1. SCHOOL REPORT NIGHT

2. NCLB BACKGROUND Signed into law on January 8, 2002
Reauthorization of Elementary and Secondary Education Act of 1965
Four Principles:
Accountability for student achievement
Increased flexibility and local control
Greater role for parents in their child’s education
Emphasis on scientifically based instruction

3. READING INSTRUCTION Reading Instruction Should:
Incorporate instruction in phonics, decoding, comprehension and literature appreciation
Provide for daily exposure to both fiction and nonfiction
Include both vocabulary and comprehension instruction
Provide frequent opportunities to write

4. NCLB TIMELINE 2003-2004 School Year:
School Report Cards/Report Night (UMS in February)
School Year:
First increase in intermediate progress goals
Establishment of “What Works” data base for effective practices
School Year:
Annual assessments in reading and math in grades 3-8 and at least once in grades 10-12

5. NCLB TIMELINE 2005-2006 School Year (continued):
Completion of science standards by the states
All teachers must meet “highly qualified” requirements of their state
School Year:
Science assessments required at least once in each grade span: 3-5, 6-9 and 10-12

6. NCLB TIMELINE 2013-2014 School Year:
Full achievement of state “proficient” level of academic achievement by all students by January 8, 2014, 12 years from the date of enactment of No Child Left Behind

7. A principal is now responsible for making sure that the instructional methodology, the instructional materials and the professional development activities employed in his or her school meets NCLB’s definition of scientifically based research in terms of the proven effectiveness.

8. ANNUAL MEASURABLE OBJECTIVE (AMO)
The target schools are expected to meet each year.
A school’s 2002 AMO serves as a starting point for Adequate Yearly Progress (AYP).
Schools are expected to be at an AMO of 500 by 2014.
2004 AMO’s
English/Language Arts: 385
Math: 314

9. INDEXES FOR 2002 – 2004
What UMS actually achieved based on a two year average.

10. CALCULATING AN INDEX DRA # of Students Index Points Total Points
Achieved with Honors 39
500
19,500
Achieved 28
14,000
Nearly Achieved 5
300
1,500
Below 1
100
Little or No Evidence 2 50
Non-participant
TOTAL 75
---
35,200

11. INDEX Based on 2004 UMS DRA results: 469
The ELA index is a two-year average.
It includes NSRE results for UMS students.
Analytical skills (Reading: analysis and interpretation and Writing: effectiveness) are weighted more than basic skills (DRA, Reading: basic understanding and Writing: conventions).

12. INTERMEDIATE GOALS
The starting point is subtracted from 500 (the 2014 goal) and divided into equal three year expectations.

13. ELA INTERMEDIATE GOALS

14. MATH INTERMEDIATE GOALS

15. COHORTS All Students Free/Reduced Lunch or Milk With Disability
Ethnic Group (African American, American Indian/Alaskan Native, Asian, Hispanic or Latino, Native Hawaiian/Pacific Islander and White)
English Language Learner

16. AVERAGE CLASS SIZE YEAR K Grade 1 Grade 2 2003-2004 18.3 20.5
16.8
19.3
19.5
15.7
21.0
State Average K-6: 16.6
National Average K-6: 18.6
NEA Recommends: 15
VT Quality Standards Recommends K-3: fewer than 20

17. ATTENDANCE Average Daily Attendance 2002-2003: 97%
Rate: out of 244
Average Daily Attendance : 96%
Rate: out of 249
Average Daily Attendance : 94%
(as of January 31, 2005)
Rate: out of 253

18. STAFF EXPERIENCE TEACHERS Mean Years Teaching % w/Masters Degree
% w/Level II License
Classroom (11)
11.4 27 91
SPED (4)
14.8
100
Specialists (4)
23.8 75
Reading (2)
9.5 50
Guidance (1)
12.0

19. VT-DRA RESULTS

20. K-2 ENROLLMENT History and Projections

21. SCHOOL READINESS QUESTIONNAIRE
SOCIAL AND EMOTIONAL
the ability to play and meet other children
use problem solving skills in social situations
adapt to transitions and interact positively with adults
separates easily from caregiver
State Wide: 66.6%
Colchester: 63.4%

22. SCHOOL READINESS QUESTIONNAIRE
APPROACHES TO LEARNING
the ability follow simple rules
curiosity
enthusiasm
the ability to pay attention
State Wide: 64.8%
Colchester: 80.0%

23. SCHOOL READINESS QUESTIONNAIRE
COMMUNICATION
the ability to understand simple directions
the ability to engage in conversation
State Wide: 83.2%
Colchester: 90.7%

24. SCHOOL READINESS QUESTIONNAIRE
COGNITIVE DEVELOPMENT/GENERAL KNOWLEDGE
understanding the purpose of books
recalling a sequence of events
recognizing one’s name in print
the ability to engage in imaginative play
State Wide: 74.5%
Colchester: 88.0%

25. SCHOOL READINESS QUESTIONNAIRE
HEALTH AND WELL-BEING
the ability to learn is rarely inhibited by illness
the ability to learn is rarely inhibited by fatigue
the ability to learn is rarely inhibited by hunger
State Wide: 86.3%
Colchester: 95.9%

26. NAEP – The Nation’s Report Card
READING
Connecticut 43%
Massachusetts 40%
New Hampshire 40%
New Jersey 39%
Colorado 37%
Minnesota 37%
VERMONT 37%

27. NAEP – The Nation’s Report Card
MATH
New Hampshire 43%
Minnesota 42%
VERMONT 42%
Connecticut 41%
Kansas 41%
Massachusetts 41%
North Carolina 41%

28. NAEP – The Nation’s Report Card
A study of math scores on the 1992 NAEP found that the combination of four variables explained a whopping 89% of the difference in state scores.

29. NAEP – The Nation’s Report Card
Four Variables:
Number of parents living at home (71%)
Parents’ educational background
Type of community (e.g. “extreme rural” and “disadvantaged urban”)
State poverty rate

30. VT QUALITY STANDARDS
Schools with 10 or more full-time teachers require a full-time principal
Grades K-3, when taken together, shall average fewer than 20 students per teacher (UMS average is 18.38)
Schools with over 300 students shall have at least one full-time library-media specialist
Twice weekly offerings in the arts and physical education

31. VT QUALITY STANDARDS
There shall be no more than 500 students per school nurse
An action plan shall be developed and implemented in each school. The plan shall be reviewed at least annually for its effectiveness.
Schools with any grades K-8 shall provide at a minimum the equivalent of daily instruction in English/Language Arts, mathematics, science, history and social sciences