

scho

ols a

nd/o

r stu

dent

s tha

t res

ulte

d in

thei

r ide

ntifi

catio

n as

be

ing

requ

ired

to d

evel

op th

is pl

an

CO

NTI

NU

ED O

N P

AG

E 19

6

Rec

om

men

dati

ons

for

Ens

urin

g H

igh

Sch

oo

ls P

repa

re S

tude

nts

for

Co

llege

and

the

Wo

rkpl

ace

Page 27: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

196 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Do

a re

sour

ce a

lloca

tion

anal

ysis

of st

affing

, pro

fess

iona

l dev

elop

men

t, in

struc

tion,

and

atte

ndan

ce o

f the

dist

rict’s

hig

h sc

hool

s

Dev

elop

a re

sear

ch-b

ased

pla

n to

add

ress

the

scho

ol d

istric

t’s a

bilit

y (in

the

area

s of

instr

uctio

n, c

urric

ulum

and

cap

acity

) to

assis

t hig

h sc

hool

s in

incr

easin

g ac

hiev

emen

t and

in m

eetin

g sc

hool

s’ in

struc

tiona

l nee

ds. Th

e de

velo

pmen

t of

this

plan

will

requ

ire c

onsid

erat

ion

of th

e fo

llow

ing:

- Alig

nmen

t bet

wee

n th

e di

stric

t’s c

urric

ulum

and

stat

e sta

ndar

ds

- Use

of f

orm

ativ

e as

sess

men

ts

- Use

of d

ata

to im

prov

e in

struc

tion

- Inc

orpo

ratio

n of

staff

-focu

sed

prof

essio

nal d

evel

opm

ent

- Hiri

ng, p

lace

men

t and

dist

ribut

ion

of h

ighl

y eff

ectiv

e pr

inci

pals

- Hiri

ng a

nd d

istrib

utio

n of

hig

hly

qual

ified

and

effe

ctiv

e te

ache

rs

- Use

of a

n ex

tend

ed sc

hool

day

and

scho

ol y

ear

Incr

ease

atte

ndan

ce a

nd e

arne

d, o

n-tim

e gr

ade

prom

otio

n

Ensu

re st

uden

ts gr

adua

te re

ady

for c

olle

ge a

nd th

e w

orkp

lace

Stat

es, a

s par

t of t

he sc

hool

dist

rict’s

Titl

e I p

lan,

wou

ld b

e re

quire

d to

app

rove

the

distr

ictw

ide

high

scho

ol p

lan.

Bef

ore

appr

oval

, the

scho

ol d

istric

t pla

n w

ould

be

peer

re

view

ed. Th

e re

sults

of t

his p

eer r

evie

w w

ould

be

cons

ider

ed b

y th

e sta

te a

s par

t of

the

appr

oval

pro

cess

. Also

as p

art o

f the

app

rova

l pro

cess

, the

stat

e m

ust c

onsu

lt w

ith th

e sta

te d

epar

tmen

ts or

offi

ces r

espo

nsib

le fo

r juv

enile

justi

ce a

nd a

ltern

ativ

e ed

ucat

ion

plac

emen

ts.

The

state

wou

ld b

e re

quire

d to

giv

e th

e di

stric

t tec

hnic

al a

ssist

ance

in d

evel

opin

g an

d im

plem

entin

g th

e hi

gh sc

hool

pla

n.

12th

gra

de a

sses

smen

tC

urre

nt la

w re

quire

s sta

tes t

o ad

min

ister

ann

ual

asse

ssm

ents

in g

rade

s 3 th

roug

h 8

in re

adin

g or

la

ngua

ge a

rts a

nd m

athe

mat

ics.

Stat

es w

ere

requ

ired

to a

dmin

ister

thes

e as

sess

men

ts fo

r the

firs

t tim

e in

th

e 20

05–0

6 sc

hool

yea

r. St

ates

also

mus

t adm

inist

er

an a

sses

smen

t in

read

ing

or la

ngua

ge a

rts a

nd

mat

hem

atic

s onc

e in

the

10–1

2 gr

ade

span

. Mos

t sta

tes a

dmin

ister

this

asse

ssm

ent i

n gr

ade

10. S

tate

s m

ust a

lso a

dmin

ister

scie

nce

asse

ssm

ents

start

ing

in

the

2007

–08

scho

ol y

ear.

Scho

ols w

ould

be

requ

ired

to a

dmin

ister

ass

essm

ents

of re

adin

g or

lang

uage

art

s and

m

athe

mat

ics i

n gr

ade

12. Th

is w

ould

ext

end

NC

LB a

sses

smen

ts to

incl

ude

grad

es 3

th

roug

h 8

and

grad

es 1

0 an

d 12

in m

ost s

tate

s.

Stat

es w

ould

be

proh

ibite

d fro

m u

sing

the

12th

gra

de a

sses

smen

t as t

he so

le

dete

rmin

ant o

f whe

ther

a st

uden

t is a

llow

ed to

gra

duat

e. S

tate

s cou

ld o

pt to

gra

nt

colle

ge c

redi

t to

a stu

dent

show

ing

mas

tery

of c

olle

ge-le

vel w

ork

on su

ch a

sses

smen

t. Th

e as

sess

men

t mus

t be

deve

lope

d to

ass

ess c

olle

ge-le

vel c

onte

nt if

a st

ate

uses

the

asse

ssm

ent f

or g

rant

ing

colle

ge c

redi

t.

Stat

e an

d lo

cal

repo

rt c

ards

Secti

on 1

111(

h)

Stat

es, d

istric

ts an

d sc

hool

s are

requ

ired

to is

sue

repo

rt

card

s to

pare

nts a

nd th

e pu

blic

on

aspe

cts o

f stu

dent

pe

rform

ance

and

teac

her q

ualifi

catio

ns. P

aren

ts ar

e al

low

ed to

requ

est i

nfor

mat

ion

on th

e qu

alifi

catio

ns

of th

eir c

hild

’s te

ache

r and

will

be

sent

info

rmat

ion

on th

eir i

ndiv

idua

l per

form

ance

. Not

ice

of th

e ab

ility

to

requ

est t

his i

nfor

mat

ion

is re

quire

d to

be

sent

to

pare

nts o

n an

ann

ual b

asis.

Mai

ntai

n th

e cu

rren

t sta

tute

and

add

the

follo

win

g:

Requ

ire st

ates

, as p

art o

f the

repo

rt c

ards

pub

lishe

d on

eac

h sc

hool

und

er S

ectio

n 11

11(h

), to

repo

rt th

e fo

llow

ing

info

rmat

ion:

• T

each

er a

ttend

ance

rate

s

• T

urno

ver a

nd re

tent

ion

rate

s of

high

ly q

ualifi

ed te

ache

rs (H

QTs

), hi

ghly

qu

alifi

ed a

nd e

ffect

ive

teac

hers

(HQ

ETs)

and

hig

hly

effec

tive

prin

cipa

ls (H

EPs)

Num

ber a

nd p

erce

ntag

e of

stud

ents

taki

ng ri

goro

us a

nd a

dvan

ced

cour

ses,

disa

ggre

gate

d an

d re

port

ed b

y cu

rren

t NC

LB su

bgro

ups

Atte

ndan

ce ra

tes f

or e

lem

enta

ry sc

hool

s

The

num

ber o

f HQ

ETs,

repo

rted

by

the

insti

tutio

ns o

f hig

her e

duca

tion

or

alte

rnat

ive

cert

ifica

tion

prog

ram

s the

y at

tend

ed

Stat

es w

ould

be

requ

ired

to re

port

this

info

rmat

ion

in a

form

at th

at is

eas

ily a

cces

sible

an

d un

ders

tand

able

to p

aren

ts an

d ta

xpay

ers.

Exist

ing

grad

uatio

n ra

te d

ata

wou

ld b

e re

quire

d to

be

repo

rted

in a

disa

ggre

gate

d m

anne

r (by

subg

roup

s for

AYP

pur

pose

s).

Page 28: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

197Recommendation Tables: Ensuring High Schools Prepare Students for College and the Workplace

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Do

a re

sour

ce a

lloca

tion

anal

ysis

of st

affing

, pro

fess

iona

l dev

elop

men

t, in

struc

tion,

and

atte

ndan

ce o

f the

dist

rict’s

hig

h sc

hool

s

Dev

elop

a re

sear

ch-b

ased

pla

n to

add

ress

the

scho

ol d

istric

t’s a

bilit

y (in

the

area

s of

instr

uctio

n, c

urric

ulum

and

cap

acity

) to

assis

t hig

h sc

hool

s in

incr

easin

g ac

hiev

emen

t and

in m

eetin

g sc

hool

s’ in

struc

tiona

l nee

ds. Th

e de

velo

pmen

t of

this

plan

will

requ

ire c

onsid

erat

ion

of th

e fo

llow

ing:

- Alig

nmen

t bet

wee

n th

e di

stric

t’s c

urric

ulum

and

stat

e sta

ndar

ds

- Use

of f

orm

ativ

e as

sess

men

ts

- Use

of d

ata

to im

prov

e in

struc

tion

- Inc

orpo

ratio

n of

staff

-focu

sed

prof

essio

nal d

evel

opm

ent

- Hiri

ng, p

lace

men

t and

dist

ribut

ion

of h

ighl

y eff

ectiv

e pr

inci

pals

- Hiri

ng a

nd d

istrib

utio

n of

hig

hly

qual

ified

and

effe

ctiv

e te

ache

rs

- Use

of a

n ex

tend

ed sc

hool

day

and

scho

ol y

ear

Incr

ease

atte

ndan

ce a

nd e

arne

d, o

n-tim

e gr

ade

prom

otio

n

Ensu

re st

uden

ts gr

adua

te re

ady

for c

olle

ge a

nd th

e w

orkp

lace

Stat

es, a

s par

t of t

he sc

hool

dist

rict’s

Titl

e I p

lan,

wou

ld b

e re

quire

d to

app

rove

the

distr

ictw

ide

high

scho

ol p

lan.

Bef

ore

appr

oval

, the

scho

ol d

istric

t pla

n w

ould

be

peer

re

view

ed. Th

e re

sults

of t

his p

eer r

evie

w w

ould

be

cons

ider

ed b

y th

e sta

te a

s par

t of

the

appr

oval

pro

cess

. Also

as p

art o

f the

app

rova

l pro

cess

, the

stat

e m

ust c

onsu

lt w

ith th

e sta

te d

epar

tmen

ts or

offi

ces r

espo

nsib

le fo

r juv

enile

justi

ce a

nd a

ltern

ativ

e ed

ucat

ion

plac

emen

ts.

The

state

wou

ld b

e re

quire

d to

giv

e th

e di

stric

t tec

hnic

al a

ssist

ance

in d

evel

opin

g an

d im

plem

entin

g th

e hi

gh sc

hool

pla

n.

12th

gra

de a

sses

smen

tC

urre

nt la

w re

quire

s sta

tes t

o ad

min

ister

ann

ual

asse

ssm

ents

in g

rade

s 3 th

roug

h 8

in re

adin

g or

la

ngua

ge a

rts a

nd m

athe

mat

ics.

Stat

es w

ere

requ

ired

to a

dmin

ister

thes

e as

sess

men

ts fo

r the

firs

t tim

e in

th

e 20

05–0

6 sc

hool

yea

r. St

ates

also

mus

t adm

inist

er

an a

sses

smen

t in

read

ing

or la

ngua

ge a

rts a

nd

mat

hem

atic

s onc

e in

the

10–1

2 gr

ade

span

. Mos

t sta

tes a

dmin

ister

this

asse

ssm

ent i

n gr

ade

10. S

tate

s m

ust a

lso a

dmin

ister

scie

nce

asse

ssm

ents

start

ing

in

the

2007

–08

scho

ol y

ear.

Scho

ols w

ould

be

requ

ired

to a

dmin

ister

ass

essm

ents

of re

adin

g or

lang

uage

art

s and

m

athe

mat

ics i

n gr

ade

12. Th

is w

ould

ext

end

NC

LB a

sses

smen

ts to

incl

ude

grad

es 3

th

roug

h 8

and

grad

es 1

0 an

d 12

in m

ost s

tate

s.

Stat

es w

ould

be

proh

ibite

d fro

m u

sing

the

12th

gra

de a

sses

smen

t as t

he so

le

dete

rmin

ant o

f whe

ther

a st

uden

t is a

llow

ed to

gra

duat

e. S

tate

s cou

ld o

pt to

gra

nt

colle

ge c

redi

t to

a stu

dent

show

ing

mas

tery

of c

olle

ge-le

vel w

ork

on su

ch a

sses

smen

t. Th

e as

sess

men

t mus

t be

deve

lope

d to

ass

ess c

olle

ge-le

vel c

onte

nt if

a st

ate

uses

the

asse

ssm

ent f

or g

rant

ing

colle

ge c

redi

t.

Stat

e an

d lo

cal

repo

rt c

ards

Secti

on 1

111(

h)

Stat

es, d

istric

ts an

d sc

hool

s are

requ

ired

to is

sue

repo

rt

card

s to

pare

nts a

nd th

e pu

blic

on

aspe

cts o

f stu

dent

pe

rform

ance

and

teac

her q

ualifi

catio

ns. P

aren

ts ar

e al

low

ed to

requ

est i

nfor

mat

ion

on th

e qu

alifi

catio

ns

of th

eir c

hild

’s te

ache

r and

will

be

sent

info

rmat

ion

on th

eir i

ndiv

idua

l per

form

ance

. Not

ice

of th

e ab

ility

to

requ

est t

his i

nfor

mat

ion

is re

quire

d to

be

sent

to

pare

nts o

n an

ann

ual b

asis.

Mai

ntai

n th

e cu

rren

t sta

tute

and

add

the

follo

win

g:

Requ

ire st

ates

, as p

art o

f the

repo

rt c

ards

pub

lishe

d on

eac

h sc

hool

und

er S

ectio

n 11

11(h

), to

repo

rt th

e fo

llow

ing

info

rmat

ion:

• T

each

er a

ttend

ance

rate

s

• T

urno

ver a

nd re

tent

ion

rate

s of

high

ly q

ualifi

ed te

ache

rs (H

QTs

), hi

ghly

qu

alifi

ed a

nd e

ffect

ive

teac

hers

(HQ

ETs)

and

hig

hly

effec

tive

prin

cipa

ls (H

EPs)

Num

ber a

nd p

erce

ntag

e of

stud

ents

taki

ng ri

goro

us a

nd a

dvan

ced

cour

ses,

disa

ggre

gate

d an

d re

port

ed b

y cu

rren

t NC

LB su

bgro

ups

Atte

ndan

ce ra

tes f

or e

lem

enta

ry sc

hool

s

The

num

ber o

f HQ

ETs,

repo

rted

by

the

insti

tutio

ns o

f hig

her e

duca

tion

or

alte

rnat

ive

cert

ifica

tion

prog

ram

s the

y at

tend

ed

Stat

es w

ould

be

requ

ired

to re

port

this

info

rmat

ion

in a

form

at th

at is

eas

ily a

cces

sible

an

d un

ders

tand

able

to p

aren

ts an

d ta

xpay

ers.

Exist

ing

grad

uatio

n ra

te d

ata

wou

ld b

e re

quire

d to

be

repo

rted

in a

disa

ggre

gate

d m

anne

r (by

subg

roup

s for

AYP

pur

pose

s).

Page 29: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

198 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Rec

om

men

dati

ons

for

Dri

ving

Pro

gres

s Thr

oug

h R

elia

ble,

Acc

urat

e D

ata

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Long

itudi

nal d

ata

syste

ms n

eces

sary

for

valu

e-ad

ded

mea

sure

s fo

r tea

cher

s and

gr

owth

mod

els

for s

tude

nts

Ther

e is

no su

ch re

quire

men

t to

deve

lop

such

syste

ms,

alth

ough

the

Educ

atio

n Sc

ienc

es R

efor

m A

ct o

f 200

2 in

clud

ed a

gra

nt p

rogr

am to

fund

the

deve

lopm

ent

and

impl

emen

tatio

n of

long

itudi

nal d

ata

syste

ms.

This

prog

ram

has

issu

ed 1

4 gr

ants

to st

ates

in th

e pa

st ye

ar.

Stat

es, w

ithin

four

yea

rs o

f ena

ctm

ent o

f a re

auth

orize

d N

CLB

(by

the

year

201

2),

wou

ld b

e re

quire

d to

dev

elop

and

impl

emen

t a lo

ngitu

dina

l dat

a sy

stem

cap

able

of

valu

e-ad

ded

and

grow

th m

odel

cal

cula

tions

.

Such

dat

a sy

stem

s wou

ld h

ave

to e

nsur

e:

Priv

acy

prot

ectio

n fo

r stu

dent

reco

rds

Effec

tive

data

arc

hite

ctur

e an

d w

areh

ousin

g

Inte

rope

rabi

lity

amon

g so

ftwar

e in

terfa

ces

Inte

rope

rabi

lity

amon

g sta

tes a

nd th

e sy

stem

link

ing

mig

rant

stud

ent r

ecor

ds

requ

ired

unde

r Titl

e I,

Part

C

Elec

troni

c po

rtab

ility

of d

ata

and

reco

rds

Prof

essio

nal d

evel

opm

ent f

or th

ose

who

use

and

ope

rate

it

Rese

arch

er a

cces

s to

data

Com

pone

nts o

f a

long

itudi

nal

data

syste

m

No

such

pro

visio

n.Th

e fo

llow

ing

data

ele

men

ts w

ould

be

requ

ired

to b

e de

velo

ped:

A un

ique

stat

ewid

e stu

dent

iden

tifier

Stud

ent e

nrol

lmen

t, de

mog

raph

ic a

nd p

rogr

am p

artic

ipat

ion

info

rmat

ion

Abili

ty to

mat

ch in

divi

dual

stud

ents’

test

reco

rds f

rom

yea

r to

year

Info

rmat

ion

on u

ntes

ted

stude

nts

Stud

ent g

radu

atio

n an

d dr

opou

t dat

a

A sta

tew

ide

audi

t sys

tem

A te

ache

r ide

ntifi

er sy

stem

Stud

ent t

rans

crip

t inf

orm

atio

n

Stat

es w

ith d

ata

syste

ms o

pera

ting

befo

re re

auth

oriza

tion

of N

CLB

No

such

pro

visio

n.St

ates

that

wer

e us

ing

grow

th m

odel

or v

alue

-add

ed d

ata

syste

ms b

efor

e th

e en

actm

ent o

f a re

auth

orize

d N

CLB

wou

ld b

e pe

rmitt

ed to

use

such

syste

ms i

f the

y m

eet t

he re

quire

d da

ta e

lem

ents

desc

ribed

abo

ve. S

tate

s wou

ld h

ave

to d

emon

strat

e ho

w su

ch e

xisti

ng sy

stem

s can

mee

t sta

tuto

ry re

quire

men

ts. S

tate

s tha

t hav

e de

mon

strat

ed th

at th

eir e

xisti

ng sy

stem

s mee

t req

uire

d sp

ecifi

catio

ns c

an a

cces

s fo

rmul

a gr

ant f

unds

(see

Com

miss

ion

reco

mm

enda

tion

belo

w) o

nly

for p

rofe

ssio

nal

deve

lopm

ent f

or th

ose

usin

g th

e sy

stem

.

Reso

urce

s for

dat

a sy

stem

dev

elop

men

tTh

e In

stitu

te o

f Edu

catio

n Sc

ienc

es (I

ES) a

t the

U

.S. D

epar

tmen

t of E

duca

tion

(U.S

. DO

E)

adm

inist

ers a

smal

l ($2

5 m

illio

n in

FY

2006

) co

mpe

titiv

e gr

ant t

o sta

tes f

or th

e de

velo

pmen

t of

long

itudi

nal d

ata

syste

ms.

Four

teen

stat

es w

ere

awar

ded

gran

ts un

der t

his p

rogr

am in

Nov

embe

r 20

05. A

dditi

onal

stat

es a

re li

kely

to re

ceiv

e gr

ant

fund

ing

in th

e up

com

ing

mon

ths.

Build

ing

on th

e IE

S pr

ogra

m, a

form

ula

gran

t pro

gram

, aut

horiz

ed a

t $10

0 m

illio

n an

nual

ly fr

om fi

scal

yea

rs 2

009

thro

ugh

2012

, wou

ld b

e es

tabl

ished

to a

ssist

stat

es

in th

e de

velo

pmen

t, im

plem

enta

tion

and

ongo

ing

supp

ort (

incl

udin

g pr

ofes

siona

l de

velo

pmen

t for

thos

e w

ho o

pera

te a

nd u

se su

ch sy

stem

) of t

hese

dat

a sy

stem

s.

Appl

icat

ions

for a

ssist

ance

und

er th

is pr

ogra

m w

ould

be

requ

ired

to g

o th

roug

h a

peer

re

view

pro

cess

for a

ppro

val o

f gra

nt fu

nds.

The

peer

revi

ew p

roce

ss w

ould

ens

ure

that

th

e sta

te’s

prop

osed

dat

a sy

stem

wou

ld b

e re

liabl

e an

d ac

cura

te fo

r pur

pose

s req

uire

d in

reau

thor

ized

NC

LB.

Cer

tifica

tion

of

data

syste

ms

No

such

pro

visio

n.St

ates

mus

t sub

mit

an a

udit

repo

rt p

rodu

ced

by a

n in

depe

nden

t ent

ity to

the

U.S

. D

OE

atte

sting

that

the

data

syste

m d

evel

oped

by

the

state

is:

Cap

able

of p

rodu

cing

val

id a

nd re

liabl

e re

sults

Mee

ts th

e re

quire

men

ts of

the

statu

te

Such

repo

rts w

ould

be

requ

ired

only

whe

n a

state

’s da

ta sy

stem

is d

evel

oped

and

read

y fo

r im

plem

enta

tion.

Sta

tes w

ith e

xisti

ng d

ata

syste

ms w

ould

subm

it th

is re

port

bef

ore

usin

g th

eir d

ata

syste

m to

mea

sure

stud

ent a

cade

mic

gro

wth

and

per

form

teac

her

eval

uatio

ns u

nder

a re

auth

orize

d N

CLB

.

Page 30: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

199Recommendation Tables: Driving Progress Through Reliable, Accurate Data

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Long

itudi

nal d

ata

syste

ms n

eces

sary

for

valu

e-ad

ded

mea

sure

s fo

r tea

cher

s and

gr

owth

mod

els

for s

tude

nts

Ther

e is

no su

ch re

quire

men

t to

deve

lop

such

syste

ms,

alth

ough

the

Educ

atio

n Sc

ienc

es R

efor

m A

ct o

f 200

2 in

clud

ed a

gra

nt p

rogr

am to

fund

the

deve

lopm

ent

and

impl

emen

tatio

n of

long

itudi

nal d

ata

syste

ms.

This

prog

ram

has

issu

ed 1

4 gr

ants

to st

ates

in th

e pa

st ye

ar.

Stat

es, w

ithin

four

yea

rs o

f ena

ctm

ent o

f a re

auth

orize

d N

CLB

(by

the

year

201

2),

wou

ld b

e re

quire

d to

dev

elop

and

impl

emen

t a lo

ngitu

dina

l dat

a sy

stem

cap

able

of

valu

e-ad

ded

and

grow

th m

odel

cal

cula

tions

.

Such

dat

a sy

stem

s wou

ld h

ave

to e

nsur

e:

Priv

acy

prot

ectio

n fo

r stu

dent

reco

rds

Effec

tive

data

arc

hite

ctur

e an

d w

areh

ousin

g

Inte

rope

rabi

lity

amon

g so

ftwar

e in

terfa

ces

Inte

rope

rabi

lity

amon

g sta

tes a

nd th

e sy

stem

link

ing

mig

rant

stud

ent r

ecor

ds

requ

ired

unde

r Titl

e I,

Part

C

Elec

troni

c po

rtab

ility

of d

ata

and

reco

rds

Prof

essio

nal d

evel

opm

ent f

or th

ose

who

use

and

ope

rate

it

Rese

arch

er a

cces

s to

data

Com

pone

nts o

f a

long

itudi

nal

data

syste

m

No

such

pro

visio

n.Th

e fo

llow

ing

data

ele

men

ts w

ould

be

requ

ired

to b

e de

velo

ped:

A un

ique

stat

ewid

e stu

dent

iden

tifier

Stud

ent e

nrol

lmen

t, de

mog

raph

ic a

nd p

rogr

am p

artic

ipat

ion

info

rmat

ion

Abili

ty to

mat

ch in

divi

dual

stud

ents’

test

reco

rds f

rom

yea

r to

year

Info

rmat

ion

on u

ntes

ted

stude

nts

Stud

ent g

radu

atio

n an

d dr

opou

t dat

a

A sta

tew

ide

audi

t sys

tem

A te

ache

r ide

ntifi

er sy

stem

Stud

ent t

rans

crip

t inf

orm

atio

n

Stat

es w

ith d

ata

syste

ms o

pera

ting

befo

re re

auth

oriza

tion

of N

CLB

No

such

pro

visio

n.St

ates

that

wer

e us

ing

grow

th m

odel

or v

alue

-add

ed d

ata

syste

ms b

efor

e th

e en

actm

ent o

f a re

auth

orize

d N

CLB

wou

ld b

e pe

rmitt

ed to

use

such

syste

ms i

f the

y m

eet t

he re

quire

d da

ta e

lem

ents

desc

ribed

abo

ve. S

tate

s wou

ld h

ave

to d

emon

strat

e ho

w su

ch e

xisti

ng sy

stem

s can

mee

t sta

tuto

ry re

quire

men

ts. S

tate

s tha

t hav

e de

mon

strat

ed th

at th

eir e

xisti

ng sy

stem

s mee

t req

uire

d sp

ecifi

catio

ns c

an a

cces

s fo

rmul

a gr

ant f

unds

(see

Com

miss

ion

reco

mm

enda

tion

belo

w) o

nly

for p

rofe

ssio

nal

deve

lopm

ent f

or th

ose

usin

g th

e sy

stem

.

Reso

urce

s for

dat

a sy

stem

dev

elop

men

tTh

e In

stitu

te o

f Edu

catio

n Sc

ienc

es (I

ES) a

t the

U

.S. D

epar

tmen

t of E

duca

tion

(U.S

. DO

E)

adm

inist

ers a

smal

l ($2

5 m

illio

n in

FY

2006

) co

mpe

titiv

e gr

ant t

o sta

tes f

or th

e de

velo

pmen

t of

long

itudi

nal d

ata

syste

ms.

Four

teen

stat

es w

ere

awar

ded

gran

ts un

der t

his p

rogr

am in

Nov

embe

r 20

05. A

dditi

onal

stat

es a

re li

kely

to re

ceiv

e gr

ant

fund

ing

in th

e up

com

ing

mon

ths.

Build

ing

on th

e IE

S pr

ogra

m, a

form

ula

gran

t pro

gram

, aut

horiz

ed a

t $10

0 m

illio

n an

nual

ly fr

om fi

scal

yea

rs 2

009

thro

ugh

2012

, wou

ld b

e es

tabl

ished

to a

ssist

stat

es

in th

e de

velo

pmen

t, im

plem

enta

tion

and

ongo

ing

supp

ort (

incl

udin

g pr

ofes

siona

l de

velo

pmen

t for

thos

e w

ho o

pera

te a

nd u

se su

ch sy

stem

) of t

hese

dat

a sy

stem

s.

Appl

icat

ions

for a

ssist

ance

und

er th

is pr

ogra

m w

ould

be

requ

ired

to g

o th

roug

h a

peer

re

view

pro

cess

for a

ppro

val o

f gra

nt fu

nds.

The

peer

revi

ew p

roce

ss w

ould

ens

ure

that

th

e sta

te’s

prop

osed

dat

a sy

stem

wou

ld b

e re

liabl

e an

d ac

cura

te fo

r pur

pose

s req

uire

d in

reau

thor

ized

NC

LB.

Cer

tifica

tion

of

data

syste

ms

No

such

pro

visio

n.St

ates

mus

t sub

mit

an a

udit

repo

rt p

rodu

ced

by a

n in

depe

nden

t ent

ity to

the

U.S

. D

OE

atte

sting

that

the

data

syste

m d

evel

oped

by

the

state

is:

Cap

able

of p

rodu

cing

val

id a

nd re

liabl

e re

sults

Mee

ts th

e re

quire

men

ts of

the

statu

te

Such

repo

rts w

ould

be

requ

ired

only

whe

n a

state

’s da

ta sy

stem

is d

evel

oped

and

read

y fo

r im

plem

enta

tion.

Sta

tes w

ith e

xisti

ng d

ata

syste

ms w

ould

subm

it th

is re

port

bef

ore

usin

g th

eir d

ata

syste

m to

mea

sure

stud

ent a

cade

mic

gro

wth

and

per

form

teac

her

eval

uatio

ns u

nder

a re

auth

orize

d N

CLB

.

Page 31: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

200 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Rec

om

men

dati

ons

for

Add

itio

nal E

lem

ents

of a

Hig

h-A

chie

ving

Sys

tem

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Form

ula

gran

ts

Secti

on 3

001(

b)

Cur

rent

law

pro

vide

s tw

o str

uctu

res f

or fu

ndin

g of

Ti

tle II

I dep

endi

ng o

n th

e le

vel o

f app

ropr

iatio

ns.

Whe

n to

tal T

itle

III f

undi

ng is

equ

al to

or e

xcee

ds

$650

mill

ion,

fund

ing

is al

loca

ted

thro

ugh

the

state

an

d lo

cal f

orm

ula

gran

t str

uctu

re. I

f app

ropr

iatio

ns

are

less

than

$65

0 m

illio

n, fu

ndin

g is

prov

ided

th

roug

h a

struc

ture

sim

ilar t

o a

proc

ess t

hat w

as in

pl

ace

befo

re N

CLB

that

offe

red

com

petit

ive

gran

ts to

sta

tes,

distr

icts

and

insti

tutio

ns o

f hig

her e

duca

tion.

Elim

inat

e th

e co

mpe

titiv

e gr

ant s

truc

ture

and

the

$650

mill

ion

requ

irem

ent f

or T

itle

III f

undi

ng to

be

allo

cate

d th

roug

h th

e cu

rren

t for

mul

a pr

ovisi

ons.

Stat

es’ E

nglis

h la

ngua

ge p

rofic

ienc

y sta

ndar

ds,

asse

ssm

ents

and

annu

al m

easu

rabl

e ac

hiev

emen

t ob

ject

ives

(AM

AOs)

Secti

on 3

113(

b)(2

)

Und

er T

itle

III,

state

s are

requ

ired

to e

stabl

ish E

nglis

h la

ngua

ge p

rofic

ienc

y sta

ndar

ds, E

nglis

h la

ngua

ge

profi

cien

cy a

sses

smen

ts an

d AM

AOs.

AMAO

s are

us

ed to

dem

onstr

ate

annu

al in

crea

ses i

n th

e nu

mbe

r or

per

cent

age

of E

nglis

h la

ngua

ge le

arne

rs w

ho m

ake

prog

ress

in le

arni

ng E

nglis

h an

d m

ake

adeq

uate

yea

rly

prog

ress

(AYP

).

Requ

ire th

e U

.S. D

epar

tmen

t of E

duca

tion

(U.S

. DO

E) to

with

hold

25

perc

ent

of a

stat

e’s T

itle

III a

dmin

istra

tive

fund

ing

if a

state

has

not

fully

dev

elop

ed a

nd

impl

emen

ted

Engl

ish la

ngua

ge p

rofic

ienc

y sta

ndar

ds a

nd a

sses

smen

ts an

d AM

AOs

one

year

afte

r the

ena

ctm

ent o

f a re

auth

orize

d N

CLB

.

Alte

rnat

e as

sess

men

t fo

r Eng

lish

lang

uage

lear

ners

No

such

pro

visio

n.St

ates

wou

ld b

e pe

rmitt

ed, b

ut n

ot re

quire

d, to

dev

elop

an

alte

rnat

e as

sess

men

t for

us

e in

det

erm

inin

g fo

r AYP

pur

pose

s the

aca

dem

ic p

rofic

ienc

y of

Eng

lish

lang

uage

le

arne

rs w

ho h

ave

been

in U

.S. s

choo

ls fo

r les

s tha

n th

ree

year

s. Th

is as

sess

men

t w

ould

be

alig

ned

with

the

acad

emic

con

tent

and

ach

ieve

men

t sta

ndar

ds re

quire

d un

der T

itle

I, as

wel

l as t

he E

nglis

h la

ngua

ge p

rofic

ienc

y sta

ndar

ds e

stabl

ished

und

er

Title

III.

To d

evel

op th

ese

asse

ssm

ents,

stat

es w

ould

be

perm

itted

to u

se th

e fu

nds

appr

opria

ted

for t

he im

prov

emen

t of a

sses

smen

ts (fo

rmer

ly th

e de

velo

pmen

t of

annu

al a

sses

smen

ts) u

nder

Titl

e I.

Com

mon

defi

nitio

n of

an

Engl

ish

lang

uage

lear

ner

Cur

rent

law

incl

udes

a d

efini

tion

of a

n En

glish

la

ngua

ge le

arne

r. H

owev

er, t

his d

efini

tion

has b

een

impl

emen

ted

in a

diff

eren

t man

ner i

n ea

ch st

ate.

An

Eng

lish

lang

uage

lear

ner i

n on

e sta

te m

ay n

ot

be c

lass

ified

as s

uch

in a

noth

er st

ate,

esp

ecia

lly w

ith

rega

rd to

the

leve

l of E

nglis

h pr

ofici

ency

a st

uden

t is

expe

cted

to a

ttain

.

Requ

ire th

e U

.S. D

OE

to p

rodu

ce a

com

mon

scal

e th

at w

ould

allo

w c

ompa

rison

s am

ong

state

s of t

he le

vel o

f Eng

lish

profi

cien

cy re

quire

d to

be

clas

sified

as a

n En

glish

la

ngua

ge le

arne

r. Th

e U

.S. S

ecre

tary

of E

duca

tion

wou

ld b

e re

quire

d to

set a

scor

e on

th

e sc

ale

as th

e le

vel n

eces

sary

to b

e de

signa

ted

as a

n En

glish

lang

uage

lear

ner.

The

resu

lts o

f the

scal

e w

ould

rem

ove

som

e ch

ildre

n fro

m th

e ca

tego

ry o

f Eng

lish

lang

uage

le

arne

rs fo

r the

pur

pose

s of A

YP, w

ithin

and

acr

oss s

tate

s.

Endo

rsem

ent f

or

instr

uctio

n of

Eng

lish

lang

uage

lear

ners

No

such

pro

visio

n.St

ates

wou

ld b

e re

quire

d to

esta

blish

an

endo

rsem

ent f

or p

rovi

ding

instr

uctio

n fo

r En

glish

lang

uage

lear

ners

. This

endo

rsem

ent w

ould

requ

ire m

aste

ry o

f the

cor

e co

mpe

tenc

ies a

nd sk

ills n

eces

sary

to p

rovi

de e

ffect

ive

instr

uctio

n to

Eng

lish

lang

uage

lear

ners

.

Teac

hers

wou

ld b

e re

quire

d to

obt

ain

this

endo

rsem

ent i

f the

y w

ere

notifi

ed b

y th

eir s

choo

l dist

rict t

hat t

hey

wou

ld b

e sp

endi

ng m

ore

than

25

perc

ent o

f the

ir tim

e te

achi

ng E

nglis

h la

ngua

ge le

arne

rs. S

choo

l dist

ricts

wou

ld b

e re

quire

d to

not

ify

teac

hers

of t

his r

equi

rem

ent b

efor

e th

e en

d of

the

prev

ious

scho

ol y

ear,

or u

pon

hirin

g th

e te

ache

r, w

hich

ever

is e

arlie

r.

Impr

ovem

ent o

f ear

ly

child

hood

edu

catio

nN

o su

ch p

rovi

sion.

Auth

orize

scho

ol d

istric

ts un

der T

itle

I to

cond

uct d

evel

opm

enta

l scr

eens

and

as

sess

men

ts of

pre

scho

ol a

nd k

inde

rgar

ten

stude

nts t

hat a

re d

eter

min

ed to

be

valid

, re

liabl

e an

d ap

prop

riate

for t

he e

arly

-chi

ldho

od p

opul

atio

n. Th

ese

deve

lopm

enta

l sc

reen

s and

ass

essm

ents

wou

ld d

o th

e fo

llow

ing:

Iden

tify

whi

ch in

struc

tiona

l int

erve

ntio

ns a

re n

eces

sary

in th

e ar

eas o

f pr

e-lit

erac

y an

d pr

e-nu

mer

ical

skill

s for

a n

ew c

ohor

t of p

resc

hool

or

kind

erga

rten

stud

ents

Impr

ove

instr

uctio

n an

d se

rvic

es b

eing

offe

red

to p

resc

hool

and

ki

nder

gart

en st

uden

ts

Iden

tify

whe

ther

dia

gnos

tic a

sses

smen

ts ar

e ne

eded

to d

eter

min

e in

terv

entio

ns,

incl

udin

g th

e ar

eas o

f lite

racy

and

mat

hem

atic

s

The

resu

lts o

f the

se sc

reen

s and

ass

essm

ents

shal

l be

used

for i

mpr

ovin

g in

struc

tion

and

serv

ices

, and

shal

l not

be

used

for a

ccou

ntab

ility

-bas

ed d

ecisi

ons f

or st

uden

ts,

scho

ols o

r dist

ricts.

Elem

enta

ry sc

hool

s ide

ntifi

ed fo

r sch

ool i

mpr

ovem

ent (

not m

akin

g AY

P fo

r tw

o co

nsec

utiv

e ye

ars)

are

requ

ired

to a

dmin

ister

thes

e de

velo

pmen

tal s

cree

ns a

nd

asse

ssm

ents

in p

resc

hool

and

kin

derg

arte

n. If

a sc

hool

doe

s not

hav

e pr

esch

ool o

r ki

nder

gart

en, t

hese

scre

ens a

nd a

sses

smen

ts w

ould

be

requ

ired

to b

e ad

min

ister

ed

befo

re a

nd d

urin

g en

tran

ce in

to th

e ea

rlies

t gra

de o

ffere

d by

the

scho

ol.

Page 32: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

201Recommendation Tables: Additional Elements of a High-Achieving System

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Form

ula

gran

ts

Secti

on 3

001(

b)

Cur

rent

law

pro

vide

s tw

o str

uctu

res f

or fu

ndin

g of

Ti

tle II

I dep

endi

ng o

n th

e le

vel o

f app

ropr

iatio

ns.

Whe

n to

tal T

itle

III f

undi

ng is

equ

al to

or e

xcee

ds

$650

mill

ion,

fund

ing

is al

loca

ted

thro

ugh

the

state

an

d lo

cal f

orm

ula

gran

t str

uctu

re. I

f app

ropr

iatio

ns

are

less

than

$65

0 m

illio

n, fu

ndin

g is

prov

ided

th

roug

h a

struc

ture

sim

ilar t

o a

proc

ess t

hat w

as in

pl

ace

befo

re N

CLB

that

offe

red

com

petit

ive

gran

ts to

sta

tes,

distr

icts

and

insti

tutio

ns o

f hig

her e

duca

tion.

Elim

inat

e th

e co

mpe

titiv

e gr

ant s

truc

ture

and

the

$650

mill

ion

requ

irem

ent f

or T

itle

III f

undi

ng to

be

allo

cate

d th

roug

h th

e cu

rren

t for

mul

a pr

ovisi

ons.

Stat

es’ E

nglis

h la

ngua

ge p

rofic

ienc

y sta

ndar

ds,

asse

ssm

ents

and

annu

al m

easu

rabl

e ac

hiev

emen

t ob

ject

ives

(AM

AOs)

Secti

on 3

113(

b)(2

)

Und

er T

itle

III,

state

s are

requ

ired

to e

stabl

ish E

nglis

h la

ngua

ge p

rofic

ienc

y sta

ndar

ds, E

nglis

h la

ngua

ge

profi

cien

cy a

sses

smen

ts an

d AM

AOs.

AMAO

s are

us

ed to

dem

onstr

ate

annu

al in

crea

ses i

n th

e nu

mbe

r or

per

cent

age

of E

nglis

h la

ngua

ge le

arne

rs w

ho m

ake

prog

ress

in le

arni

ng E

nglis

h an

d m

ake

adeq

uate

yea

rly

prog

ress

(AYP

).

Requ

ire th

e U

.S. D

epar

tmen

t of E

duca

tion

(U.S

. DO

E) to

with

hold

25

perc

ent

of a

stat

e’s T

itle

III a

dmin

istra

tive

fund

ing

if a

state

has

not

fully

dev

elop

ed a

nd

impl

emen

ted

Engl

ish la

ngua

ge p

rofic

ienc

y sta

ndar

ds a

nd a

sses

smen

ts an

d AM

AOs

one

year

afte

r the

ena

ctm

ent o

f a re

auth

orize

d N

CLB

.

Alte

rnat

e as

sess

men

t fo

r Eng

lish

lang

uage

lear

ners

No

such

pro

visio

n.St

ates

wou

ld b

e pe

rmitt

ed, b

ut n

ot re

quire

d, to

dev

elop

an

alte

rnat

e as

sess

men

t for

us

e in

det

erm

inin

g fo

r AYP

pur

pose

s the

aca

dem

ic p

rofic

ienc

y of

Eng

lish

lang

uage

le

arne

rs w

ho h

ave

been

in U

.S. s

choo

ls fo

r les

s tha

n th

ree

year

s. Th

is as

sess

men

t w

ould

be

alig

ned

with

the

acad

emic

con

tent

and

ach

ieve

men

t sta

ndar

ds re

quire

d un

der T

itle

I, as

wel

l as t

he E

nglis

h la

ngua

ge p

rofic

ienc

y sta

ndar

ds e

stabl

ished

und

er

Title

III.

To d

evel

op th

ese

asse

ssm

ents,

stat

es w

ould

be

perm

itted

to u

se th

e fu

nds

appr

opria

ted

for t

he im

prov

emen

t of a

sses

smen

ts (fo

rmer

ly th

e de

velo

pmen

t of

annu

al a

sses

smen

ts) u

nder

Titl

e I.

Com

mon

defi

nitio

n of

an

Engl

ish

lang

uage

lear

ner

Cur

rent

law

incl

udes

a d

efini

tion

of a

n En

glish

la

ngua

ge le

arne

r. H

owev

er, t

his d

efini

tion

has b

een

impl

emen

ted

in a

diff

eren

t man

ner i

n ea

ch st

ate.

An

Eng

lish

lang

uage

lear

ner i

n on

e sta

te m

ay n

ot

be c

lass

ified

as s

uch

in a

noth

er st

ate,

esp

ecia

lly w

ith

rega

rd to

the

leve

l of E

nglis

h pr

ofici

ency

a st

uden

t is

expe

cted

to a

ttain

.

Requ

ire th

e U

.S. D

OE

to p

rodu

ce a

com

mon

scal

e th

at w

ould

allo

w c

ompa

rison

s am

ong

state

s of t

he le

vel o

f Eng

lish

profi

cien

cy re

quire

d to

be

clas

sified

as a

n En

glish

la

ngua

ge le

arne

r. Th

e U

.S. S

ecre

tary

of E

duca

tion

wou

ld b

e re

quire

d to

set a

scor

e on

th

e sc

ale

as th

e le

vel n

eces

sary

to b

e de

signa

ted

as a

n En

glish

lang

uage

lear

ner.

The

resu

lts o

f the

scal

e w

ould

rem

ove

som

e ch

ildre

n fro

m th

e ca

tego

ry o

f Eng

lish

lang

uage

le

arne

rs fo

r the

pur

pose

s of A

YP, w

ithin

and

acr

oss s

tate

s.

Endo

rsem

ent f

or

instr

uctio

n of

Eng

lish

lang

uage

lear

ners

No

such

pro

visio

n.St

ates

wou

ld b

e re

quire

d to

esta

blish

an

endo

rsem

ent f

or p

rovi

ding

instr

uctio

n fo

r En

glish

lang

uage

lear

ners

. This

endo

rsem

ent w

ould

requ

ire m

aste

ry o

f the

cor

e co

mpe

tenc

ies a

nd sk

ills n

eces

sary

to p

rovi

de e

ffect

ive

instr

uctio

n to

Eng

lish

lang

uage

lear

ners

.

Teac

hers

wou

ld b

e re

quire

d to

obt

ain

this

endo

rsem

ent i

f the

y w

ere

notifi

ed b

y th

eir s

choo

l dist

rict t

hat t

hey

wou

ld b

e sp

endi

ng m

ore

than

25

perc

ent o

f the

ir tim

e te

achi

ng E

nglis

h la

ngua

ge le

arne

rs. S

choo

l dist

ricts

wou

ld b

e re

quire

d to

not

ify

teac

hers

of t

his r

equi

rem

ent b

efor

e th

e en

d of

the

prev

ious

scho

ol y

ear,

or u

pon

hirin

g th

e te

ache

r, w

hich

ever

is e

arlie

r.

Impr

ovem

ent o

f ear

ly

child

hood

edu

catio

nN

o su

ch p

rovi

sion.

Auth

orize

scho

ol d

istric

ts un

der T

itle

I to

cond

uct d

evel

opm

enta

l scr

eens

and

as

sess

men

ts of

pre

scho

ol a

nd k

inde

rgar

ten

stude

nts t

hat a

re d

eter

min

ed to

be

valid

, re

liabl

e an

d ap

prop

riate

for t

he e

arly

-chi

ldho

od p

opul

atio

n. Th

ese

deve

lopm

enta

l sc

reen

s and

ass

essm

ents

wou

ld d

o th

e fo

llow

ing:

Iden

tify

whi

ch in

struc

tiona

l int

erve

ntio

ns a

re n

eces

sary

in th

e ar

eas o

f pr

e-lit

erac

y an

d pr

e-nu

mer

ical

skill

s for

a n

ew c

ohor

t of p

resc

hool

or

kind

erga

rten

stud

ents

Impr

ove

instr

uctio

n an

d se

rvic

es b

eing

offe

red

to p

resc

hool

and

ki

nder

gart

en st

uden

ts

Iden

tify

whe

ther

dia

gnos

tic a

sses

smen

ts ar

e ne

eded

to d

eter

min

e in

terv

entio

ns,

incl

udin

g th

e ar

eas o

f lite

racy

and

mat

hem

atic

s

The

resu

lts o

f the

se sc

reen

s and

ass

essm

ents

shal

l be

used

for i

mpr

ovin

g in

struc

tion

and

serv

ices

, and

shal

l not

be

used

for a

ccou

ntab

ility

-bas

ed d

ecisi

ons f

or st

uden

ts,

scho

ols o

r dist

ricts.

Elem

enta

ry sc

hool

s ide

ntifi

ed fo

r sch

ool i

mpr

ovem

ent (

not m

akin

g AY

P fo

r tw

o co

nsec

utiv

e ye

ars)

are

requ

ired

to a

dmin

ister

thes

e de

velo

pmen

tal s

cree

ns a

nd

asse

ssm

ents

in p

resc

hool

and

kin

derg

arte

n. If

a sc

hool

doe

s not

hav

e pr

esch

ool o

r ki

nder

gart

en, t

hese

scre

ens a

nd a

sses

smen

ts w

ould

be

requ

ired

to b

e ad

min

ister

ed

befo

re a

nd d

urin

g en

tran

ce in

to th

e ea

rlies

t gra

de o

ffere

d by

the

scho

ol.

Page 33: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

202 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Mig

rant

stud

ent

reco

rds

Secti

on 1

308

Title

I, P

art C

, of N

CLB

requ

ires t

he U

.S. S

ecre

tary

of

Educ

atio

n to

ens

ure

the

linka

ge o

f sys

tem

s esta

blish

ed

or u

sed

by st

ates

to e

lect

roni

cally

exc

hang

e he

alth

and

ed

ucat

iona

l inf

orm

atio

n on

mig

rant

stud

ents.

Nea

rly

all s

tate

s use

one

of fi

ve d

iffer

ent s

yste

ms.

The

U.S

. D

OE

rece

ntly

ann

ounc

ed th

e aw

ardi

ng o

f a c

ontr

act

to a

com

pany

to li

nk st

ates

’ exi

sting

syste

ms.

This

cont

ract

is re

port

ed to

requ

ire th

at th

e sy

stem

be

in

plac

e w

ithin

12

mon

ths.

Und

er th

e sta

tute

, the

Sec

reta

ry is

also

requ

ired

to

deve

lop

the

min

imum

dat

a el

emen

ts ne

cess

ary

for

mig

rant

stud

ent r

ecor

d sy

stem

s. Th

ese

min

imum

dat

a el

emen

ts w

ere

publ

ished

by

the

Secr

etar

y in

200

3 an

d ha

ve si

nce

been

refin

ed.

Repl

ace

the

requ

irem

ent t

o “e

nsur

e” li

nkag

es w

ith a

requ

irem

ent t

hat r

ecog

nize

s th

at th

e Se

cret

ary

has d

evel

oped

and

impl

emen

ted

(thro

ugh

a co

ntra

ct) a

n op

erat

ing

syste

m fo

r lin

king

mig

rant

stud

ent r

ecor

ds b

y th

e da

te o

f ena

ctm

ent o

f a re

auth

orize

d N

CLB

. The

Secr

etar

y w

ould

be

requ

ired

to c

ontin

ue to

ope

rate

the

syste

m.

Requ

ire th

e Se

cret

ary

to p

rodu

ce b

iann

ual r

epor

ts to

Con

gres

s on

the

oper

atio

n of

th

is lin

kage

syste

m. Th

ese

repo

rts s

hall

incl

ude

reco

mm

enda

tions

for i

mpr

ovem

ents

to th

e sy

stem

. Thes

e re

com

men

datio

ns sh

all b

e re

quire

d to

be

inco

rpor

ated

into

any

co

ntra

ct p

erta

inin

g to

the

linka

ge sy

stem

.

Prio

rity

for s

ervi

ces

Secti

on 1

304(

d)

Und

er c

urre

nt la

w, p

riorit

y in

the

prov

ision

of s

ervi

ces

to m

igra

nt c

hild

ren

is gi

ven

to th

ose

who

are

at r

isk

of n

ot m

eetin

g sta

te st

anda

rds a

nd w

hose

“edu

catio

n ha

s bee

n in

terr

upte

d du

ring

the

scho

ol y

ear.”

Ther

e ha

s bee

n sig

nific

ant c

onfu

sion

over

the

mea

ning

of

the

requ

irem

ent t

o pr

iorit

ize se

rvic

es to

mig

rant

ch

ildre

n w

ho h

ave

had

thei

r edu

catio

n in

terr

upte

d.

Beca

use

mig

rant

chi

ldre

n ar

e by

defi

nitio

n a

mob

ile

popu

latio

n, th

e ed

ucat

iona

l ser

vice

s the

y re

ceiv

e ar

e of

ten

“int

erru

pted

.”

Mai

ntai

n th

e fir

st ha

lf of

the

prio

rity

of se

rvic

es fo

r mig

rant

chi

ldre

n at

risk

of n

ot

mee

ting

state

stan

dard

s. Re

plac

e se

cond

hal

f of t

he p

riorit

y of

serv

ices

(tho

se b

ased

on

inte

rrup

tion

of a

mig

rant

chi

ld’s

educ

atio

n) b

y pr

ovid

ing

two

situa

tions

that

wou

ld

signa

l prio

rity

for s

ervi

ces:

The

mig

rant

chi

ld’s

frequ

ency

of m

obili

ty

The

mig

rant

chi

ld is

det

erm

ined

to b

e a

child

with

a d

isabi

lity

unde

r the

In

divi

dual

s with

Disa

bilit

ies E

duca

tion

Act (

IDEA

)

Mig

rant

chi

ldre

n w

ho a

re b

oth

at ri

sk o

f not

mee

ting

state

stan

dard

s and

mee

t one

or

both

of t

he si

tuat

ions

des

crib

ed a

bove

wou

ld re

ceiv

e pr

iorit

y fo

r ser

vice

s.

Eval

uatio

n of

mig

rant

ch

ildre

n fo

r spe

cial

ed

ucat

ion

and

rela

ted

serv

ices

No

such

pro

visio

n.St

ates

, as a

con

ditio

n of

rece

ivin

g M

igra

nt E

duca

tion

Prog

ram

(MEP

) fun

ding

, wou

ld

be re

quire

d to

dem

onstr

ate

that

they

are

com

plyi

ng w

ith th

e ch

ild fi

nd a

nd e

valu

atio

n re

quire

men

ts of

IDEA

with

rega

rd to

mig

rant

chi

ldre

n.

Cou

ntin

g of

m

igra

nt c

hild

ren

Secti

on 1

303(

e)

Und

er c

urre

nt la

w, a

stat

e is

requ

ired

to re

port

the

num

ber o

f elig

ible

mig

rant

chi

ldre

n re

sidin

g in

that

sta

te o

n a

full-

and

par

t-tim

e ba

sis. Th

is co

unt i

s use

d to

det

erm

ine

form

ula

allo

catio

ns to

eac

h sta

te.

The

U.S

. DO

E In

spec

tor G

ener

al h

as a

udite

d se

vera

l sta

tes i

n th

e pa

st fe

w y

ears

and

foun

d th

at

they

hav

e sig

nific

antly

ove

rcou

nted

the

num

ber

of e

ligib

le m

igra

nt c

hild

ren.

This

over

coun

ting

is ty

pica

lly b

ecau

se o

f an

insu

ffici

ent s

yste

m a

nd

inad

equa

te fo

llow

-up

effor

ts to

get

an

accu

rate

cou

nt

and

the

misi

nter

pret

atio

n of

the

defin

ition

of a

n el

igib

le m

igra

nt c

hild

. The

statu

tory

defi

nitio

n of

a

mig

rant

chi

ld re

quire

s the

par

ents

of th

e ch

ild to

ha

ve m

oved

with

in th

e la

st 36

mon

ths “

in o

rder

to

obta

in te

mpo

rary

or s

easo

nal e

mpl

oym

ent.”

Som

e sta

tes,

incl

udin

g th

ose

that

hav

e be

en a

udite

d by

the

Insp

ecto

r Gen

eral

, hav

e be

en c

ount

ing

child

ren

of

adul

ts w

ho h

ave

perm

anen

t job

s in

agric

ultu

re a

nd

othe

r ind

ustr

ies.

Stat

es w

ould

be

requ

ired

to su

bmit

docu

men

tatio

n of

the

accu

racy

of t

he m

igra

nt

stude

nt c

ount

they

subm

it to

the

U.S

. DO

E. Th

e U

.S. S

ecre

tary

of E

duca

tion

wou

ld

rand

omly

pic

k a

set n

umbe

r of s

tate

s eac

h ye

ar in

whi

ch to

do

a co

mpr

ehen

sive

audi

t of

the

stude

nt c

ount

syste

m u

sed

by th

e sta

te.

Inte

nt o

f par

ents

of

mig

rant

chi

ldre

n w

hen

seek

ing

empl

oym

ent

Secti

on 1

309(

2)

Und

er c

urre

nt la

w a

nd g

uida

nce

issue

d by

the

U.S

. D

OE,

mig

rant

wor

kers

mus

t hav

e or

igin

ally

inte

nded

to

wor

k in

an

area

of e

mpl

oym

ent i

dent

ified

in th

e sta

tute

as b

eing

tem

pora

ry o

r sea

sona

l. If

an in

divi

dual

m

oved

to a

com

mun

ity w

ith th

e in

tent

of w

orki

ng

in c

onstr

uctio

n—a

field

of e

mpl

oym

ent t

hat d

oes

not q

ualif

y an

indi

vidu

al a

s a m

igra

nt w

orke

r—bu

t th

at in

divi

dual

inste

ad to

ok a

job

in a

gric

ultu

re,

that

indi

vidu

al w

ould

not

(und

er th

e U

.S. D

OE’

s gu

idan

ce) b

e co

nsid

ered

a m

igra

nt w

orke

r. Be

caus

e th

e in

divi

dual

did

not

orig

inal

ly in

tend

to w

ork

in

an e

mpl

oym

ent fi

eld

that

wou

ld q

ualif

y hi

m o

r her

fo

r sta

tus a

s a m

igra

nt w

orke

r, th

at in

divi

dual

is n

ot

cons

ider

ed to

be

a m

igra

nt w

orke

r.

Mai

ntai

n re

quire

men

t tha

t wor

k of

par

ents

desig

nate

d as

mig

rant

s mus

t be

tem

pora

ry

and

seas

onal

. Mod

ify c

urre

nt la

w to

allo

w in

divi

dual

s to

qual

ify a

s mig

rant

wor

kers

(th

eref

ore

allo

win

g th

eir c

hild

ren

to q

ualif

y fo

r mig

rant

edu

catio

nal p

rogr

am se

rvic

es)

if th

ey a

re w

orki

ng in

an

empl

oym

ent fi

eld

that

qua

lifies

them

as m

igra

nt w

orke

rs,

rega

rdle

ss o

f the

ir or

igin

al in

tent

in se

ekin

g em

ploy

men

t.

Coo

rdin

atio

n of

MEP

w

ith p

rogr

ams a

t the

U

.S. D

epar

tmen

t of

Hea

lth a

nd H

uman

Se

rvic

es a

nd th

e U

.S. D

epar

tmen

t of

Lab

or se

rvin

g sim

ilar p

opul

atio

ns

No

such

pro

visio

n.Th

e U

.S. S

ecre

tary

of E

duca

tion

wou

ld b

e re

quire

d to

coo

rdin

ate

MEP

with

pro

gram

s at

the

U.S

. Dep

artm

ent o

f Hea

lth a

nd H

uman

Ser

vice

s and

the

U.S

. Dep

artm

ent

of L

abor

that

serv

e sim

ilar p

opul

atio

ns. Th

e D

epar

tmen

ts of

Hea

lth a

nd H

uman

Se

rvic

es a

nd L

abor

wou

ld a

lso b

e re

quire

d to

coo

rdin

ate

thei

r pro

gram

s with

the

MEP

pro

gram

.

Page 34: Highly Qualified and Effective Teacher (HQET). · 170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children Recommendations for Effective Teachers for All Students, Effective

203Recommendation Tables: Additional Elements of a High-Achieving System

Issu

eC

urre

nt S

tatu

te/R

egul

atio

nR

eco

mm

enda

tio

n

Mig

rant

stud

ent

reco

rds

Secti

on 1

308

Title

I, P

art C

, of N

CLB

requ

ires t

he U

.S. S

ecre

tary

of

Educ

atio

n to

ens

ure

the

linka

ge o

f sys

tem

s esta

blish

ed

or u

sed

by st

ates

to e

lect

roni

cally

exc

hang

e he

alth

and

ed

ucat

iona

l inf

orm

atio

n on

mig

rant

stud

ents.

Nea

rly

all s

tate

s use

one

of fi

ve d

iffer

ent s

yste

ms.

The

U.S

. D

OE

rece

ntly

ann

ounc

ed th

e aw

ardi

ng o

f a c

ontr

act

to a

com

pany

to li

nk st

ates

’ exi

sting

syste

ms.

This

cont

ract

is re

port

ed to

requ

ire th

at th

e sy

stem

be

in

plac

e w

ithin

12

mon

ths.

Und

er th

e sta

tute

, the

Sec

reta

ry is

also

requ

ired

to

deve

lop

the

min

imum

dat

a el

emen

ts ne

cess

ary

for

mig

rant

stud

ent r

ecor

d sy

stem

s. Th

ese

min

imum

dat

a el

emen

ts w

ere

publ

ished

by

the

Secr

etar

y in

200

3 an

d ha

ve si

nce

been

refin

ed.

Repl

ace

the

requ

irem

ent t

o “e

nsur

e” li

nkag

es w

ith a

requ

irem

ent t

hat r

ecog

nize

s th

at th

e Se

cret

ary

has d

evel

oped

and

impl

emen

ted

(thro

ugh

a co

ntra

ct) a

n op

erat

ing

syste

m fo

r lin

king

mig

rant

stud

ent r

ecor

ds b

y th

e da

te o

f ena

ctm

ent o

f a re

auth

orize

d N

CLB

. The

Secr

etar

y w

ould

be

requ

ired

to c

ontin

ue to

ope

rate

the

syste

m.

Requ

ire th

e Se

cret

ary

to p

rodu

ce b

iann

ual r

epor

ts to

Con

gres

s on

the

oper

atio

n of

th

is lin

kage

syste

m. Th

ese

repo

rts s

hall

incl

ude

reco

mm

enda

tions

for i

mpr

ovem

ents

to th

e sy

stem

. Thes

e re

com

men

datio

ns sh

all b

e re

quire

d to

be

inco

rpor

ated

into

any

co

ntra

ct p

erta

inin

g to

the

linka

ge sy

stem

.

Prio

rity

for s

ervi

ces

Secti

on 1

304(

d)

Und

er c

urre

nt la

w, p

riorit

y in

the

prov

ision

of s

ervi

ces

to m

igra

nt c

hild

ren

is gi

ven

to th

ose

who

are

at r

isk

of n

ot m

eetin

g sta

te st

anda

rds a

nd w

hose

“edu

catio

n ha

s bee

n in

terr

upte

d du

ring

the

scho

ol y

ear.”

Ther

e ha

s bee

n sig

nific

ant c

onfu

sion

over

the

mea

ning

of

the

requ

irem

ent t

o pr

iorit

ize se

rvic

es to

mig

rant

ch

ildre

n w

ho h

ave

had

thei

r edu

catio

n in

terr

upte

d.

Beca

use

mig

rant

chi

ldre

n ar

e by

defi

nitio

n a

mob

ile

popu

latio

n, th

e ed

ucat

iona

l ser

vice

s the

y re

ceiv

e ar

e of

ten

“int

erru

pted

.”

Mai

ntai

n th

e fir

st ha

lf of

the

prio

rity

of se

rvic

es fo

r mig

rant

chi

ldre

n at

risk

of n

ot

mee

ting

state

stan

dard

s. Re

plac

e se

cond

hal

f of t

he p

riorit

y of

serv

ices

(tho

se b

ased

on

inte

rrup

tion

of a

mig

rant

chi

ld’s

educ

atio

n) b

y pr

ovid

ing

two

situa

tions

that

wou

ld

signa

l prio

rity

for s

ervi

ces:

The

mig

rant

chi

ld’s

frequ

ency

of m

obili

ty

The

mig

rant

chi

ld is

det

erm

ined

to b

e a

child

with

a d

isabi

lity

unde

r the

In

divi

dual

s with

Disa

bilit

ies E

duca

tion

Act (

IDEA

)

Mig

rant

chi

ldre

n w

ho a

re b

oth

at ri

sk o

f not

mee

ting

state

stan

dard

s and

mee

t one

or

both

of t

he si

tuat

ions

des

crib

ed a

bove

wou

ld re

ceiv

e pr

iorit

y fo

r ser

vice

s.

Eval

uatio

n of

mig

rant

ch

ildre

n fo

r spe

cial

ed

ucat

ion

and

rela

ted

serv

ices

No

such

pro

visio

n.St

ates

, as a

con

ditio

n of

rece

ivin

g M

igra

nt E

duca

tion

Prog

ram

(MEP

) fun

ding

, wou

ld

be re

quire

d to

dem

onstr

ate

that

they

are

com

plyi

ng w

ith th

e ch

ild fi

nd a

nd e

valu

atio

n re

quire

men

ts of

IDEA

with

rega

rd to

mig

rant

chi

ldre

n.

Cou

ntin

g of

m

igra

nt c

hild

ren

Secti

on 1

303(

e)

Und

er c

urre

nt la

w, a

stat

e is

requ

ired

to re

port

the

num

ber o

f elig

ible

mig

rant

chi

ldre

n re

sidin

g in

that

sta

te o

n a

full-

and

par

t-tim

e ba

sis. Th

is co

unt i

s use

d to

det

erm

ine

form

ula

allo

catio

ns to

eac

h sta

te.

The

U.S

. DO

E In

spec

tor G

ener

al h

as a

udite

d se

vera

l sta

tes i

n th

e pa

st fe

w y

ears

and

foun

d th

at

they

hav

e sig

nific

antly

ove

rcou

nted

the

num

ber

of e

ligib

le m

igra

nt c

hild

ren.

This

over

coun

ting

is ty

pica

lly b

ecau

se o

f an

insu

ffici

ent s

yste

m a

nd

inad

equa

te fo

llow

-up

effor

ts to

get

an

accu

rate

cou

nt

and

the

misi

nter

pret

atio

n of

the

defin

ition

of a

n el

igib

le m

igra

nt c

hild

. The

statu

tory

defi

nitio

n of

a

mig

rant

chi

ld re

quire

s the

par

ents

of th

e ch

ild to

ha

ve m

oved

with

in th

e la

st 36

mon

ths “

in o

rder

to

obta

in te

mpo

rary

or s

easo

nal e

mpl

oym

ent.”

Som

e sta

tes,

incl

udin

g th

ose

that

hav

e be

en a

udite

d by

the

Insp

ecto

r Gen

eral

, hav

e be

en c

ount

ing

child

ren

of

adul

ts w

ho h

ave

perm

anen

t job

s in

agric

ultu

re a

nd

othe

r ind

ustr

ies.

Stat

es w

ould

be

requ

ired

to su

bmit

docu

men

tatio

n of

the

accu

racy

of t

he m

igra

nt

stude

nt c

ount

they

subm

it to

the

U.S

. DO

E. Th

e U

.S. S

ecre

tary

of E

duca

tion

wou

ld

rand

omly

pic

k a

set n

umbe

r of s

tate

s eac

h ye

ar in

whi

ch to

do

a co

mpr

ehen

sive

audi

t of

the

stude

nt c

ount

syste

m u

sed

by th

e sta

te.

Inte

nt o

f par

ents

of

mig

rant

chi

ldre

n w

hen

seek

ing

empl

oym

ent

Secti

on 1

309(

2)

Und

er c

urre

nt la

w a

nd g

uida

nce

issue

d by

the

U.S

. D

OE,

mig

rant

wor

kers

mus

t hav

e or

igin

ally

inte

nded

to

wor

k in

an

area

of e

mpl

oym

ent i

dent

ified

in th

e sta

tute

as b

eing

tem

pora

ry o

r sea

sona

l. If

an in

divi

dual

m

oved

to a

com

mun

ity w

ith th

e in

tent

of w

orki

ng

in c

onstr

uctio

n—a

field

of e

mpl

oym

ent t

hat d

oes

not q

ualif

y an

indi

vidu

al a

s a m

igra

nt w

orke

r—bu

t th

at in

divi

dual

inste

ad to

ok a

job

in a

gric

ultu

re,

that

indi

vidu

al w

ould

not

(und

er th

e U

.S. D

OE’

s gu

idan

ce) b

e co

nsid

ered

a m

igra

nt w

orke

r. Be

caus

e th

e in

divi

dual

did

not

orig

inal

ly in

tend

to w

ork

in

an e

mpl

oym

ent fi

eld

that

wou

ld q

ualif

y hi

m o

r her

fo

r sta

tus a

s a m

igra

nt w

orke

r, th

at in

divi

dual

is n

ot

cons

ider

ed to

be

a m

igra

nt w

orke

r.

Mai

ntai

n re

quire

men

t tha

t wor

k of

par

ents

desig

nate

d as

mig

rant

s mus

t be

tem

pora

ry

and

seas

onal

. Mod

ify c

urre

nt la

w to

allo

w in

divi

dual

s to

qual

ify a

s mig

rant

wor

kers

(th

eref

ore

allo

win

g th

eir c

hild

ren

to q

ualif

y fo

r mig

rant

edu

catio

nal p

rogr

am se

rvic

es)

if th

ey a

re w

orki

ng in

an

empl

oym

ent fi

eld

that

qua

lifies

them

as m

igra

nt w

orke

rs,

rega

rdle

ss o

f the

ir or

igin

al in

tent

in se

ekin

g em

ploy

men

t.

Coo

rdin

atio

n of

MEP

w

ith p

rogr

ams a

t the

U

.S. D

epar

tmen

t of

Hea

lth a

nd H

uman

Se

rvic

es a

nd th

e U

.S. D

epar

tmen

t of

Lab

or se

rvin

g sim

ilar p

opul

atio

ns

No

such

pro

visio

n.Th

e U

.S. S

ecre

tary

of E

duca

tion

wou

ld b

e re

quire

d to

coo

rdin

ate

MEP

with

pro

gram

s at

the

U.S

. Dep

artm

ent o

f Hea

lth a

nd H

uman

Ser

vice

s and

the

U.S

. Dep

artm

ent

of L

abor

that

serv

e sim

ilar p

opul

atio

ns. Th

e D

epar

tmen

ts of

Hea

lth a

nd H

uman

Se

rvic

es a

nd L

abor

wou

ld a

lso b

e re

quire

d to

coo

rdin

ate

thei

r pro

gram

s with

the

MEP

pro

gram

.