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No Child Left Behind

The reauthorization of NCLB remains stalled as the Congress and Administration deal with the economic recovery. Current proposals from the White House tie the reauthorization to the use of student test data to teacher evaluation and the elimination of automatic increases for educators attaining a Masters' Degree. At present it appears that reauthorization may not occur until 2011. Education advocates in Washington are betting that the upcoming reauthorization of the Elementary and Secondary Education Act will incorporate these “four assurances” of education improvement efforts demanded of states hoping to tap economic-stimulus aid to stabilize their budgets or to win some of the $4 billion in Race to the Top Fund grants.

 • Turning around the lowest-performing schools.

 • Bolstering state data systems in order to link K-12 systems with early learning, higher education, workforce, social services, and other state data.

 • Improving teacher quality and the distribution of effective teachers.

 • Strengthening standards and assessments. (Updated 1/18/10)

Common Standards and Assessments

The U.S. Department of Education is moving ahead with plans to develop a set of academic standards and accompanying assessments that will replace those adopted by the individual states. The administration points to research that indicates the lack of quality in state-adopted standards and tests. Critics of the plan, such as the Literacy Research Association and researchers at Penn State University, point to the fact that the research the government has been quoting is being produced by the same organizations that will likely be chosen to provide the national standards and assessments. Some legislators are calling for disclosure of whether researchers have a conflict of interest due to the likelihood of profiting from government contracts. (Updated 11/9/09)

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Graduation Examinations

On January 9, 2010, the Keystone Exams went into effect. The following are some of the key components:

Graduation Requirements --Effective with the graduating class of 2014-15, requirements must include the following: 1) Course completion and grades; 2) Completion of a culminating project, which may include completion of a college application process; 3) Demonstration of proficiency as determined by the school district in each of the state academic standards not assessed by a state assessment; and 4) Demonstration of proficiency in literature (reading), English composition, math, science and social studies as determined through one or more of the following: use of state-developed Keystone Exams, local assessments and Advanced Placement/International Baccalaureate Exams. School boards will decide which exams they wish to use for graduation purposes.

 State graduation requirements are phased in over time.  The class of 2014-15 must demonstrate proficiency in English composition, literature, algebra I and biology. Beginning with the class of 2016-17 students must demonstrate proficiency in English composition and literature; two of three mathematics (algebra I, geometry, algebra II), one of two sciences (biology or chemistry), and one of three social studies (American history, civics and government or world history).

 Using Keystone Exams for Graduation -- PDE will develop 10 Keystone Exams that districts may use for graduation purposes and administer as final end of course exams. Development of the 10 exams will be phased in as follows:For school year 2010-11: Algebra I, literature and biology; For fall 2011: English composition and algebra II; For fall 2012: Geometry and U.S. history; For fall 2016: Chemistry, civics & government, and world history. Keystone Exams will count for one-third of the final course grade. Appropriate accommodations will be provided for students with disabilities, English language learners and students identified as gifted.

Replacing the 11th Grade PSSA -- The PDE will seek permission from the U.S. Department of Education to have the Keystone Exam system approved to replace the 11th grade PSSAs as the high school level single accountability system under the No Child Left Behind Act.  If approved, the current 11th grade math and reading PSSA Exams would be replaced by algebra I and literature Keystone Exams, which would be used to determine AYP. The biology Keystone Exam will be used as the high school level science assessment required by NCLB, although these scores are not used to determine AYP. Only these three Keystone Exams would become mandatory and they would be counted for AYP purposes only unless the district chooses to use these scores for graduation purposes as well. The Keystone Exams will be administered as end-of-course tests at the grade level in which the student completes the course.

Local Assessment Validation Advisory Committee –  PDE will create an advisory committee to develop the criteria for the local validation process and criteria for selection of approved validation entities. The committee is composed of up to two representatives each from the department and State Board and four representatives from the Pennsylvania School Boards Association. The committee must appoint up to four additional members who are jointly selected by the committee. The department, in consultation with the committee, will establish a list of entities approved to perform independent validations of local assessments. The committee must submit its recommendations for approval or disapproval by the State Board. The department will post the approved criteria, selection criteria and list of approved entities on its Web site.

Performance Level Advisory Committee – An advisory committee will be established by PDE to assist in developing Keystone Exam performance level descriptors and performance level cut scores. The committee includes teachers, principals, school board members, school administrators, higher education officials, representatives of the U.S. Armed Forces, employers and others with no less than one-half its members selected from nominations made by statewide teachers’ unions and other education stakeholder organizations. (Updated 1/18/10) 

School Climate Standards

Secretary of Education Zahorchak has proposed to create a blue-ribbon panel of national and international experts to develop standards for Positive School Climate. These standards would then be implemented in all school districts. The Secretary's concern stems from a reported 17% increase in incidents of school violence last year. On January 20th, the Secretary addressed leaders of the various student services organizations on this topic in an effort to elicit their support. (Updated 1/20/10)

Response to Instruction and Intervention

The PDE work group on Response to Intervention listened to a presentation by the staff of the Rutherford Elementary School in the Central Dauphin School District. Data was presented supporting the effectiveness of RtII from results submitted by 16 schools. The study showed that growth was very high among kindergarten students exposed to RtII and declined as grade level increased. PDE will conduct a series of symposiums for higher educators on infusing RtII into their teacher training curriculum. (Updated 9/27/09)

Resiliency Initiative

Districts have been notified that they must incorporate resiliency-wellness into their Chapter 12 student services plans. Six components are to be addressed including high expectations; meaningful student engagement, connectiveness and bonding; skills for life; clear and consistent boundaries; and unconditional support.At its last meeting the Resiliency work group heard from author Bonnie Benard concerning her research on the topic with the West Ed organization. The resiliency initiative was given thorough coverage during the May "Supporting Students to Success" Symposium in Lancaster. More than 500 attendees heard several state school districts report on their progress in implementing resiliency throughout the curriculum. (Updated 7/24/09)