Illinois State Board of Education

Special Bulletin —March 14, 2002

This No Child Left Behind Special Bulletin is the first in a continuing series from the Illinois State Board of Education.  The bulletin is designed to provide educators, state and local policymakers and the citizens of Illinois with information about the No Child Left Behind Act of 2001 (NCLB), which was formerly known as HR 1 and took effect January 8, 2002. We hope the bulletin will help you understand the requirements of the new law and what actions you must take to comply with it.  As we go forward, we will seek your input on specific issues.

This issue focuses on an overview of the key requirements in the law, suggests resources where you can find more specific information about these requirements and identifies the requirements that have the most immediate impact on school districts and the State of Illinois. 

The next NCLB Special Bulletin will focus on the requirements for the 2002-2003 school year.  Subsequent bulletins will cover specific topics such as adequate yearly progress (AYP), teacher quality, reading, funding, etc.  Our deadline to submit state plans and applications to the federal government in order to receive funding for 2002-03 in a timely manner and for meeting the new law is May 28.  Between now and that date, we will be distributing information to you as quickly and comprehensively as possible.

We encourage you to share these bulletins with others in your school, district, organization or community who may not be on our mailing list.  People who wish to be added to this list should forward their name, position, school district or organization name, address, city, state, zip code, and e-mail address to NCLB@isbe.net.

The U.S. Department of Education is continuing to interpret specific aspects of the law.  During the coming months, new questions undoubtedly will arise.  We will do our best to provide definitive information and answers to your questions as completely and quickly as possible.

Mark Your Calendars

Now ­ The date when the law is in effect (subject to any later dates cited in the law). (See the “Illinois ‘to do’ List” below.)

After January 8, 2002 - Any new hires of paraprofessionals in Title I-funded positions must meet the new standards in the law.  

2001-2002 School Year ­ Baseline year for measuring progress toward 100 percent of Illinois students meeting the state standards by 2013-2014.  The 2002 ISAT and PSAE scores will provide the foundation for determining progress over the 12-year period. 

May 28, 2002 ­ The date by which the State Board must submit plans to USDE for meeting the new federal education fund requirements for the following school year.

2002-2003 School Year ­ The date by which schools, school districts and the State of Illinois and the State Board must implement various aspects of the law unless otherwise cited in the law.  

2002-2003 - Schools selected by the National Center for Education Statistics to administer the National Assessment of Education Progress in grades 4 and 8 must participate.

2004-2005 - All current paraprofessionals employed in Title-I funded positions must be fully credentialed.

2005-2006 - All teachers must be highly qualified.

2005-2006 - Illinois must administer state assessments for grades 3-8 in reading and mathematics and once at the high school level.

2007-2008 - Illinois must administer state assessments for three grade levels in science matching our current administration of science assessments.

2013-2014 School Year ­ The date by which all Illinois students must reach 100 percent proficiency in state standards.

For more information go to NCLB Timeline.

The Immediate Illinois “To Do” List

The No Child Left Behind Act has immediate implications for schools, school districts, the State of Illinois and the State Board.  Each of the following requirements is followed by comments in italics.  This is not an all-inclusive list but represents the issues we believe are of most critical importance to your current planning and decision-making.

Personnel Decisions

Paraprofessional Requirements: Paraprofessionals who are employed after the enactment of NCLB (i.e., after January 8, 2002) to work in a Title I-funded position must be “highly qualified.”  The federal definition of highly qualified includes three options:

• two years of post secondary study; 
• an associate’s (or higher) degree; or
• a passing score on the formal state or local academic assessment that measures knowledge of and the ability to assist in instructing reading, writing and mathematics.
  

Paraprofessionals employed in a Title I-funded position prior to the enactment of NCLB must be “highly qualified” consistent with the above requirements within four years.

Regardless of the hiring date, all paraprofessionals in Title I-funded positions must have earned a high school diploma or its equivalent.

To the best of our knowledge, these paraprofessional qualifications apply only to those who work in Title I fully or partially funded positions.  We are awaiting clarification from the Department of Education on this requirement.  We do not believe this requirement includes aides for programs that are not Title I funded, such as is the case for many special education aides.

During its March meeting, the State Board will consider strategies for defining the third option ­ i.e., “formal state or local academic assessment” ­ as well as strategies for helping local school districts bring current paraprofessionals and others up to a high standard of quality.  We welcome your suggestions on this topic.

Meanwhile, school districts are advised to do the following:  (1) ensure that newly hired paraprofessionals for Title I-funded positions have two years of post-graduate study or an associate’s or higher degree and (2) ensure that students are taught by fully qualified teachers.

Teacher Requirement: Teachers that are hired to work in Title I-funded positions after the start of the 2002-2003 school year must be “highly qualified” ­ that is, they must hold certification/endorsement directly related to the subject and grade level they are teaching.

Illinois school districts that are now selecting and hiring teachers to work in Title I-funded positions for the next school year are urged to only hire teachers who have appropriate certification or endorsement as described above.

Beginning next school year, school districts are required to certify that all teachers in a language instruction educational program for limited-English-proficient students are fluent in English and any other language used by the program, including written and oral communication skills.

School districts hiring teachers for bilingual programs next year are urged to hire only teachers who can meet this requirement.

State Assessment

Requirements:

• The spring 2002 ISAT and PSAE achievement results will establish the baseline for determining adequate yearly progress (AYP) over the next 12 years.
• The spring 2002 ISAT data will also be used for determining whether those Title I schools that have been identified as having “school improvement” or “corrective action” status have made adequate yearly progress over the past two years. 

Although the 2002 assessment data is the overall baseline, the progress of Title I schools that have been given school improvement/corrective action status will be evaluated against their 2000-2001 achievement levels.  Schools in this group that do not show adequate improvement on this year’s assessment will be immediately subject to the accountability provisions of the NCLB law (see Accountability Section below).

Because the spring state assessment data will have both immediate and long-term impact, school districts are urged to ensure that all students participate in the appropriate assessments.

Accountability

Requirements:

• States are required to define adequate yearly progress(AYP) and to develop a timeline for meeting the requirement that 100 percent of students meet proficiency in standards by 2013-2014.
• Title I-funded schools that fail to make adequate yearly progress for two consecutive years must give parents of the students attending these schools an opportunity for transfer to a higher-achieving public school in the district (public school choice).  The district is responsible for paying for or providing transportation and may use a portion of its Title I funds for this purpose.
• Such schools that fail to meet AYP for three consecutive years must offer public school choice and offer families the opportunity to enroll in externally provided supplemental educational services paid for by the student’s per capita share of the school’s Title I enrollment.
• Additional accountability provisions apply after the fourth and fifth consecutive years of failing to make AYP.
• These provisions have an immediate impact on Illinois Title I-funded schools that have previously been designated for “school improvement” or “corrective action” status.  These schools may be required to provide public school choice or choice and supplemental educational services beginning in the fall of 2002-2003.

These provisions have significant implications for all Illinois schools, school districts and the Illinois State Board of Education.  An upcoming NCLB special bulletin will look at this issue in more depth.  You may also refer to the web sites listed below.

The most immediate impact will be on those Title I-funded schools already identified as not making “adequate yearly progress” under the 1994 Elementary and Secondary Education Act provisions.  Depending on their current status and the results of the 2002 spring assessment, schools in this category will be subject to the public school choice and supplemental educational services provisions. 

The State Board is required to identify, evaluate and produce a list of external providers of supplemental services.  This list must be made available by the 2002-2003 school year.  The State Board will develop policies, with your input, on the issues associated with AYP, including public school choice.  If you have questions in the meantime, please contact us through NCLB@isbe.net . 

Overview and Highlights of NCLB

NCLB was signed into law January 8, 2002.  It is the latest revision of the 1965 Elementary and Secondary Education Act (ESEA) and is regarded as the most significant federal education policy initiative in a generation.

The overall purpose of the law is to ensure that each child in America is able to meet the high learning standards of the state where he or she lives.  The specific goals of the law, as spelled out in the Federal Register issued on March 6, 2002, are:

• All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics by 2013-2014.
• By 2013-2014, all students will be proficient in reading by the end of the third grade.
• All limited English proficient students will become proficient in English.
• By 2005-2006, all students will be taught by highly qualified teachers.
• All students will be educated in learning environments that are safe, drug free and conducive to learning.
• All students will graduate from high school.

To help schools and districts meet these goals, the law provides a blend of requirements, incentives and resources.  The requirements include:

• Annual testing of all students against state standards in reading and mathematics in grades 3-8 and in science at three times in a student’s school career (including once in high school).
• “Verification” of each state’s assessment system via required participation (every other year) by selected districts in the NAEP test.
• Aggregate and disaggregate analysis and reporting of student achievement results.
• A state definition and timeline for determining whether a school, district and the state are making “adequate yearly progress” (AYP) toward the goal of 100 percent of students meeting state standards by the 2013-2014 school year.
• Technical assistance and then sanctions for schools, districts and the state for failure to make AYP.
• Highly qualified teachers in core academic subjects by 2005-2006.
• Highly qualified aides or paraprofessionals.
• Support for students not meeting standards and/or for those who have special needs (e.g., homeless, limited-English-proficiency).
• The use of “scientifically-based” programs and strategies.

NCLB will provide nearly $1 billion annually in additional funding over the next five years to help states and districts strengthen K-3 reading programs, before- and after-school programs, charter schools, reading readiness for preschool children, teacher professional development and education technology.  For more information go to the NCLB Program Funding List.  In addition, the law gives local districts and the state some flexibility in combining funds to meet identified priorities.  State plans must be completed by May 28, 2002, with input from external partners.

Information Resources

To find out more about the No Child Left Behind requirements, visit the following web sites:

U.S. Department of Education
http://www.ed.gov/offices/OESE/esea/index.html

White House
http://www.whitehouse.gov/infocus/education/

House Committee on Education and the Workforce
http://edworkforce.house.gov/issues/107th/education/nclb/nclb.htm

Education Commission of the States
http://www.ecs.org/ecsmain.asp?page=/html/publications/home_publications.asp?am=5

Ohio Department of Education
http://www.ode.state.oh.us/esea/

Each of these sites includes a summary of the provisions of the NCLB. The Education Commission of the States site offers some commentary and additional information.

As mentioned in the State Board’s introductory NCLB message last week, many questions still remain about the meaning of some of the law’s requirements.  As we receive clarification from the USDE, we will share the information with you.

Meanwhile, the NCLB law is in effect and many of its provisions require immediate attention by local districts and the state.  A letter from Secretary of Education Rod Paige indicated that the Department does not “intend to waive fundamental requirements on standards, assessments, adequate yearly progress and accountability in the new law.”

ISBE Contacts

For a contact list of ISBE staff assigned by topical area go to NCLB Contacts.

Regional Meetings

As in prior years, the Illinois State Board of Education will hold a series of regional meetings on applying for federal and state grants.  Beginning with a discussion of NCLB, the content of the meetings will address the changes in applications from prior years.  More information on the workshops can be found at http://www.isbe.net/TITLE-GRANTS/Workshops.htm.

Resources

ISBE Home Page
ISBE No Child Left Behind e-mail
Technical Problems

Respicio F. Vazquez
State Superintendent of Education
Ronald J. Gidwitz
Chairman
Illinois State Board of Education