Transcript EDU 221   Group Presentation Reflections due for 7 & 8 Quiz #2 (Tuesday, Nov.

EDU 221
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Group Presentation Reflections due for 7 & 8
Quiz #2 (Tuesday, Nov. 16th) – Problembased
◦ What makes an outstanding response? Referring to
our text, study results, outside info
◦ Bring your Bluebooks…
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Chapter 10 Group Presentation
Effective Teaching cont.
No Child Left Behind
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Subject Matter Competence
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Instructional Strategies
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Planning Skills & Goal Setting
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Classroom Management Skills
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Communication Skills
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Cultural Awareness
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Technology Skills
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Clear expectations
Structured Learning Environment
Clear Limits
Consistent Consequences
Warmth and Caring
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The Authoritative Teacher
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Clear organized presentations
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Communicating with parents
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Regional Differences
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Montana- Native Populations
◦ Reason for the NAMS requirement
◦ OPI Website- Indian Ed Training
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Use with students
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Parent communication
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Emotional Intelligence
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Motivational Skills
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Empathy
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A “gap” (difference) in academic
achievement between minority and
disadvantaged students and middle/upper
class white students in the United States
To include students:
◦ from economically disadvantaged families
◦ from minority ethnic and racial groups- blacks,
Hispanics, and native populations
◦ with limited English proficiency
◦ with disabilities (i.e., special populations)
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The average 8th-grade minority student scores at
about the same level as the average white 4th- grader.
The gap between white students and black and Latino
students on high school exit exams averages 20-30
points in most states.
About 1 in 6 Native American 8th- grader is proficient
in reading and 1 in 7 is proficient in math.
Socio-economic status remains the most powerful
single influence on students’ educational outcomes.
Most of the social class differences in average
academic potential exists by the time children are 3
years old.
13.6% of all children 6-17 in U.S. receive SPED related
services
50% of students who test out of Special Education in a
given year re-qualify for services the following year.
Achievement gaps in NAEP results
 American Indian 8th grade students 3x likely to score
Below Basic in Reading.
 Free and Reduced Lunch 2x likely to Score Below Basic
 52% American Indian scored Below Basic in MTH
compared to 16% for white students
 Low income students 3x likely to score Below Basic in
MTH
 34% American Indian HS grads completed ACT core, as
compared to 40% Hispanic, 50% white students
 ACT composite for American Indian students 18.6;
23.6 for white students
Schools with many low-income and minority
students generally have:
 Fewer instructional resources
 Fewer and lower quality books
 Fewer qualified and experienced teachers
 Fewer course offerings
 Significantly larger class sizes
 Tracking systems that segregate these students
within school
Intent of NCLB:
No Child Left Behind is designed to
change the culture of America's
schools by closing the achievement
gap, offering more flexibility, giving
parents more options, and teaching
students based on what works.
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Elementary and Secondary Education Act- 1965
Education Consolidation and Improvement Act of
1981
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Improving America's Schools Act of 1994
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No Child Left Behind Act of 2001
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ALL students will attain proficiency or better
in reading and mathematics by 2013-2014
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ALL limited English students will become
proficient in English
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ALL teachers will be highly qualified
by 2005-2006
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ALL students will be educated in safe,
drug-free environments
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ALL students will graduate from high school
Annual reading and math assessments
at
grades 3-8
 Science assessments
◦ Once in grades 3-5, 6-9, and 10-12
 Limited English students must be
assessed annually for English
language proficiency
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Test data are used to measure performance
of each school to determine the school’s
Adequate Yearly Progress (AYP).
Every state sets their own standards by which
AYP will be measured.
States must use student performance on
annual assessments in reading and math as
the primary measures of AYP. The starting
point is based on the 2001-2002
achievement data.
To achieve AYP, a school must meet or
exceed Annual Measurable Objectives (AMOs)
schoolwide and for each student subgroup:
 economically disadvantaged
 major ethnic and racial groups
 students with disabilities
 English language learners
Note: Science testing will not count toward AYP
Students in School
Adequate Yearly Progress Example
100%
95%
90%
85%
80%
75%
70%
65%
60%
55%
50%
45%
40%
100%
Target
2013-2014
40%
Baseline
Target
2001-2002
2001
2002
2004
2005
2006
2007
2008
2009
2010
2011
2013
2014
◦ States will determine annual objectives for
progress
◦ All subgroups (economically disadvantaged,
major ethnic and racial groups, students with
disabilities, and English language learners) must
meet annual objectives for progress
◦ 95% of all students and all subgroups of students
must be included in the assessment
◦ School may calculate 95% participation rate in
tests over 2-3 years in determining this factor
in the AYP
◦ All subgroups must meet 100% proficiency by
2013-14
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If one subgroup of students fails to meet the
school’s AYP targets for two years in a row,
the school is tagged as in need of
improvement.
Continued “need of improvement” will result
in implementation of specific consequences
Each consecutive year, corrective
actions become more intensive
School Improvement Status(Year 3 – After two consecutive years of not
making AYP):
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Technical assistance
Must provide public school choice
Supplemental Services (tutoring)
Two year School Improvement Plan
10% of Title I funds must be allocated
for professional development
(Year 4 – After three consecutive years of not making
AYP)
Continue actions from previous years of
school improvement
◦ Districts must take at least one of the following
actions:
 Replace relevant school staff
 Implement a new curriculum and provide
professional development
 Significantly decrease management authority
 Appoint outside expert to advise on school
improvement plan
 Extend school year or school day
 Restructure internal organization of school
(Year 5- after four consecutive years of not making
AYP)
Restructuring:
◦ Continue activities from school improvement and
corrective action
◦ Districts must take at least one of the
following actions:
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Reopen school as a charter school
Replace all or most of relevant school staff
Contract with outside entity to operate school
State takeover
Any other major restructuring of school’s governance
that makes fundamental reform
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No Child Left Behind requires states to provide
academic achievement awards to schools that
close achievement gaps between groups of
students or that exceed academic achievement
goals.
States may financially reward teachers in
schools that receive academic achievement
awards.
States must designate as distinguished schools
those that have made the greatest gains in
closing the achievement gap or in exceeding
achievement goals.
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All students will be taught by highly
qualified teachers in core academic
areas
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English
Reading/Language Arts
Mathematics
Science
Foreign languages
Economics
Civics/Government
Arts
History
Geography
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All programs funded by NCLB must be
grounded in scientifically based research.
Characteristics of scientific research-based
studies:
◦ Uses scientific method
◦ Has been replicated
◦ Can be generalized to larger population
◦ Meets rigorous standards
◦ Other studies/programs point to same
conclusion
Curriculum based on state standards should
be taught in the classroom. If teachers cover
subject matter required by the standards and
teach it well, then students will master the
material on which they will be tested--and
probably much more. In that case, students
will need no special test preparation in order
to do well.
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29% increase in total Federal education funding
(from $42.2 billion in 2001 to $54.4 billion in
2007);
33% increase in total K-12 funding (from $27.3
billion in 2001 to $36.3 billion in 2007);
40.4% increase in total NCLB funding (from $17.4
billion in 2001 to $24.4 billion in 2007);
45% increase in Title I (from $8.8 billion in 2001 to
$12.7 billion in 2007);
68.5% increase for Special Education (IDEA) grants
to states (from $6.34 billion in 2001 to $10.7
billion in 2007); and
Quadrupled funding for reading (from $286 million
in 2001 to $1.2 billion in 2007) (a 300% increase).
Based on national data from July 2005:
◦ America's nine-year-olds posted the best scores in
reading (since 1971) and math (since 1973) in the
history of the report. America's 13-year-olds earned
the highest math scores the test ever recorded.
◦ Reading and math scores for African American and
Hispanic nine-year-olds reached an all-time high.
◦ Math scores for African American and Hispanic 13year-olds reached an all-time high.
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Not all agree with the previous statistics
States adjusting standards- differences by
state
Growth ignored- need to revise model
Drop-out rate increasing
Students appear less prepared for college
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March 13, 2010- submitted to Congress
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http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf
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Proposed Changes
Name to revert back to ESEA
Adopting National “core” standards
Graduate college- or career-ready by 2020
“Race to the Top” rewards for successful reform
Expand Charter Schools
Allow differentiate compensation for educators
who are effective in increasing achievement
◦ Required to “equalize” resources
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