Chester Upland Education Association

No Child Left Behind Act of 2001 (NCLB), also known as 2001 Reauthorization of the Elementary & Secondary Education Act (ESEA '01).

This Act has significantly increased the penalties imposed on schools using Title I funds for failing to make adequate progress in increasing student achievement. 

PDE has identified several of the Chester Upland School District's schools as in need of school improvement.  Beginning this school year, 2002-03, these schools must provide intra-district choice to all parents.   Please note the use of the term "school."  Individual schools, not districts as under Act 16 are identified under  ESEA  for school improvement.  Schools identified for school improvement  under ESEA if they have not made adequate yearly progress for two (2) consecutive years.  Schools that have not made progress for four (4) years will be identified for "corrective actions."

"Adequate yearly progress" or AYP for SY 02-03 and beyond will be based on PSSA scores, but the requirements for schools receiving Title I money to make progress was in effect under ESEA '94.  Hence, schools failing to make progress before the enactment of NCLB or ESEA '01 are still identified as needing school improvement.  Schools must adhere to the sanctions in the new version of  ESEA.  The most important of which is the requirement to provide public school choice to the students in those schools beginning this coming school year (SY 02-03). The schools must notify parents that there is the option of sending their child to another school (including public charter school), not so designated, in the same school district.

Receiving schools must be able to safely accommodate the students.  Where limitations arise, priority must be given to the lowest performing students first.  If there is no other school in the district not designated in school improvement, districts are encourage, but not required, to make arrangements with other school districts.

Also, the school has three (3) months to develop, in consultation with parents, school staff, the district, and outside experts, and submit a plan.  The two-year plan must:

• Incorporate strategies to strengthen the core academic subjects;
• Address the specific academic issues leading to identification;
• Adopt policies and practices that have the greatest likelihood of ensuring that students meet the proficiency level on the state assessment;
• Spend not less than 10% of the school's Title I funds on professional development for each year the school is identified;
• Specify how the professional development funds will be used to help remove the school from school improvement status;
• Establish measurable annual objectives for continuous and substantial progress towards proficiency on state assessments;
• Describe how the school will provide written notice about the identification to parents of each student enrolled at the school;
• Identify the technical assistance the district and state will provide the school;
• Promote effective parental involvement in the school;
• Incorporate, as appropriate, activities before school, after school, during the summer, and during any extension of the school year; and
• Incorporate a teacher mentoring program.

Can we get out from under this identification?

Yes, we can.  The schools must make adequate yearly progress for two (2) consecutive years to no longer be designated as in need of school improvement, corrective action, or restructuring for the next school year.

Affects on Us

There are issues that need our attention.  We will need to pay attention to the affect the movement of students has on class size, staffing, professional development, accountability, and discipline of professional staff in identified schools.  We need to monitor our schools closely and confer with CUEA/PSEA with any questions and reporting any violations or other incidents in our buildings.

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