NCLB SchoolsMovingUp's special section on No Child Left Behind (NCLB) provides a wide range of resources, including services, articles, tools, and select Department of Education guidance, regulations, legislation, and announcements. For easy reference, resources are organized by key NCLB topics. WHAT'S NEW?   Archive » School Improvement Grant Resources Click HERE to access materials from the Western region SIG conference held at the Westin LAX, which brought together over 250 participants from nine states, including representatives of state education agencies, local education agencies, and schools implementing School Improvement Grants (SIGs). One of four such events scheduled during April and May in Western, Eastern, Midwest, and Central regions of the country, the conference was sponsored by the California, Northwest, Pacific, and Southwest Comprehensive Centers in collaboration with the five national content centers (Assessment and Accountability Comprehensive Center, Center on Innovation and Improvement, Center on Instruction, National Comprehensive Center for Teacher Quality, National High School Center) and the U.S. Department of Education. Materials in the folder include the conference program, where you can find the conference agenda, descriptions of breakout sessions, and speaker biographies; keynote and breakout session PowerPoint presentations; and selected session handouts. The table of contents in the folder provides a guide to the available materials. For more information about the conference, please contact Meg Livingston Asensio, mliving@wested.org, 415-615-3196. INSIDE THIS SECTION Adequate Yearly Progress ESEA requires that states define measures for each school and district to make adequate yearly progress (AYP) toward the goal of all their students meeting state standards by the 2013-14 school year. Assessment and Accountability Schools must participate in state assessments as outlined in the ESEA. Charter Schools The ESEA continued the Charter School Grant Program for all states. Choice/Transfer Under ESEA's accountability provisions, schools failing to meet their adequate yearly progress (AYP) targets for two consecutive years must offer their students public school choice. English Language Learners Several ESEA provisions seek to strengthen instruction and accountability for English language learners (ELLs). Enhancing Education Through Technology EETT's primary goal is to improve student academic achievement through effective use of technology in schools. Highly Qualified Teachers States receiving Title I, Part A funds must develop a plan to ensure that all teachers of core academic subjects are highly qualified no later than the end of the 2005-2006 school year. IDEA and ESEA ESEA requires that students with disabilities as a subgroup demonstrate adequate yearly progress toward the state's goals. Paraprofessionals The ESEA strengthened requirements for paraprofessionals working in Title I schools. Parent Involvement Involving parents in school decisions and activities is a key principle embedded in Title I of the ESEA. Professional Development ESEA requires that all public school teachers of core academic subjects receive high-quality professional development. Reading/Literacy States, districts, and schools must demonstrate progress toward ensuring that every child is proficient in reading/language arts by the 2013-14 school year. Rural Schools and Districts Several ESEA provisions address the unique challenges that rural schools and districts face. Safe Schools The Safe and Drug-Free Schools and Communities Program supports high quality efforts to reduce drug use and violence in schools. School/District Interventions Each Title I district must identify for school improvement any Title I school that fails to make adequate yearly progress (AYP) for two consecutive years. Scientifically Based Research Throughout the ESEA, schools and districts are required to implement programs that are proven through scientifically based research. Supplemental Services Under the ESEA, schools that fail to meet their adequate yearly progress (AYP) targets for three consecutive years are required to offer students from low-income families supplemental services, tutoring, remediation or other educational interventions.		NCLB Overview »  Adequate Yearly Progress »  Assessment & Accountability »  Charter Schools »  Choice/Transfer »  English Language Learners »  Enhancing Education Through Technology »  Highly Qualified Teachers »  IDEA and NCLB »  Paraprofessionals »  Parent Involvement »  Professional Development »  Reading/Literacy »  Rural Schools and Districts »  Safe Schools »  School/District Interventions »  Scientifically Based Research »  Supplemental Services