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Adequate Yearly Progress
| Assessment |
Corrective action |
Disaggregated data
Limited English
Proficient |
No Child Left Behind
Act | Parental Involvement
|
Proficiency
Public School Choice |
Restructuring |
Safe Harbor |
School Improvement Plan
Student Subgroups |
Supplemental Services |
Title I
Adequate yearly progress (AYP): an individual state's measure of yearly
progress toward achieving state academic standards. The minimum
level of improvement that states, school districts and schools
must achieve each year.
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Assessment:
another word for "test." Under No Child Left Behind, tests are
aligned with academic standards. Schools must administer tests in
each of three grade spans: grades 3-5, grades 6-9, and grades
10-12. Beginning in the 2005-06 school year, tests must be
administered every year in grades 3 through 8 in math and reading.
Beginning in the 2007-08 school year, science achievement must
also be tested.
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Corrective action: when a school or school district does not
make yearly progress, the state will place it under a "Corrective
Action Plan," which includes resources to improve teaching,
administration, or curriculum.
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Disaggregated data: test results are sorted into groups of
students who are economically disadvantaged, from racial and
ethnic minority groups, have disabilities, or have limited English
fluency. This practice allows parents and teachers to see more
than just the average score for their child's school by showing
them how each student group is performing.
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Limited English Proficient (LEP):
Limited English Proficient (LEP) refers to students for who
English is a second language and who are not reading or writing
English at grade level.
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No Child Left Behind Act (NCLB):
NCLB is the most recent authorization of the Elementary and
Secondary Education Act, which is the principal federal law
affecting K-12 education.
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Parental Involvement:
Parental involvement is the participation of parents in regular,
two-way, meaningful communication involving students’ academic
learning and other school activities. The involvement includes
ensuring that parents play an integral role in assisting their
child’s learning; that parents are encouraged to be actively
involved in their child’s education at school; that parents are
full partners in their child’s education and are included, as
appropriate, in decision making and on advisory committees to
assist in the education of their child.
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Proficiency:
Proficiency is mastery or the ability to do something at grade
level.
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Public school choice: students in schools identified as in need
of improvement have the option to transfer to better public
schools in their districts. The school districts will be required
to provide transportation to the students. Priority will be given
to low-income students.
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Restructuring:
Title I schools not making AYP for six years in a arrow must
follow one of the following restructuring options: reopen as a
charter school; replace all or most of relevant school staff;
contract with outside entity to operate school; state takeover; or
any other major restructuring of school’s governance that makes
fundamental reform.
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Safe
Harbor:
“Safe Harbor” is a provision in No Child Left Behind intended for
schools and districts that are making progress in student
achievement but are not yet meeting target goals for adequate
Yearly Progress. It is designed to prevent the over-identification
of schools not making AYP.
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School Improvement Plan:
The written school improvement plan for each school includes
strategies for improving student performance in the targeted goal
areas, taking into account the performance on multiple
assessments; how and when improvements will be implemented; use of
state funds; requests for waivers, etc. Each school improvement
plan must be approved by the local board and may be amended as
often as necessary or appropriate.
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Student Subgroups:
Schools will receive their disaggregated AYP status for subgroups
of students based on the following categories: racial/ethnicity,
students with disabilities, Limited English Proficiency (LEP), and
economically disadvantaged. According to the Michigan State Board
of Education, each subgroup must include at least 30 students to
ensure student confidentiality and statistical reliability.
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Supplemental Services:
Students from low-income families who are attending Title I
schools that have been identified as needing improvement for two
years will be eligible to receive outside tutoring or academic
assistance. Parents can choose the appropriate services for their
child from a list of state approved providers. The school district
will purchase the services.
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Title I:
Title I refers to a federal funding program aimed at students who
are behind academically or at risk of falling behind. Title I Part
A funding provides assistance to improve the teaching and learning
of children in areas with high economic needs; it is based on the
number of low-income children in school, generally those eligible
for the free lunch program. Title I is intended to supplement, not
replace, state and district funds.
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