No Child Left Behind Law

Before IDEABefore IDEA

One in five children with disabilities One in five children with disabilities was educated.was educated.

More than 1 million children with More than 1 million children with disabilities were excluded from the disabilities were excluded from the education system.education system.

Another 3.5 million children with Another 3.5 million children with disabilities did not receive disabilities did not receive appropriate services.appropriate services.

Impact of IDEAImpact of IDEA

Today, 6.5 million children with Today, 6.5 million children with disabilities are served.disabilities are served.

96% of students with disabilities are 96% of students with disabilities are now served in regular school now served in regular school buildings.buildings.

Services for children birth to three Services for children birth to three have increased more than 6 fold in have increased more than 6 fold in the past 25 years. the past 25 years.

Impact of IDEAImpact of IDEAHigh School Graduation Rates: High School Graduation Rates:

Increased from 51.9% in 1994 to 57.4% Increased from 51.9% in 1994 to 57.4% in 1999in 1999

Increased College Enrollment: In 1978, Increased College Enrollment: In 1978, under 3% of college freshman reported under 3% of college freshman reported they had a disability, while in 1998, the they had a disability, while in 1998, the figure was 9%figure was 9%

Parent Involvement: More than 85% of Parent Involvement: More than 85% of parents are involved in planning their parents are involved in planning their child’s services and making educational child’s services and making educational decisions.decisions.

ChallengesChallenges

Increase high school graduation rates.Increase high school graduation rates.Raise post-secondary enrollment and Raise post-secondary enrollment and

completion rates.completion rates.Expand opportunities for competitive, Expand opportunities for competitive,

meaningful, integrated employment.meaningful, integrated employment.

The IDEA Amendments of 1997:The IDEA Amendments of 1997:Focus on Accountability for ResultsFocus on Accountability for Results

State Performance Goals and Indicators State Performance Goals and Indicators Consistent with Goals and Standards for Consistent with Goals and Standards for All ChildrenAll Children

Access to, Participation in, and Progress Access to, Participation in, and Progress in the General Curriculumin the General Curriculum

Inclusion in State and District Inclusion in State and District AssessmentsAssessments

Alternate AssessmentsAlternate Assessments

The No Child Left Behind ActThe No Child Left Behind Act On January 8, 2002, President Bush signed into On January 8, 2002, President Bush signed into

law the No Child Left Behind Act (NCLB)law the No Child Left Behind Act (NCLB) Most sweeping reform of the Elementary and Most sweeping reform of the Elementary and

Secondary Education Act since its enactment in Secondary Education Act since its enactment in 19651965

Redefines the federal role in K-12 educationRedefines the federal role in K-12 education Requires accountability for all children, including Requires accountability for all children, including

student groups based on poverty, race and student groups based on poverty, race and ethnicity, disability and limited English proficiency ethnicity, disability and limited English proficiency (LEP)(LEP)

Will help close the achievement gap between Will help close the achievement gap between disadvantaged, disabled and minority students disadvantaged, disabled and minority students and their peersand their peers

The No Child Left Behind ActThe No Child Left Behind Act

Based on Four PrinciplesBased on Four Principles

Stronger accountability for resultsStronger accountability for results

Increased flexibility and local controlIncreased flexibility and local control

Expanded options for parentsExpanded options for parents

Focusing on what worksFocusing on what works

The No Child Left Behind ActThe No Child Left Behind Act Stronger Accountability for ResultsStronger Accountability for Results

States must implement statewide accountability States must implement statewide accountability systems covering all public schools and students systems covering all public schools and students based on:based on:

Challenging State standards in reading and Challenging State standards in reading and math (science in 2005-2006)math (science in 2005-2006)

Annual testing for all students in grades 3-8 Annual testing for all students in grades 3-8 and at least once in grades 10-12and at least once in grades 10-12

Annual statewide progress objectives ensuring Annual statewide progress objectives ensuring that all groups of students reach proficiency that all groups of students reach proficiency within 12 yearswithin 12 years


Assessments must provide accommodations for Assessments must provide accommodations for students with disabilities as defined in the students with disabilities as defined in the Individuals with Disabilities Education Act (IDEA)Individuals with Disabilities Education Act (IDEA)

School districts and schools that fail to make School districts and schools that fail to make adequate yearly progress (AYP) toward adequate yearly progress (AYP) toward statewide proficiency goals will, over time, be statewide proficiency goals will, over time, be subject to improvement, corrective action, and subject to improvement, corrective action, and restructuring measuresrestructuring measures

Schools that meet or exceed AYP will be eligible Schools that meet or exceed AYP will be eligible for State Academic Achievement Awardsfor State Academic Achievement Awards

Assessments must be accessible and valid with Assessments must be accessible and valid with the widest possible range of students.the widest possible range of students.

The No Child Left Behind ActThe No Child Left Behind ActStronger Accountability for ResultsStronger Accountability for Results

State and School District Report CardsState and School District Report Cards Student academic achievement on statewide Student academic achievement on statewide

tests disaggregated by subgrouptests disaggregated by subgroup Comparison of students at basic, proficient and Comparison of students at basic, proficient and

advanced levels of achievementadvanced levels of achievement High school graduation rates (drop outs)High school graduation rates (drop outs) Number and names of schools identified for Number and names of schools identified for

improvementimprovement Professional qualifications of teachersProfessional qualifications of teachers Percentage of students not testedPercentage of students not tested


To receive subgrants under NCLB, the local To receive subgrants under NCLB, the local education agency (LEA) plan must be education agency (LEA) plan must be coordinated with other federal programs, coordinated with other federal programs, including IDEAincluding IDEA

Must coordinate and integrate services under Must coordinate and integrate services under Title I with other education services such as Title I with other education services such as services for students with disabilities toservices for students with disabilities to

Increase program effectivenessIncrease program effectiveness Reduce duplicationReduce duplication Reduce fragmentation of instructional programReduce fragmentation of instructional program


Alternate Alternate Assessments Alternate assessment must yield Alternate assessment must yield

results for the grade in which the results for the grade in which the student is enrolled.student is enrolled.

NPRM issued by Secretary Paige is NPRM issued by Secretary Paige is currently out for comment.currently out for comment.


Alternate AssessmentsAlternate Assessments IEP team determines if child cannot IEP team determines if child cannot

participate in all or part of the State participate in all or part of the State assessments, even with assessments, even with accommodations. accommodations.

Even with accommodations, the State Even with accommodations, the State must provide for one or more alternate must provide for one or more alternate assessments for a child with a assessments for a child with a disability.disability.

The No Child Left Behind ActThe No Child Left Behind ActIncreased Flexibility & Local ControlIncreased Flexibility & Local Control

Provides unprecedented new flexibility for states Provides unprecedented new flexibility for states and local school districts in use of federal education and local school districts in use of federal education funds under four major state grant programsfunds under four major state grant programs Teacher QualityTeacher Quality Educational TechnologyEducational Technology Safe and Drug-Free SchoolsSafe and Drug-Free Schools NCLB Title INCLB Title I

Up to 50% of federal non-Title I funds can be Up to 50% of federal non-Title I funds can be targeted to programs with positive impact on targeted to programs with positive impact on students served, including students with disabilitiesstudents served, including students with disabilities

The No Child Left Behind ActThe No Child Left Behind ActExpanded Options for ParentsExpanded Options for Parents

Supplemental services for students attending Title I Supplemental services for students attending Title I schools that fail to meet state standards for at least 3 schools that fail to meet state standards for at least 3 of 4 yearsof 4 years

TutoringTutoring After school servicesAfter school services Summer school from provider selected by parents from Summer school from provider selected by parents from

state-approved liststate-approved list

Services for children with disabilities must be Services for children with disabilities must be consistent with goals in child’s individualized education consistent with goals in child’s individualized education program (IEP)program (IEP)

May transfer student enrolled in failing school to a May transfer student enrolled in failing school to a better public school, including public charter schoolbetter public school, including public charter school

The No Child Left Behind ActThe No Child Left Behind Act Expanded Options for ParentsExpanded Options for Parents

Supplemental Services for Students with Supplemental Services for Students with DisabilitiesDisabilitiesMust be consistent with the student’s IEPMust be consistent with the student’s IEPAre not considered a part of the IEPAre not considered a part of the IEPParental consent required before Parental consent required before

developing the supplemental services developing the supplemental services agreementagreement

Some providers must be able to serve Some providers must be able to serve students with disabilities.students with disabilities.

The No Child Left Behind ActThe No Child Left Behind Act Focusing on What WorksFocusing on What Works

Emphasis on Proven Teaching MethodsEmphasis on Proven Teaching Methods Reading First program: Research-based reading Reading First program: Research-based reading

instruction in grades K-3 to children whoinstruction in grades K-3 to children who Have reading difficultiesHave reading difficulties Are at-risk of referral to special education based Are at-risk of referral to special education based

on reading difficultieson reading difficulties Have been evaluated but not identified under IDEAHave been evaluated but not identified under IDEA Are served under IDEA based on severe learning Are served under IDEA based on severe learning

disability related to readingdisability related to reading Are deficient in essential components or reading Are deficient in essential components or reading

skillsskills Are limited English proficientAre limited English proficient


Emphasis on Proven Teaching MethodsEmphasis on Proven Teaching Methods Reading First Program (K-3)Reading First Program (K-3)

$6 billion over next several years$6 billion over next several years$900 million in 2002$900 million in 20026-year formula grants to States6-year formula grants to StatesCompetitive grants to LEAs toCompetitive grants to LEAs to Administer screening and diagnostic testsAdminister screening and diagnostic tests Provide professional developmentProvide professional development


Emphasis on Teacher QualityEmphasis on Teacher QualityTrain teachers to teach and address needs of Train teachers to teach and address needs of

students with different learning styles, students with different learning styles, particularly students with disabilities or with LEPparticularly students with disabilities or with LEP

Coordinate professional development activities Coordinate professional development activities under other federal, state and local programsunder other federal, state and local programs

Train early childhood educators to meet Train early childhood educators to meet educational needs of child, including children educational needs of child, including children with disabilities or with LEPwith disabilities or with LEP

The No Child Left Behind ActThe No Child Left Behind ActFocusing on What WorksFocusing on What Works

Improving Teacher Quality State Grants Improving Teacher Quality State Grants Program ($4 Billion in 2002)Program ($4 Billion in 2002)

Using scientifically based practices to prepare, Using scientifically based practices to prepare, train and recruit high-quality teacherstrain and recruit high-quality teachers

Core academic subjects taught by high qualified Core academic subjects taught by high qualified teachers by 2006 school yearteachers by 2006 school year

Must demonstrate annual progress toward goalMust demonstrate annual progress toward goal


Highly Qualified Teachers and Special Highly Qualified Teachers and Special EducationEducation

Special education teachers teaching core Special education teachers teaching core academic subjects must meet “highly qualified” academic subjects must meet “highly qualified” requirements.requirements.

All special education personnel must meet IDEA All special education personnel must meet IDEA personnel-standards requirements.personnel-standards requirements.

States have flexibility in how standards are met.States have flexibility in how standards are met.


Higher Qualifications for ParaprofessionalsHigher Qualifications for Paraprofessionals Paraprofessionals hired after 1/8/2002 to Paraprofessionals hired after 1/8/2002 to

work in Title I funded programs must havework in Title I funded programs must have Completed 2 years of study at an IHECompleted 2 years of study at an IHE Obtained associate’s or higher degree OR Obtained associate’s or higher degree OR Met rigorous standard of quality Met rigorous standard of quality Demonstrated ability to instruct in reading, Demonstrated ability to instruct in reading,

writing and mathematics (through State or writing and mathematics (through State or local academic assessment)local academic assessment)

Paraprofessionals hired before 1/8/2002 to Paraprofessionals hired before 1/8/2002 to work in Title I funded programs must meet work in Title I funded programs must meet requirements in 4 years.requirements in 4 years.

Administration’s Principles for Administration’s Principles for Reauthorizing the IDEAReauthorizing the IDEA

Stronger Accountability for ResultsStronger Accountability for ResultsSimplify Paperwork for States and Simplify Paperwork for States and

Communities and Increase Flexibility Communities and Increase Flexibility for Allfor All

Doing What WorksDoing What Works Increase Choices and Meaningful Increase Choices and Meaningful

Involvement for ParentsInvolvement for Parents

Improving Education Results for Improving Education Results for Children with Disabilities ActChildren with Disabilities Act

H.R. 1350, Education Reform Subcommittee, U.S. H.R. 1350, Education Reform Subcommittee, U.S. House Committee on Education & the WorkforceHouse Committee on Education & the Workforce

Calls for reforms to :Calls for reforms to : Strengthen accountability and improve Strengthen accountability and improve

education results for children with disabilitieseducation results for children with disabilities Reduce the IDEA paperwork burden for teachersReduce the IDEA paperwork burden for teachers Provide greater flexibility for local school Provide greater flexibility for local school

districts to improve early intervention strategiesdistricts to improve early intervention strategies


Reduce Reduce overidentification/misidentification of overidentification/misidentification of nondisabled children, including nondisabled children, including minority youthminority youth

Restore trust between parents and Restore trust between parents and school districtsschool districts

Support general education and special Support general education and special education teacherseducation teachers


Education reforms to: Education reforms to: Encourage innovative approaches to Encourage innovative approaches to

parental involvement and parental parental involvement and parental choicechoice

Reform special education finance and Reform special education finance and funding funding

Ensure school safetyEnsure school safety

No Child Left Behind Law

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