The No Child Left Behind Act of 2001 (NCLB) is a reauthorization of the Elementary and Secondary Education Act that expanded the federal government's role in public K-12 education. Key provisions include annual testing of students, measuring Adequate Yearly Progress, and instituting accountability measures for underperforming schools including tutoring and restructuring. The goal is to have all students proficient in reading and math by 2014 through setting high standards and measurable goals to improve individual student outcomes.

2. WHAT NO CHILD LEFT BEHIND Act of 2001
IS Is a United States Act of Congress that
is a reauthorization of the
Elementary and Secondary
N Education Act, which included Title
I, the government’s flagship aid
program for disadvantaged
students.
C Supports standards based on the
premise that setting high
standards and establishing
measurable goals can improve
individual outcomes in education.
L Expanded the federal role in public
education through annual testing,
annual academic progress, report
cards, teacher qualifications, and
B funding changes. The bill passed in
the U.S Congress with bipartisan
support.

3. LEGISLATIVE HISTORY
The Legislation was proposed by
President George W. Bush on January
23, 2001.

4. PROVISIONS OF THE ACT
 No Child Left Behind is requires all
public schools receiving federal funding
to administer a state-wide
standardized test annually to all
students.
 AYP Adequate Yearly Progress (e.g.
each year, its fifth graders must do
better on standardized tests than the
previous year’s fifth graders).

5. IF THE SCHOOL’S RESULTS REPEATEDLY POOR,
THEN STEPS ARE TAKEN TO IMPROVE THE SCHOOL.
 Schools that miss AYP for a second consecutive year are publicly
labelled as being “in need of improvement” and are required to
develop a two-year improvement plan for the subject that
the school is not teaching well.
 Missing AYP in the third year forces the school to offer
free tutoring and other supplemental education services
to struggling students.
 If a school misses its AYP target for a fourth consecutive
year, the school is labelled as requiring “corrective action,”
which might involve wholesale replacement of staff,
introduction of a new curriculum, or extending the amount
of time students spend in class.
 A fifth year of failure results in planning to restructure the
entire school; the plan is implemented if the school fails to
hit its AYP targets for the sixth year in a row.

6. STATES MUST CREATE AYP OBJECTIVES CONSISTENT
WITH THE FOLLOWING REQUIREMENTS OF THE LAW:
1. STATES MUST DEVELOP AYP STATE-WIDE MEASURABLE
OBJECTIVES FOR IMPROVED ACHIEVEMENT BY ALL
STUDENTS AND FOR SPECIFIC GROUPS:
- ECONOMICALLY DISADVANTAGED STUDENTS
-STUDENTS WITH DISABILITIES AND
-STUDENTS WITH LIMITED ENGLISH PROFICIENCY
2. THE OBJECTIVES MUST BE SET WITH THE GOAL OF HAVING
ALL STUDENTS AT THE PROFICIENT LEVEL OR ABOVE WITHIN
12 YEARS.
3. AYP MUST BE BASED PRIMARILY ON STATE
ASSESSMENTS, BUT ALSO INCLUDE ONE ADDITIONAL
ACADEMIC INDICATOR.

7. 4. The AYP must be assessed at the school
level.
5. School AYP results must be reported
separately for each group s of students
identified above so that it can be
determined whether each student group
met the AYP objective.
6. At least 95% of each group must
participate in state assessments.
7. States may aggregate up to 3 years of
data in making AYP determinations.

8. EFFECTS ON SCHOOLS, TEACHERS, AND SCHOOL
DISTRICTS
INCREASED ACCOUNTABILITY
( for schools and teachers)
-one of the strong positive points of the bill.
, In addition to and in support of the above points proponents claim that NO
CHILD LEFT BEHIND:
 Links state academic content standards with students outcomes.
 Measures students performance: a student’s progress in reading
and math must be measured annually in grades 3 through 8 and at
least once during high school via standardized tests.
 Provides information for parents by requiring states and school
districts to give parents detailed report cards on schools and
districts explaining the school’s AYP performance.
 Establishes the foundation for schools and school districts to
significantly enhance parental involvement and improved
administration through the use of the assessment data to drive
decisions on instruction, curriculum and business practices.

9. SCHOOL CHOICE
 Gives options to students enrolled in schools
failing to meet AYP.
 Gives school districts the opportunity to
demonstrate proficiency, even for subgroups
that do not meet State Minimum
Achievement standards, through a process
called “SAFE HARBOR”, a precursor to
growth-based or value –added assessments.

11. Individuals with
Disabilities
Education Act

12. is a United States federal law that governs how
states and public agencies provide early
intervention, special education, and related
services to children with disabilities.

13. DISABILITIES COVERED UNDER
IDEA
•Autism
•Deafness
•Deaf-blindness
•Emotional Disturbance
•Hearing Impairments
•Mental Retardation
•Other Health Problems
•Orthopedic Impairment
•Multiple Disabilities
•Specific Learning Disorders
•Speech/Language Impairments
•Traumatic Brain Injury
•Visual Impairment

14. SIX PRINCIPLES
 1. Zero Reject
 - schools must educate all children with
disabilities.
 -rule against excluding any student, cannot
exclude no matter how severe the disability.
 2. Nondiscriminatory Identification and
evaluation

15.  -schools must used non-biased, multifactored
methods of evaluation to determine whether a
child has a disability and, if, so, whether special
education needed.
 3. Free, Appropriate Public Education (FAPE)
 - All children with disabilities, regardless of the
type or severity of their disability, shall receive a
free, appropriate public education.

16.  4. Least Restrictive Environment (LRE)
 - mandates that students with disabilities be
educated with children without disabilities to
the maximum extent appropriate and that
students with disabilities be removed to
separate classes or schools only when the
nature or severity of their disabilities is such
that they cannot receive an appropriate
education in a general education classroom
with supplementary aids and services.

17. 5. Due Process Safeguards
- Procedural safeguards are a set of activities
whose purpose is to ensure that:
>The rights of children with disabilities and their
parents are protected.
> All information needed to make decisions about
the provision of a free appropriate public
education to the student is provided to parents of
children with disabilities and to the student when
appropriate.
> Procedures (mediation and due process) are in
place to resolve disagreements between parties.

18. 6. Parent and Participation and shared decision
making
-This principle reinforces the belief that the
education of children with disabilities is made
more effective by strengthening the role of
parents in the special education process. IDEA
requires that parents (and students, as
appropriate) participate in each step of the
special education process. Students must be
invited to participate in IEP meetings where
transition services are to be discussed. Parent
involvement includes:

20. > Equal partnership in the decision-making
process.
>The right to receive notice.
>The right to give consent for certain activities
such as evaluations, changes in placement;
and release of information to others.
>The right to participate in all meetings
concerning their child's special education.

21. NCLB
Reporters: Alfornon, Angelie A.
Laganson, Diana Grace
Ed-PSE 104
Tth 5:30-7:00pm
Ms. April Marie Campo
Teacher