- Elementary and secondary education act (1965)

--war of poverty era

-Fed. gov. realized poor kids were having bad outcomes

- 10% of $$$ for school budget comes from Feds (the rest comes from local taxes and state gov. supplements)

-$ came with regulations

-Improving achievement of disadvantaged students

     -state content standards and assessments

     -AYP

     -State and local report cards

     -Accountability for student performance

     -high quality teachers

-economically disadvantaged students, schools and districts

High Quality teachers (not really what we would consider high-quality)

     -Bachelor's degree, certification, pass tests in areas      that they teach (i.e. content tests0

      -Appears to be completely unrelated to student outcomes

LEP

-english language proficiency students

-english lang. acquisition, enhancement, and academic achievement

-improving lang. instruction programs

21st Century (innovation)

-safe and drug-free schools and communities

-21st century community learning centers

Funding flexibility and accountability

-rural education initiative

Federal property revenue loss

-if Fed. gov. builds an institution that shrinks the tax base they will compensate (usually involves military families)

SpEd services to kids in private schools 

      -said SE entitlement services follow the child whereever they go 

      -madate for public schools, but not private (private schools can opt. out)

      -public schools have to provide SE services in private schools

      -identify dangerous schools and offer choice

Annual Yearly Progress

-No Child left behind act

-Baseline= lowest performing group

-AIm line is from BL to 100% proficiency by 2014

Escalating series of consequences

1st year- slap on the wrist (warning)

2nd year- school choice in district

3rd year- Supplemental education services (SES)

5th year- major restructuring

CHILD

TEACHER-> has control of classroom management and instruction, most important to child outcome

PRINCIPLE-> school discipline/climate, selecting and evaluating staffing, interpretation of school board policy

LEA (local education agency)-> elected school board, district superintendent with a selected staff, key roles: make board policies (how will we do business in our district in accordance to state law), $$$/budget, fundraising, big role in personeel (hire everyone)

SEA (state education agency)-> make rules & regulations, takes frederal laws and turn them into operational rules/regulations, get $ have $ and pass out $, licensing board (tchrs, psychologists), teacher evaluation (big role in what an evaluation must consist of)

FDE (federal department of education)-> writes the policies that flesh out the alws, putting pressure on SEA to write rules

Congress/President-> write laws

***everone is involv

ed in accountability (driven by FDE and congress)***

1. implementing college- and career-ready standards and developing improved assessments aligned with those standards

2. improving tchr and principal effectiveness to ensure that every classroom has a great tchr and every school has a great leader

3. providing info. to families to help them evaluate and improve their children's schools and to educators to help them improve their student's learning

4. improving student learning and achievement in the lowest performing schools by providing intensive support and effective interventions

3 aspects:

     -focuses on reading instruction that is supported by scientifically based reading research

     -provides a large amount of $ that states can receive to provide training to tchrs and to implement professional development activities

     -emphasizes early identification of children at risk for reading failure so that effective early instruction can be provided

* phonemics, phonics, vocabulary, decoding, comprehension*