Guiding Cognitive Processing

EDU 221

Group Presentation Reflections due for 7 & 8 Quiz #2 (Tuesday, Nov. 16th) – Problem-

based◦ What makes an outstanding response? Referring

to our text, study results, outside info ◦ Bring your Bluebooks…

Chapter 10 Group Presentation Effective Teaching cont. No Child Left Behind

Guiding Cognitive Processing

Effective Teaching cont.

Professional Knowledge and Skills Subject Matter Competence Instructional Strategies Planning Skills & Goal Setting Classroom Management Skills Communication Skills Cultural Awareness Technology Skills

Classroom Management Skills Clear expectations Structured Learning Environment Clear Limits Consistent Consequences Warmth and Caring

The Authoritative Teacher

Communication Skills Clear organized presentations

Communicating with parents

Cultural Awareness Regional Differences

Montana- Native Populations ◦ Reason for the NAMS requirement◦ OPI Website- Indian Ed Training

Technology Skills Use with students

Parent communication

Motivation and Commitment Emotional Intelligence

Motivational Skills

Empathy

The Achievement Gap A “gap” (difference) in academic

achievement between minority and disadvantaged students and middle/upper class white students in the United States

To include students: ◦ from economically disadvantaged families ◦ from minority ethnic and racial groups- blacks,

Hispanics, and native populations◦ with limited English proficiency ◦ with disabilities (i.e., special populations)

The Achievement Gap- Statistics

The average 8th-grade minority student scores at about the same level as the average white 4th- grader.

The gap between white students and black and Latino students on high school exit exams averages 20-30 points in most states.

About 1 in 6 Native American 8th- grader is proficient in reading and 1 in 7 is proficient in math.

Socio-economic status remains the most powerful single influence on students’ educational outcomes.

Most of the social class differences in average academic potential exists by the time children are 3 years old.

13.6% of all children 6-17 in U.S. receive SPED related services

50% of students who test out of Special Education in a given year re-qualify for services the following year.

Montana StatisticsAchievement gaps in NAEP results American Indian 8th grade students 3x likely to

score Below Basic in Reading. Free and Reduced Lunch 2x likely to Score Below

Basic 52% American Indian scored Below Basic in MTH

compared to 16% for white students Low income students 3x likely to score Below Basic

in MTH 34% American Indian HS grads completed ACT core,

as compared to 40% Hispanic, 50% white students ACT composite for American Indian students 18.6;

23.6 for white students

School Based Reasons forThe Achievement GapSchools with many low-income and minority

students generally have: Fewer instructional resources Fewer and lower quality books Fewer qualified and experienced teachers Fewer course offerings Significantly larger class sizes Tracking systems that segregate these

students within school

Intent of NCLB: No Child Left Behind is designed to change the culture of America's schools by closing the achievement gap, offering more flexibility, giving parents more options, and teaching students based on what works.

History Elementary and Secondary Education Act- 1965 Education Consolidation and Improvement Act

of 1981 Improving America's Schools Act of 1994 No Child Left Behind Act of 2001

NCLB Goals ALL students will attain proficiency or better

in reading and mathematics by 2013-2014 ALL limited English students will become

proficient in English ALL teachers will be highly qualified

by 2005-2006 ALL students will be educated in safe,

drug-free environments ALL students will graduate from high school

Testing Requirements Annual reading and math assessments atgrades 3-8

Science assessments◦ Once in grades 3-5, 6-9, and 10-12

Limited English students must be assessed annually for English language proficiency

Accountability Test data are used to measure performance

of each school to determine the school’s Adequate Yearly Progress (AYP).

Every state sets their own standards by which AYP will be measured.

States must use student performance on annual assessments in reading and math as the primary measures of AYP. The starting point is based on the 2001-2002 achievement data.

AYP (Adequate Yearly Progress)To achieve AYP, a school must meet or exceed Annual Measurable Objectives (AMOs) schoolwide and for each student subgroup:

economically disadvantaged major ethnic and racial groups students with disabilities English language learners

Note: Science testing will not count toward AYP

20012002 20042005 20062007 20082009 20102011 20132014

100%95%90%85%80%75%70%65%60%55%50%45%40%

40%BaselineTarget

2001-2002

100%Target

2013-2014

Adequate Yearly Progress Example

Stu

dent

s in

Sch

ool

Continual Achievement:

◦ States will determine annual objectives for progress

◦ All subgroups (economically disadvantaged, major ethnic and racial groups, students with disabilities, and English language learners) must meet annual objectives for progress

◦ 95% of all students and all subgroups of students must be included in the assessment

◦ School may calculate 95% participation rate in tests over 2-3 years in determining this factor in the AYP

◦ All subgroups must meet 100% proficiency by 2013-14

Schools that don’t meet AYP If one subgroup of students fails to meet the

school’s AYP targets for two years in a row, the school is tagged as in need of improvement.

Continued “need of improvement” will result in implementation of specific consequences

Each consecutive year, correctiveactions become more intensive

First Year of Remediation School Improvement Status-

(Year 3 – After two consecutive years of not making AYP):◦ Technical assistance◦ Must provide public school choice◦ Supplemental Services (tutoring) ◦ Two year School Improvement Plan◦ 10% of Title I funds must be allocated

for professional development

2nd Year of Remediation(Year 4 – After three consecutive years of not making AYP)

Continue actions from previous years ofschool improvement◦ Districts must take at least one of the following

actions: Replace relevant school staff Implement a new curriculum and provide

professional development Significantly decrease management authority Appoint outside expert to advise on school

improvement plan Extend school year or school day Restructure internal organization of school

3rd Year of Remediation(Year 5- after four consecutive years of not making

AYP)Restructuring:◦ Continue activities from school improvement and

corrective action ◦ Districts must take at least one of the

following actions: Reopen school as a charter school Replace all or most of relevant school staff Contract with outside entity to operate school State takeover Any other major restructuring of school’s governance

that makes fundamental reform

Schools that do make AYP No Child Left Behind requires states to provide

academic achievement awards to schools that close achievement gaps between groups of students or that exceed academic achievement goals.

States may financially reward teachers in schools that receive academic achievement awards.

States must designate as distinguished schools those that have made the greatest gains in closing the achievement gap or in exceeding achievement goals.

Highly Qualified Teachers

All students will be taught by highly qualified teachers in core academic areas

English Economics Reading/Language Arts Civics/Government Mathematics Arts Science History Foreign languages Geography

Scientifically Based Research All programs funded by NCLB must be

grounded in scientifically based research. Characteristics of scientific research-based

studies:◦Uses scientific method◦Has been replicated◦Can be generalized to larger population◦Meets rigorous standards◦Other studies/programs point to same

conclusion

Doesn’t NCLB force teachers to teach to the test? Curriculum based on state standards should

be taught in the classroom. If teachers cover subject matter required by the standards and teach it well, then students will master the material on which they will be tested--and probably much more. In that case, students will need no special test preparation in order to do well.

Where’s the money?? 29% increase in total Federal education funding

(from $42.2 billion in 2001 to $54.4 billion in 2007); 33% increase in total K-12 funding (from $27.3

billion in 2001 to $36.3 billion in 2007); 40.4% increase in total NCLB funding (from $17.4

billion in 2001 to $24.4 billion in 2007); 45% increase in Title I (from $8.8 billion in 2001 to

$12.7 billion in 2007); 68.5% increase for Special Education (IDEA) grants

to states (from $6.34 billion in 2001 to $10.7 billion in 2007); and

Quadrupled funding for reading (from $286 million in 2001 to $1.2 billion in 2007) (a 300% increase).

Is NCLB working?Based on national data from July 2005:◦ America's nine-year-olds posted the best scores in

reading (since 1971) and math (since 1973) in the history of the report. America's 13-year-olds earned the highest math scores the test ever recorded.

◦ Reading and math scores for African American and Hispanic nine-year-olds reached an all-time high.

◦ Math scores for African American and Hispanic 13-year-olds reached an all-time high.

Controversy Not all agree with the previous statistics States adjusting standards- differences by

state Growth ignored- need to revise model Drop-out rate increasing Students appear less prepared for college

Blueprint on Reform March 13, 2010- submitted to Congress http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf Proposed Changes

◦ Name to revert back to ESEA◦ Adopting National “core” standards◦ Graduate college- or career-ready by 2020◦ “Race to the Top” rewards for successful reform◦ Expand Charter Schools◦ Allow differentiate compensation for educators

who are effective in increasing achievement◦ Required to “equalize” resources