No Child Left Behind1

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  • This is something I knew little about to start, but I had seen the effect it has on people, like my own little sister. I wanted to learn more, and researching it brought me into looking at kids with special education or learning problems and how they’re effected.

Transcript

  • 1. No Child Left Behind (NCLB) By Shyanne
  • 2. 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.
  • 3. 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).”
  • 4. 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
  • 5. Basics
    • Four parts
      • Stronger accountability
      • Increased flexibility and local control
      • Expansion for parents
      • Teaching methods that work
  • 6. Flexibility
    • Gives teachers more time to help students learn
    • Gives administration time, too
    • More help (free tutors)
    www.workathomejobideas.org
  • 7. 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
  • 8. 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
  • 9. 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)”
  • 10. 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
    www.ed.state.nh.us www.davis.k12.ut.us
  • 11. 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
  • 12. 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
  • 13. 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
  • 14. Teacher’s Of the Year
    • Please see below video…
  • 15. 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
  • 16. 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
  • 17. 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
  • 18. 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
  • 19. 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
  • 20. 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.
  • 21. Parents
    • Most strongly against it
    • Lowers their children and teachers self esteem
    • Testing is overwhelming
    • Protesting
  • 22. 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 problems
    www.shropshire.gov.uk www.jupiterimages.com
  • 23. 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
  • 24. 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
  • 25. 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
  • 26. 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
  • 27. 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
  • 28. I Ask You
  • 29. Works Cited
    • Deilsio, Ellen R, and Education World. &quot;No Child Left Behind: What It Means to You.&quot; Education World . 24 June 2002. The Educator's Best Friend. 6 May 2008 <http://www.educationworld.com/a_issues/issues273.shtml>.
    • Democracy Now. &quot;No Child Left Behind: A Debate on the Privatization of Education.&quot; Democracy Now . 12 Mar. 2004. 6 May 2008 <http://www.democracynow.org/2004/3/12/ no_child_left_behind_a_debate>.
    • FOIA. &quot;Facts and Terms Every Parent Should Know About NCLB.&quot; 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. &quot;A Guide to the No Child Left Behind Act.&quot; 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>.
  • 30. Works Cited
    • Louge, Susan. &quot;No Child Left Behind: Does It Pass the Test?&quot; NewsVOA.com . 20 Mar. 2008. American Life. 5 May 2008 <http://www.voanews.com/english/AmericanLife/2008-03-14-voa28.cfm>.
    • NCLB Directory. &quot;No Child Left Behind.&quot; 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. &quot;Fact Sheet: The No Child Left Behind Act: Challenging Students Through High Expectations .&quot; The White House . 5 Oct. 2006. 6 May 2008 <http://www.whitehouse.gov/news/releases/2006/10/20061005-2.html>.
    • OLRS. &quot;No Child Left Behind Act.&quot; Ohio Legal Rights Service (OLRS) . 2007. Ohio.gov. 5 May 2008 <http://olrs.ohio.gov/ASP/olrs_NoChildLeftBehindAct.asp>.
  • 31. Works Cited
    • NCLB Directory. &quot;No Child Left Behind.&quot; 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. &quot;Fact Sheet: The No Child Left Behind Act: Challenging Students Through High Expectations .&quot; The White House . 5 Oct. 2006. 6 May 2008 <http://www.whitehouse.gov/news/releases/2006/10/20061005-2.html>.
    • OLRS. &quot;No Child Left Behind Act.&quot; Ohio Legal Rights Service (OLRS) . 2007. Ohio.gov. 5 May 2008 <http://olrs.ohio.gov/ASP/olrs_NoChildLeftBehindAct.asp>.
    • Quinton, Amy. &quot;Manchester Struggles With No Child Left Behind Law.&quot; NH Public Radio . 7 Nov. 2005. 5 May 2008 <http://www.nhpr.org/node/9858>.
    • Silva, Mark. &quot;Thompson: Leave 'No Child Left Behind' Behind.&quot; 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. &quot;NO CHILD LEFT BEHIND.&quot; Public Schools Of North Carolina . 2008. 6 May 2008 <http://www.ncpublicschools.org/nclb/>.
  • 32. Works Cited
    • Quinton, Amy. &quot;Manchester Struggles With No Child Left Behind Law.&quot; NH Public Radio . 7 Nov. 2005. 5 May 2008 <http://www.nhpr.org/node/9858>.
    • Silva, Mark. &quot;Thompson: Leave 'No Child Left Behind' Behind.&quot; 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. &quot;NO CHILD LEFT BEHIND.&quot; Public Schools Of North Carolina . 2008. 6 May 2008 <http://www.ncpublicschools.org/nclb/>.
    • The National Education Association. &quot;NEAABS Videos.&quot; The National Education Association (NEA) . 2008. 5 May 2008 <http://www.youtube.com/watch?v=QqTJvpfv6J4>.
    • Yeager, Margery. &quot;Charts You Can Trust.&quot; Education Secetor . 23 July 2007. 5 May 2008 <http://www.educationsector.org/analysis/analysis_show.htm?doc_id=509534>.