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OCR Page 1 of 74TITLE I DRAFT BILL
RECOMMENDED LIST OF MAJOR CHANGES
CAPACITY TO ASSIST LOW-PERFORMING SCHOOLS
Phased in set-aside (2.5% to 3.5%) for turning around low-performing schools (Page A-5)
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This amendment would require States to set-aside 2.5% of their funding to develop
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State capacity to assist low-performing schools and districts. Of this set-aside, States
would be required to allocate 70% of the funding directly to LEAs with the greatest
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percentage of schools in need of improvement. rather than 570 of lowest perf schools)
The rationale for the ramped-up set-aside is to continue to expand the capacity States
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and districts have to help low-performing schools while not harming schools by
CEAS.
holding money at the State or local level.
STANDARDS, ASSESSMENT, AND ACCOUNTABILITY
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Inclusion of LEP students in State Assessments (Page A-8)
LEP students required to be included in State assessments to the extent practicable, in
the language and form most likely to yield accurate information (same as current law)
Requirement to assess Spanish-speaking students in Spanish (during their first three
years in U.S. schools) if Spanish-assessments are more likely to yield accurate
information
Requirement that LEP students who have attended schools in the U.S. for three
consecutive years be tested in English on the State reading or language arts
assessment
Accountability (Page A-8A)
Allow States to use their own State accountability system for all schools (if the system
meets our broad criteria).
If State had not developed or implemented an accountability system for all schools,
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require the development of such a system for Title I schools based on including all
students and holding schools accountable for continuous progress for its lowest
performing students.
ASSESSMENTS FOR DIAGNOSITC PURPOSES (NOT ACCOUNTABILITY)
Encourage the use of a diagnostic assessment for first graders (Page A-12)
The NAS reading study recommends the early identification of students with reading
difficulties by encouraging assessments in the first grade. We did not require this
assessment because NAS recognizes that in schools with large numbers of students at-
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risk, assessments are sometimes not the best tool - instead, strategies to target the
group of students are better.
Assessment of English Proficiency (Page A-13)
Requires the LEAs to assure that it will annually assess the English proficiency of all
students and use the results to modify and guide instruction.
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