No Child Left Behind
Performance goals and indicators required by the No Child Left Behind Act of 2001.
Performance Goal 1
From "Policy Guidance for No Child Left Behind [P.L. 107-110]"
The following is a list of the performance goals and performance indicators as required by the USDE in the submittal of the Consolidated State Application for funds under NCLB:
Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
- 1.1 Performance indicator: The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading on the State’s assessment. (Note: These subgroups are those for which the ESEA requires state reporting as identified in section 1111(h)(1)(C)(i) and include students disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.)
- 1.2 Performance indicator: The percentage of students in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State’s assessment. (Note: These subgroups are those for which the ESEA requires state reporting as identified in section 1111(h)(1)(C)(i) and include students disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.)
- 1.3 Performance indicator: The percentage of Title I, Part A schools that make adequate yearly progress.
Performance Goal 2:
All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
- 2.1 Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.
- 2.2 Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.
- 2.3 Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.
Performance Goal 3:
By 2005-2006, all students will be taught by highly qualified teachers.
- 3.1 Performance indicator: The percentage of classes being taught by “highly qualified” teachers (as the term is defined in section 9101(23) of the ESEA), in the ag gregate and in "high-poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).
- 3.2 Performance indicator: The percentage of teachers receiving high-quality professional development as the term “professional development” is defined in section 9101 (34)].
- 3.3 Performance indicator: The percentage of paraprofessionals (excluding those whose sole duties are translators and parental involvement assistants) who are qualified. [See criteria in section 1119(c) and (d).]
Perfomance Goal 4:
All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
- 4.1 Performance indicator: The number of persistently dangerous schools, as defined by the State.
Performance Goal 5:
All students will graduate from high school.
- 5.1 Performance indicator: The percentage of students who graduate from high school with a regular diploma . . .
- Disaggregated by race, ethnicity, gender, disability status, migrant status, Englishproficiency, and status as economically disadvantaged;
- * Calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.
- 5.2 Performance indicator: The percentage of students who drop out of school—
- Disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;
- Calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.
NOTE: If your district chooses to combine State Compensatory Education funds to support a program eligible under Title I of the Elementary and Secondary Education Act of 1965 at a campus at which at least 50 percent of the students are educationally disadvantaged you must ensure that your district and campus improvement plans incorporate the following:
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Title I, Part A Schoolwide Program
Part A Schoolwide Program from No Child Left Behind [P.L. 107-110 (§1114)]
(Taken from TEA's NCLB Program Coordination website):
In general, a schoolwide program shall include the following components:
- A comprehensive needs assessment of the entire school (incluing taking into account the needs of migratory children) that is based on information on the performance of children in relation to the state content and student performance standards.
- Schoolwide reform strategies that—
- provide opportunities for all children to meet the state’s proficient and advanced levels of student performance;
- use effective methods and instructional strategies that are based on scientifically based research that—
- -strengthen the core academic program in the school;
- -increase the amount and quality of learning time, such as providing an extended school year, before- and after-school and summer programs, and help provide an enriched and accelerated curriculum; and
- -include strategies for meeting the educational needs of historically underserved populations.
- include strategies to address the needs of all children in the school, but particularly the needs of children of low-achieving children and those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include—
- -counseling, pupil services, and mentoring services;
- -college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and
- -the integration of vocational and technical education programs; and
- -address how the campus will determine if such needs have been met; and
- -are consistent with, and are designed to implement, the state and local improvement plans, if any.
- Instruction by highly qualified teachers.
- High-quality, ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.
- Strategies to attract high-quality highly qualified teachers to high-need schools.
- Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.
- Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.
- Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the performance of individual students and the overall instructional program.
- Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.
- Coordination and integration occurs between federal, state, and local services and programs, including programs under NCLB, violence prevention programs, nutrition programs, housingprograms, Head Start, adult education, vocational and technical education, and job training.
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ALLOWABLE USES of Title II, Part A TPTR Funds:
- (1) Developing and implementing mechanisms to assist schools in effectively recruiting and retaining highly qualified teachers, including specialists in core academic subjects, principals, and pupil services personnel, except that funds made available under this paragraph may be used for pupil services personnel only if the local educational agency is making progress toward meeting the annual measurable objectives described in section 1119(a)(2); and in a manner consistent with
mechanisms to assist schools in effectively recruiting and retaining highly qualified teachers and principals.
- (2) Developing and implementing initiatives to assist in recruiting highly qualified teachers (particularly initiatives that have proven effective in
retaining highly qualified teachers), and hiring highly qualified teachers, who will be assigned teaching positions within their fields, including providing
scholarships, signing bonuses, or other financial incentives, such as differential pay, for teachers to teach in academic subjects in which there exists a
shortage of highly qualified teachers within a school or within the local educational agency; and in schools in which there exists a shortage of highly
qualified teachers; recruiting and hiring highly qualified teachers to reduce class size, particularly in the early grades; and establishing programs that:
- * Train and hire regular and special education teachers (which may include hiring special education teachers to team-teach in classrooms that contain both children with disabilities and nondisabled children);
- * Train and hire highly qualified teachers of special needs children, as well as teaching specialists in core academic subjects who will provide increased individualized instruction to students;
- * Recruit qualified professionals from other fields, including highly qualified paraprofessionals, and provide such professionals with alternative routes to teacher certification, including developing and implementing hiring policies that ensure comprehensive recruitment efforts as a way to expand the applicant pool, such as through identifying teachers certified through alternative routes, and using a system of intensive screening designed to hire the most qualified applicants; and
- * Provide increased opportunities for minorities, individuals with disabilities, and other individuals underrepresented in the teaching profession.
- (3) Providing professional development activities that improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning one or more of the core academic subjects that the teachers teach; and effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement; and that improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional practices and that:
- * Involve collaborative groups of teachers and administrators;
- * Provide training in how to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency;
- * Provide training in methods of improving student behavior in the classroom; and identifying early and appropriate interventions to help gifted and talented students described;
- * Provide training to enable teachers and principals to involve parents in their child's education, especially parents of limited English proficient and immigrant children; and
- * Provide training on how to understand and use data and assessments to improve classroom practice and student learning.
- (4) Developing and implementing initiatives to promote retention of highly qualified teachers and principals, particularly within elementary schools and secondary schools with a high percentage of low-achieving students, including programs that provide teacher mentoring from exemplary teachers, principals, or superintendents; induction and support for teachers and principals during their first 3 years of employment as teachers or principals, respectively; incentives, including financial incentives, to retain teachers who have a record of success in helping low-achieving students improve their academic achievement; or incentives, including financial incentives, to principals who have a record of improving the academic achievement of all students, but particularly students from economically disadvantaged families, students from racial and ethnic minority groups, and students with disabilities.
- (5) Carrying out programs and activities that are designed to improve the quality of the teacher force, such as innovative professional development programs (which may be provided through partnerships including institutions of higher education), including programs that train teachers and principals to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy, are consistent with the requirements of section 9101, and are coordinated with activities carried out undermerit pay programs; development and use of proven, cost-effective strategies for the implementation of professional development activities, such as through the use of technology and distance learning; tenure reform; merit pay programs; and testing of elementary school and secondary school teachers in the academic subjects that the teachers teach.
- (6) Carrying out professional development activities designed to improve the quality of principals and superintendents, including the development and support of academies to help talented aspiring or current principals and superintendents become outstanding managers and educational leaders.
- (7) Hiring highly qualified teachers, including teachers who become highly qualified through State and local alternative routes to certification, and special education teachers, in order to reduce class size, particularly in the early grades.
- (8) Carrying out teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation.
- (9) Carrying out programs and activities related to exemplary teachers.
ALLOWABLE USES of Title II, Part D EETT Funds:
- A recipient of Title II, Part D—Enhancing Education Through Technology funds shall use not less than 25 percent of such funds to provide ongoing, sustained, and intensive, high-quality professional development. The recipient shall provide professional development in the integration of advanced technologies, including emerging technologies, into curricula and instruction and in using those technologies to create new learning environments, such as professional development in the use of technology to access data and resources to develop curricula and instructional materials; to enable teachers to use the Internet and other technology to communicate with parents, other teachers, principals, and administrators; and to retrieve Internet-based learning resources; and to lead to improvements in classroom instruction in the core academic subjects, that effectively prepare students to meet challenging State academic content standards, including increasing student technology literacy, and student academic achivement standards.
- Professional Development requirement shall not apply to a recipient of funds that demonstrates, to the satisfaction of the State educational agency involved, that the recipient already provides ongoing, sustained, and intensive, high-quality professional development that is based on a review of relevant research, to all teachers in core academic subjects in the integration of advanced technologies, including emerging technologies, into curricula and instruction.(A waiver is available in the Application for Federal Funding [SAS-A200-05]).
- In addition to professional development activities, a recipient of funds shall use such funds to carry out other activities which may include the following:
- Establishing or expanding initiatives, particularly initiatives involving public-private partnerships, designed to increase access to technology for students and teachers, with special emphasis on the access of high-need schools to technology. Adapting or expanding existing and new applications of technology to enable teachers to increase student academic achievement, including technology literacy through the use of teaching practices that are based on a review of relevant research and are designed to prepare students to meet challenging State academic content and student academic achievement standards; and by the development and utilization of innovative distance learning strategies to deliver specialized or rigorous academic courses and curricula to areas that would not otherwise have access to such courses and curricula.
- Acquiring proven and effective courses and curricula that include integrated technology and are designed to help students meet challenging State academic content and student academic achievement standards.
- Utilizing technology to develop or expand efforts to connect schools and teachers with parents and students to promote meaningful parental involvement, to foster increased communication about curricula, assignments, and assessments between students, parents, and teachers, and to assist parents to understand the technology being applied in their child's education, so that parents are able to reinforce at home the instruction their child receives at school.
- Preparing one or more teachers in elementary schools and secondary schools as technology leaders who are provided with the means to serve as experts and train other teachers in the effective use of technology, and providing bonus payments to the technology leaders.
- Acquiring, adapting, expanding, implementing, repairing, and maintaining existing and new applications of technology, to support the school reform effort and to improve student academic achievement, including technology literacy.
- Acquiring connectivity linkages, resources, and services (including the acquisition of hardware and software and other electronically delivered learning materials) for use by teachers, students, academic counselors, and school library media personnel in the classroom, in academic and college counseling centers, or in school library media centers, in order to improve student academic achievement.
- Using technology to collect, manage, and analyze data to inform and enhance teaching and school improvement efforts.
- Implementing performance measurement systems to determine the effectiveness of education technology programs funded under this subpart, particularly in determining the extent to which activities funded under this subpart are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling students to meet challenging State academic content and student academic achievement standards.
- Developing, enhancing, or implementing information technology courses.
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