NCLB brought me to my current position in Elkart Schools as the Academic Dean. Seven years ago I changed buidlings within SBCSC to teach math at Dickinson Fine Arts Academy (DFAA). DFAA at the time was an F school and had been an F school for quite a while. My first year there I saw some growth with my students, but the second year we adopted 8-Step and two new bulding administrators. Mr. Sim’s goal was to turn the school around in one-year, and we did. We had the highest growth in the state for any middle school and our grade went froman F to an A. The year after we won over $4 million dollars from a sig grant. An revemped the school altogether. The five years I remained at DFAA were the hardest I’ve every worked, but it was so worth it. It was worth it because of the relationships I gained with both staff and students. It was worth it because of the 100+ point growth I saw each year in all of my students. Some students had not passed ISTEP at all, ever. Data was something that I enjoyed looking at and disaggregating. Getting creative for success lessons, where students were making pancakes and learning about geometry concepts is what made it …show more content…
Yet, both students and teachers need to be held accountable for teaching and learning. The right evaluation tool hasn’t been created. NWEA is an assessment tool that I believe the state should take a good look at when it comes to testing our kids come 2017. Pierre Moran Middle School, where I currently work, is a D school. This building has had a new principal each year for the last four years. This past school year was no different, only I was added to the mix as AD. We are implementing the recommendations from the state and AdvancED to help turn our buildig around. I’m not if we will see much growth from this past school year, but I am looking forward to seeing what we do 2016-2017. Our goal is to earn the gorwth points and move continue to move our school grade from a D to and A or
In 2001, NCLB established legislation in a sweeping overhaul of federal effort to support elementary and secondary education. The legislation (Section 11: Title III) holds school districts accountable for English proficiency and is based upon improved student achievement and accountability for results with an emphasis on doing what works based on scientific research (Boward County Public Schools, 2010). With NCLB accountability, districts much describe how they will hold elementary and secondary schools accountable for meeting the goals and objectives for increasing the English proficiency of current ELL’s (Boward County Public Schools, 2010). Districts must also hold elementary and secondary schools accountable for meeting the goals and objectives for increasing academic achievement for all current and former ELL’s (Boward County Public Schools, 2010). Further required is an improvement plan that outlines interventions and procedures implemented if districts fail to meet the Annual Measureable Achievement Objectives (AMAO). Procedures and implementation are monitored by SALA (Bureau of Student Achievement through Language Acquisition) (Florida Department of Education).
The Nevada Department of Education released a theory of action proposal stating that their strategy for improving underperforming schools will focus on staffing quality leaders and teachers, developing diagnostics to utilize and analyze data to improve instruction, upgrading educational standards to Tier 1 instruction, increasing funding, establishing trust between parents and schools, and responsible collaboration between the school district and the local schools (Nevada’s Underperforming Schools, 2015). In addition to the proposed actions, the Department also proposed
NCLB, the most recent version of the Elementary and Secondary Education Act, was preceded by the Improving America’s Schools Act. Under that law, high-quality teaching and learning were not prevalent in all schools, and achievement gaps persisted, leading to agreement that a greater federal role for accountability was necessary—from which NCLB was born. NCLB authorized 45 programs in 10 different areas, but public debate tended to focus on the law’s testing, accountability, and teacher-quality requirements. NCLB required that students be tested in the subjects of English language arts (ELA) and math in grades three through eight and once in high school, and for states to use the results to assess how well schools were meeting “adequate yearly progress” goals for student proficiency in these subjects. Schools that consistently did not meet these goals overall, or for subgroups of students, were targeted for interventions, and eventually for sanctions.
"Making Sure That Schools Measure Up." Education Week, vol. 36, no. 16, 4 Jan. 2017, pp. 18-20. EBSCOhost. PDF. In this periodical article, Alyson Klein, reporter for Education Week, reflects on Every Student Succeeds Act (ESSA), an update to the K-12 education law, in the one year since it was passed in 2016. Klein discusses how the ESSA was designed to improve shortcomings of the No Child Left Behind Act (NCLB), the previous version of the Elementary and Secondary Education Act. Klein also examines concerns over greater flexibility given to states and districts regarding issues such as standardized test, school choice, marginalized students. The Obama administration wrote how the accountability portion of the law would work, allowing states to pick their own goals, both a long term goal and short term goals. These goals must address students’ proficiency on tests, English-language proficiency, and graduation
I completed my observation hours at Williams Elementary School. This is an elementary school for pre-kindergarten through fifth grade which has a total of 671 students. Their accountability rating for the year of 2015 was rated as met standard. They met standards on all the categories which are: student achievement, student progress, closing performance gaps and postsecondary readiness.
This is putting a lot pressure on teachers and is resulting in “Teaching to the Test”, which means they are spending a great amount of time teaching students only the objectives that they know will be on the test. This is only a small sample of what students should be taught throughout the school year. Another effect of these evaluations is the loss of effective teachers. A survey by NEA Today showed that nearly forty-five percent of teachers have or have contemplated leaving their profession. It is clear to see teachers’ evaluations need less emphasis on their students’ standardized test scores and more on their ability to teach. This would allow teachers to teach a wider range of objectives and be evaluated on their ability to teach and not their students
This is also occurring by scoring of teachers in these diverse school districts negating individual school district needs. This viscous circle undercuts the needs of students and teachers, to make current informed performance goals in accurate and fair treatment for teachers and students. The intended purpose of feedback from these principals is to meet strategic goals, establish standards, compare performance to standards, and make corrections to the system thru the monitoring the organizations they represent, identifying the activities then taking corrective
The No Child Left Behind act emerged as a result of a massive increase in the costs of schools, while failing to show an improvement in their students performances. (Paterson 32) Since these standardized test have been in effect teachers have been judged off them. The problem is that
Having discovered my calling to work with nontraditional students, I took a position with St. Charles Youth and Family Services as a Teacher of Experiential Education. This position allowed me to interact with urban students from MPS who were expelled, court ordered or Special Education students who were deemed best suited to self-contained program. I loved the challenge every day. Every student was so different, but they all wanted and craved the same thing… acceptance and unconditional love. I wanted more.
Working afterschool at my family’s business while doing homework and playing sports allowed me to manage my time and my priorities. Whether joining NCSSM’s Residential or Online program, I will be able to welcome it will loving responsible hands into my schedule. Not only would I work hard into committing to my future and current education but also for the community that makes me who I am through volunteering and projects. I won’t just try to squeeze these opportunities into my schedule but allow myself to allot a piece of my agenda for it so I can give it my all towards it. NCSSM Residential program allows me to clubs and sports on the same campus as where I learn and, in addition, lays in the center of Durham, a city full of opportunities.
The current version of the “Elementary and Secondary Education Act of 2001” is “The NO Child Left Behind Act of 2001”. Which supports “standard-base” education reform, each state is responsible for developing assessments in basic skills and standards. The Federal Government’s plays a part over seeing in annual testing, annual academic progress, report cards, teacher qualifications, and funding changes. This law was originally apart of the Johnson administration’s war on poverty campaign to improve educational equity for students form lower income families. This law has been revised seven time most recently in January of 2002. Schools who fail to make adequate yearly progress for two years in a row the school is flagged for a “school improvement plan”. Has to devote at least 10 % of its federal funding to teacher’s professional development, then if the school still does not show improvement within three years corrective action is taken and the school must interventions to improve school performance from a list of legislations. If improvements are not made for a fourth year are supposed to be restructured with more rigorous interventions. If the school still fails to make yearly progress in the fifth year there is actions taken such as reconstruction faculty, leadership and governance arrangements by converting to a charter school, or converting to a privately management company. The
For every major I advise, I make a concerted effort to learn all the intricacies of the major and develop a relationship with the program directors or chairpersons. I regularly attend the RN-BSN curriculum meetings, so I can stay abreast of upcoming changes to the program requirements. I also apprise faculty of issues students are having and make suggestions for possible improvements. One of the suggestions implemented was moving admission to the program from an application process to a more automated process, thus saving students a few steps.
Today was a slow day, but very education. I am finding that out that my time at CTLC is better spent wathing then actually doing things. When I walked into the doubdle door facilty I seen the usual faces, and I greated them as I made my way back to my little small cubicl office. When I arrived at my office about two minutes after greeting several people, I noticed a small green sticky note that was on my desk from te day prior. The note was to remind me about the homeless alliance meeting in the chamber of commerce in temple TX. I completely forgot about it, so I had to replan my day out in order to mame the meeting. I was a little upset about replanning my day, because I plan to go to the gym at three oclok today. I guess thatnot
The first school in the district to present was Bradford Area High School. The principle, Mr. Ray, spoke saying that overall the school scored a 77.9%. The goal he has set for his school is to improve college prep classes, mastery skills in standardized testing, and to continue to revamp the science curriculum since it is the lowest scores on the state’s testing. I feel this could affect me as a future teacher because I would know what I need to work on more with my students. In addition, this could mean more jobs available to college prep classes.
On January 8, 2002, the still fairly new President George W. Bush signed the NCLB act. In this act the federal government was for the first time in the history of the Department of Education putting an act into effect that would penalize schools that failed to meet adequate yearly progress (AYP). The AYP is a measuring system in which the federal government will look at the progress of the local government and school systems to decide whether or not that school, along with its teachers and students, has progressed and provided a high-quality education (Goldhaber, 2002). The current goal for the 2005-06 school years is for each local school to assess students in the area of reading and math. The act will move in the next few years to cover science in their list of criteria. Through the NCLB act schools are held accountable for failing test scores and failure to improve their class average