... about "No Child Left Behind"
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Does the new law affect my
school?
 No
Child Left Behind (NCLB) is a federal law affecting your
school and every public K-12 school in the country. The
federal law, signed by President George W. Bush in January
2002, impacts schools differently depending on grade levels
and funding sources.
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What are the new academic
standards?
Your
child, and every public school student in our country, is
expected to perform at or above grade level in reading and
mathematics by 2014. Our district has set target goals for
students each year to get to the 100 percent goal by 2014.
The STARS program provides supplemental academic support
to students to assist them in meeting the standards.
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Will there be new tests?
Eventually
we will have state assessments for grades 3-8 as well as
grade 11. Currently, we administer the New Jersey Assessment
of Skills and Knowledge (NJASK) to grades 3 and 4, the Grade
Eight Proficiency Assessment (GEPA) to grade 8, and the
High School Proficiency Assessment (HSPA) to grade 11. Until
all of the grade level state assessments are developed,
we will continue to use the Terra Nova assessments which
are aligned to the New Jersey Core Content Curriculum Standards.
Under the federal law, NCLB, all students must participate
in the annual testing program, with very few exceptions.
Beginning in the 2007-2008 school year, science achievement
must also be tested as well as language arts literacy and
math.
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How will I know if my child
is meeting the standards?
Your
school is required by law to keep you informed of your child's
achievement level in each of the assessment areas. Schools
must also share school and district-wide testing results
with you. The new NJ School Report Cards include important
information about the performance, class size and teacher
quality of each public school in New Jersey. Our website,
www.montclair.k12.nj.us offers a link to school, district
and state report cards.
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What if my child does not meet
target goals?
NCLB's
accountability process will help teachers and administrators
at your school recognize the help your child needs. No longer
will the success of a majority be able to create an average
score that covers the needs of more struggling students.
The partnership of parents and schools working together
can have a positive impact on your child's success.
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What is Adequately Yearly Progress
(AYP)?
AYP
is the minimum level of improvement that states, school
districts, and schools must achieve each year. All subgroups
must make AYP including limited English proficient students,
students with disabilities, ethnic groups, and the economically
disadvantaged.
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What will it mean if my school
fails to make AYP in No Child Left Behind? Does it mean something
is wrong with my school?
We
have no "failing schools." Your school may not have made
AYP because one or more of its subgroups did not meet its
goal. The school will likely work even harder with this
subgroup in the coming year to help more students become
proficient. The district will lend support and resources
to improve student performance at the school.
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Will Limited English Proficient
(LEP) students be tested more under NCLB?
There
will not be more testing, but there are no students exempt
from taking the tests. All students are expected to participate
in the testing program and a school is in violation of the
law if less than 95 percent of its students in any one subgroup,
including LEP students, take the tests. LEP students take
pre and post English proficiency tests each year, the MAC
II. Students enter and exit the LEP program based on their
performance and proficiency. The federal law asks states
to determine if these tests should be administered in the
student's native language. When a student has attended school
in the U.S. for three consecutive years, these tests must
be in English. Federal guidelines are still being developed
regarding how long and if Limited English Proficient students'
test scores are counted in that subgroup after the students
exit the program.
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What is a Title I school and
what does it have to do with this new federal law?
Title
I provides supplemental services to students at risk of
academic failure. Services can include: hiring teachers
to reduce class size, tutoring, computer labs, parental
involvement, activities, professional development, purchase
of materials and supplies, and hiring teacher assistants
or others. Several of our schools receive Title I funding
and operate as Targeted Assistance Programs providing services
to eligible students with the greatest need.
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How do I find out if my school
is a Title I school?
Ask
your teacher or principal or check the district's website
which includes a list of our Title I schools.
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What happens when non-Title
I schools do not make Adequately Yearly Progress?
The
federal expectations hold for non-Title I schools, but the
sanctions do not apply if expectations are not met. Non-Title
I schools that do not make AYP two or more years in a row
must amend their School Improvement Plan to indicate how
they plan to improve, according to a policy developed by
the State Board of Education.
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What can I do if my child
is in a Title I school that is not making progress?
Parents
at Title I schools not making Adequate Yearly Progress for
two consecutive years have certain rights. Schools in their
third consecutive year of not making AYP must provide students
with reasonable transfer options at the district's transportation
expense. In the second year of Title I School Improvement,
schools must provide tutoring to eligible students through
an outside source contracted by the state and continue to
offer the option of transferring. In the third year of Title
I School Improvement, schools must take corrective actions
such as replacing school staff, implementing a new curriculum,
or changing the school's internal organizational structure
while continuing to offer the options of transferring and
tutoring. In the fourth year of Title I School Improvement,
schools must plan for restructuring while continuing to
offer the options of transferring and tutoring services.
Schools in the fifth year of Title I School Improvement
must implement the restructuring plan while observing the
other sanctions.
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What is the definition of a "Highly
Qualified Teacher?"
A
Highly Qualified Teacher is one who:
-
Holds at least a Bachelor's degree
-
Is fully certified/licensed by the state
-
Elementary - demonstrates expertise by
- passing a rigorous state test of elementary
content, knowledge and teaching skills, or
- fulfilling the requirements of the
NJ High Objective Uniform State Evaluation (HOUSE)
-
Middle/Secondary - demonstrates content expertise
in each of the core academic subjects taught by
- passing a rigorous state test
,or
- completing an academic major, course work
equivalent to a major, or a graduate degree, or
- earning an advanced certificate, or
- fulfilling the requirements of the NJ HOUSE
standard.
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Are Montclair's teachers
"Highly Qualified?"
All
of Montclair's teachers are state certified under the current
standards and will meet the No Child Left Behind definition
of "Highly Qualified Teachers" by 2005-2006, as required
by the new law.
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