No Child Left Behind(NCLB)

By

Shyanne

My Stance

• The No Child Left Behind Act is unrealistic. We can push and push, but kids won’t be up to level. The real problem though is what it’s doing to children that need extra help. Maybe all it is, is a dream.

School District’s Stance

• “The report indicates that while efforts to meet NCLB accountability standards have improved short-term student outcomes, the act's narrow assessment criteria creates pressure for schools to reverse inclusion efforts and may contribute to higher drop-out rates among students with disabilities (Sandi Cole, Indiana University).”

What is it?• President Bush’s education plan• New Federal guidelines • Low performing schools• Pumps money into reading programs • Passed 2001, put into law 2002• Public schools

– Narrowed curriculum– Kids are a hassle – Higher drop out rate – Every two years you need to improve until 2014

when everyone should be at the same level

Basics

• Four parts– Stronger accountability – Increased flexibility and local control– Expansion for parents– Teaching methods that work

Flexibility

• Gives teachers more time to help students learn

• Gives administration time, too

• More help (free tutors)

www.workathomejobideas.org

Special Education and Other Disabilities

• Pros– Mainstreaming– Students now count– Improved test scores– Collaboration of

regular and special ed teachers

– Higher standards in a curriculum

• Cons– Most schools aren’t

making AYP– Removing kids from

regular classes (mainstreaming)

– Pass or fail– Remove special

education

Special Education and Title I

• Special Education– Fills the needs of children

with ADD, ADHD, Dyslexia, Autism, and other learning disabilities.

• Offers – Speech/Reading– Learning to get along

with everyday life

• Title I– Wants to give kids with

problems the chance– Mainly for help with

reading disabilities

• Offers– different levels for

reading

• Both are to help improve schools

What’s happening?

• "Schools are being asked to do two very different things," Cole said. "On the one hand, they are accountable for each student's Individualized Education Program under IDEIA and they need to measure progress over time. But No Child Left Behind measures achievement based on a standardized score at one point in time during the year, and does not give schools credit for a student's IEP goals. (Sandi Cole, Indiana University)”

Testing

• Standardized Test’s = Reading and writing (mostly)– NECAP, MPR, NEW, etc.

• Kids in high school admit to the stress imagine elementary kids• Imagine the special education kids

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

www.ed.state.nh.us

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

www.davis.k12.ut.us

Individuals with Disabilities Education Improvement Act

• 1997• Reauthorized 2004• Individualized curriculums • Individual assessments• Growth over a year• While NCLB is only for math and reading • Makes it so 504’s and IEP’s can’t be taken

away from schools

Why It Isn’t Working

• More money to improving school districts (by statistics rich schools)

• Takes money from school districts falling behind

• Doesn’t go to special education, they get the cuts

• Like Robin Hood

www.educationsector.org

Money Taken Away

• Schools Need• Public schools are

free– Regular student-

$7,552– Special Ed- $9,369 – Equaling $16,921– 40% should be paid

• They Receive• These shortfalls

take away from all children– 20% is paid– 10.6 billion under

what they are supposed to pay

Teacher’s Of the Year

• Please see below video…

Teachers

• Most teachers dislike NCLB• Puts more stress on them• Certain achievements• Changes plans• Less young teachers• NEA doesn’t even approve• Protesting

www.opd.org

www.rapides.k12.la.us

Ms. McPherson

• Positive– There’s a goal to work to

• Negative– First step toward national

education– Increasing a drop out

rate– Depending on who’s in

office depends on what’s taught (not the children’s choice)

– School closings

• Testing = Hesitance– don’t know the students

emotions/ stress level– Can put kids right into

the Army– Teacher’s teach to the

test– Some disabilities aren’t

even on the tests– If your mother was good

in school you will be– Economic level shows

how well you do

Ms. McPherson and Self Assessments

• Her job– Teach the children with disabilities, and mental

retardation– They have subjective assessments that aren’t

always accurate– Has to make portfolios (if the teacher’s good the

student gets marked as good, vice versa)

• Mainstreaming shows behavioral problems on both sides– Students that are mainstreamed that don’t do well

causes cuts for teachers– Country had so many cultures

Mr.Simano

• Positive– Classrooms are set up

differently– Had to higher their

degrees– The testing twice a year

helps see progress

• Negative– More need of special

education– Had to get more

“educated”– Maybe too much

testing

Ms. Clark

• It was a good idea, but they executed it too fast.

• A national curriculum instead of a national test

• Takes money from the already poor districts• Statistics show that poor communities do

poorly on tests

Mr. Jones

• Plus Side– Gives equal education to

every student.– Smart kids got all the glory

and kids who struggle don’t get as much attention.

– Makes all teachers responsible for every students learning.

– Makes you think how different schools do what they do.

– Serves more students. – Can’t have excuses.

• Negatives– “The idea’s wonderful, but

it isn’t working.”– “It’s impossible because

not everyone will reach that level. I don’t think I’m at that level.”

– We’ll never hit it because some people can’t reach that level because of handicaps, or other problems.

Parents

• Most strongly against it

• Lowers their children and teachers self esteem

• Testing is overwhelming

• Protesting

My Legal Guardian

• My Gram– They give them the answers

– Makes teachers liars

– Non-realistic

– Mainstreaming is not fair

– Just pass them along, to make AYP

– Testing proves the problemswww.shropshire.gov.uk

www.jupiterimages.com

One of Our Students

• Trevor B:

• It punishes schools that need more help

• If you do poorly on the tests you’re getting less money

• Teachers are cheating

Kids Who Don’t Need The Help

• Want kids to be at a certain level what about the kids that are?

• Change in classroom

• Concentration• Slow learning

www.transitionsabroad.com

My Sister • Hears with hearing aids• Learns slowly her IEP’s

show this• Her hearing is

decreasing• Her impairment is

hereditary, and she is to have an aid in schools as well as special education

• HCMS didn’t have the right accommodations

www.Clarke school.org

www.Clarkeschool.org

Clarke vs. HCMS and the State

• Clarke– Has the programs to

deal with hearing impairment

– $95,000 a year

• HCMS– Doesn’t have

qualified teachers (budget cuts)

– Free public school

• State– The school is

supposed to make accommodations

– Pay for Sarah’s tuition

– Supposed to see what IEP’s and 504’s say, they can’t be removed

Autism and Hearing Impairment

• Two different impairments

• The same aid had my sister, and friends brother

• Both parents’ fought to get their children to not have the aid

• This aid wasn’t and still isn’t qualified

• The cuts again

I Ask YouIs No Child Left Behind Working

It's only reading

and English

Annual Yearly

Progress

Higher standards

Other's

Reasons

English is the most important

and reading

Teacher's should

have set rules

Should always make

progress

It may help

special education children

Mainstreamed

I feel it isn't

Reasons

It takes away

from the special

needs of children

Takes money away

It overwhelms teachers and

school administration

More testing

Works Cited• Deilsio, Ellen R, and Education World. "No Child Left

Behind: What It Means to You." Education World. 24 June 2002. The Educator's Best Friend. 6 May 2008 <http://www.educationworld.com/a_issues/issues273.shtml>.

• Democracy Now. "No Child Left Behind: A Debate on the Privatization of Education." Democracy Now. 12 Mar. 2004. 6 May 2008 <http://www.democracynow.org/2004/3/12/ no_child_left_behind_a_debate>.

• FOIA. "Facts and Terms Every Parent Should Know About NCLB." U.S. Department of Education. 19 Sept. 2005. ED.gov. 5 May 2008 <http://www.ed.gov/nclb/overview/intro/parents/ parentfacts.html>.

• Karwasinski, Pamela, et al. "A Guide to the No Child Left Behind Act." The Center For Public Education. 15 Mar. 2006. 5 May 2008 <http://www.centerforpubliceducation.org/site/ c.kjJXJ5MPIwE/b.1505669/k.D349/A_guide_to_the_No_Child_Left_Behind_Act.htm>.

Works Cited

• Louge, Susan. "No Child Left Behind: Does It Pass the Test?" NewsVOA.com. 20 Mar. 2008. American Life. 5 May 2008 <http://www.voanews.com/english/AmericanLife/2008-03-14-voa28.cfm>.

• NCLB Directory. "No Child Left Behind." Public Schools of North Carolina. Feb. 2008. NC State Board of Education. 5 May 2008 <http://www.ncpublicschools.org/nclb/>.

• Office of the Press Secretary. "Fact Sheet: The No Child Left Behind Act: Challenging Students Through High Expectations ." The White House. 5 Oct. 2006. 6 May 2008 <http://www.whitehouse.gov/news/releases/2006/10/20061005-2.html>.

• OLRS. "No Child Left Behind Act." Ohio Legal Rights Service (OLRS). 2007. Ohio.gov. 5 May 2008 <http://olrs.ohio.gov/ASP/olrs_NoChildLeftBehindAct.asp>.

Works Cited• NCLB Directory. "No Child Left Behind." Public Schools of North Carolina. Feb. 2008.

NC State Board of Education. 5 May 2008 <http://www.ncpublicschools.org/nclb/>. • Office of the Press Secretary. "Fact Sheet: The No Child Left Behind Act:

Challenging Students Through High Expectations ." The White House. 5 Oct. 2006. 6 May 2008 <http://www.whitehouse.gov/news/releases/2006/10/20061005-2.html>.

• OLRS. "No Child Left Behind Act." Ohio Legal Rights Service (OLRS). 2007. Ohio.gov. 5

May 2008 <http://olrs.ohio.gov/ASP/olrs_NoChildLeftBehindAct.asp>. • Quinton, Amy. "Manchester Struggles With No Child Left Behind Law." NH

Public Radio. 7 Nov. 2005. 5 May 2008 <http://www.nhpr.org/node/9858>.

• Silva, Mark. "Thompson: Leave 'No Child Left Behind' Behind." The Swamp. 13 Sept. 2007. Chicagotribune.com. 5 May 2008 <http://www.swamppolitics.com/news/politics/blog/2007/09/

thompson_leave_no_child_left_b.html>. • State Board Of Education. "NO CHILD LEFT BEHIND." Public Schools Of North

Carolina. 2008. 6 May 2008 <http://www.ncpublicschools.org/nclb/>.

Works Cited

• Quinton, Amy. "Manchester Struggles With No Child Left Behind Law." NH Public Radio. 7 Nov. 2005. 5 May 2008 <http://www.nhpr.org/node/9858>.

• Silva, Mark. "Thompson: Leave 'No Child Left Behind' Behind." The Swamp. 13 Sept. 2007. Chicagotribune.com. 5 May 2008 <http://www.swamppolitics.com/news/politics/blog/2007/09/ thompson_leave_no_child_left_b.html>.

• State Board Of Education. "NO CHILD LEFT BEHIND." Public Schools Of North Carolina. 2008. 6 May 2008 <http://www.ncpublicschools.org/nclb/>.

• The National Education Association. "NEAABS Videos." The National Education Association (NEA). 2008. 5 May 2008 <http://www.youtube.com/watch?v=QqTJvpfv6J4>.

• Yeager, Margery. "Charts You Can Trust." Education Secetor. 23 July 2007. 5 May 2008 <http://www.educationsector.org/analysis/analysis_show.htm?

doc_id=509534>.