SCHOOL REPORT NIGHT

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

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

NCLB TIMELINE 2003-2004 School Year: School Report Cards/Report Night (UMS in February) 2004-2005 School Year: First increase in intermediate progress goals Establishment of “What Works” data base for effective practices 2005-2006 School Year: Annual assessments in reading and math in grades 3-8 and at least once in grades 10-12

NCLB TIMELINE 2005-2006 School Year (continued): Completion of science standards by the states All teachers must meet “highly qualified” requirements of their state 2007-2008 School Year: Science assessments required at least once in each grade span: 3-5, 6-9 and 10-12

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

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.

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

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

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

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).

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

ELA INTERMEDIATE GOALS

MATH INTERMEDIATE GOALS

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

AVERAGE CLASS SIZE YEAR K Grade 1 Grade 2 2003-2004 18.3 20.5 2004-2005 16.8 19.3 19.5 2005-2006 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

ATTENDANCE Average Daily Attendance 2002-2003: 97% Rate: 234.7 out of 244 Average Daily Attendance 2003-2004: 96% Rate: 239.5 out of 249 Average Daily Attendance 2003-2004: 94% (as of January 31, 2005) Rate: 238.7 out of 253

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

VT-DRA RESULTS

K-2 ENROLLMENT History and Projections

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%

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%

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

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%

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%

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

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

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.

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

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

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