Agenda - 03-16-2004-6a - Laserfiche WebLink

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ISSUES,AND RECOMMENDATIONS.` 1. Accountability Model of Adequate Yearly Progress ISSUE 1.1: NCLB's "all or nothing" accountability model penalizes schools and school systems by labeling those that miss only one target the same as those that miss multiple targets. RECOMMENDATION: "Achievement Levels" ofAdequate Yearly Progress should be established to distinguish between schools that miss one or two targets and those that miss all or multiple targets. In connection with these proposed "Achievement Levels," only the schools missing numerous subgroup targets should face sanctions under No Child Left Behind. ISSUE 1.2: NCLB's "all or nothing" accountability model penalizes schools and school systems that have the most diverse and fastest-growing student population, since it requires them to reach more targets to succeed. RECOMMENDATION: A subgroup's test results should be reported every year, but in order to be included in determining Adequate Yearly Progress, the subgroup should exist at a school for two consecutive years. ISSUE 1.3: NCLB expects all students within a school or school system to achieve the same level of proficiency, despite their limitations or special needs, including those who have Individualized Education Plans (IEPs) or who speak English as a second language. This expectation in reality sets difficult, if not impossible, achievement levels for too many special needs students, RECOMMENDATION: Special education students should be assessed on their individual progress through appropriate measures that recognize their unique learning differences. In addition, test scores for students who speak English as a second language should not be applicable in the AYP determination for a minimum of two years or until the student is deemed English language proficient as determined by a statewide test. ISSUE 1.4: NCLB sets absolute expectations for children within specific subgroups, when the growth of these children, particularly those with special needs and those who are typically high achievers, would be a better measure of success, RECOMMENDATION: North Carolina's plan for compliance with NCLB should be allowed to include growth as a significant part of the determination of student progress and school success. ISSUE 1.5: Parents and communities find it difficult to distinguish the difference between the ABCs (in North Carolina) and AYP (under the federal law), and the two do not have the same measures. A school can be a School of Excellence under North Carolina's ABCs model and not