No Child Left Behind
Highly Qualified Teachers
At the heart of the No Child Left Behind Act of 2001 is a promise to raise academic standards for all children and to help all children meet those standards. In support of this goal, President George W. Bush is committed to promoting the very best teaching methods. Well-trained teachers and instruction that is based on research can bring the best teaching approaches to all children and help to ensure that no child is left behind.
As a result, each year, school district are required to report the percentages of Highly Qualified Teachers that are currently on staff in the district. The criteria for Highly Qualified Teachers include:
Hold at least a bachelor’s degree from a regionally accredited institution of higher education
Hold a valid New Jersey teaching certificate for which no requirements have been waived(i.e., no emergency certification)
Demonstrate their content preparation/expertise for each core academic subject they teach by either: Passing a rigorous state test in each core academic content area the teacher teaches (i.e., the Praxis II content knowledge exam(s) for middle or secondary grades; or Having an undergraduate major in the core academic content area(s) they teach; or
. Having 30 credits equivalent to a major (at least 12 credits at the upper division level) in the core academic content area(s) they teach; or
. Having a graduate degree in the core academic content area(s) they teach; or Holding National Board certification in the core academic content area(s) they teach; or Accruing ten points on the NJ HOUSE Standard Content Knowledge Matrix for each core academic content area they teach.
In September of 2005, __________% of Cliffside Park School District’s teachers met these criteria.
Professional Development
In order to assist district teachers with keeping current with the latest scientific research, CPSD develops an annual Professional Development plan based on identified student needs.
Throughout 2004-2005, the district offered extensive in-service training on differentiated instruction and preparing lesson plans that fully engage all students in the learning process.
Cliffside Park School District also formed a new partnership with Rutgers University’s Center of Science Math and Computer Education who has been providing professional development for district teachers on a monthly basis.
As a result, district teachers have been invited to participate in the 40-hour Intel Teach to the Future Program. Only four districts in the state have been invited to participate. The goal of this innovative program is to:
· Develop strategies for integrating technology tools and resources in to their science and math curriculum
· Integrate essential questions and higher order thinking skills into their curriculum
· Align lessons with state and national standards
· Complete a unit portfolio for use in their classroom
· Design assessment tools for evaluating student learning
· Enhance their use of Microsoft Office software
Rutgers Center for Math, Science and Computer Education has also provided the following professional development programs:
· Math workshops for grades 4,5 and 6 (Using manipulatives)
· Technology training focused on using wireless laboratories
· Assistive technology training introducing teachers to hardware and software to assist special needs students in the general education classroom
· Training in the implementation of the Comer School Development Model
Student Achievement of Standards
The federal No Child Left Behind Act (NCLB) requires all states to establish standards for accountability for all schools and districts in their states to measure student progress in core academic subjects annually. NCLB also calls for the inclusion of all students, even students who may have been excluded or exempted from participating in state assessment programs in the past.
New Jersey has established assessments for high school students in language arts literacy and mathematics based on the New Jersey Core Curriculum Content Standards through the High School Proficiency Assessment (HSPA).
All students enrolled in New Jersey public schools, including all student subgroups must meet the proficiency benchmarks established by the state to ensure the goal of 100% proficiency, leaving no child behind. The sub groups include:
· All students
· African-American
· Asian/Pacific Islander
· Hispanic
· Native American/American Indian
· White
· Other
· Economically Disadvantaged
· Students with Disabilities
· Limited English Proficient
All students from all groups listed above must score either proficient or advanced proficient on the assessments to be counted toward meeting the benchmarks. Schools are evaluated using adequate yearly progress (AYP) indicators. When a school does not meet AYP, it may be designated as a .school in need of improvement.
The chart below details the percentages of students in each subgroup and each grade that must achieve proficiency on the state test in order for a school to attain AYP.
Subject |
Percent of Students Proficient |
||
Grades 3 & 4 |
Grade 8 GEPA |
Grade 11 HSPA |
|
Language Arts Literacy (Reading/Writing) |
75% |
66% |
79% |
Mathematics |
62% |
49% |
64% |
In 2005, Cliffside Park’s School #3, School # 5 and School # 6 made AYP for NJASK 4. However, the following district sub groups did not make AYP.
School # 4- Economically Disadvantaged Students- NJASK-Math
School # 6- Hispanic Students-GEPA-Math
School # 6- Economically Disadvantaged- GEPA-Math
In order to address these issues, CPSD will be focusing on ways to close achievement gaps and bring every student to proficiency in both language arts literacy and mathematics.
It would be almost impossible for some students to increase their proficiency so dramatically in one year, so student sub groups could also meet the NCLB legislation mandate by attaining “Safe Harbor.” This second standard could be attained if the sub group decreases the “Partially Proficient” rate by 10% and if each subgroup has a high school drop out rate of 2.6% or less.
To accomplish this goal, CPSD has developed the following objectives for the 2005-2006 School Year:
By June 2006, Hispanic students in School # 6 will increase their Math Proficiency by 20%.
Benchmarks GEPA
2006 Math: 31.3% Proficient
By June 2006, Economically Disadvantaged Students in School #6 will increase their Math Proficiency by 10%.
2006 Math: 45.6% Proficient
By June 2006, 2007 Economically Disadvantaged Students in School #4 will increase their Math Proficiency by 10%.
2006 Math: 31.4%Proficient
By June 2006,2007, there will be a 10% increase annually in the % of district teachers participating in grade level professional development focused on math with Rutgers Center for Math, Science and Computer Education leading to sub groups making AYP targets as defined in this plan.
2006: 20% teacher participation
In order to meet our objectives, CPSD will implement the following researched based strategies throughout the 2005-2006 school year:
2. All eligible students will be enrolled in Basic Skills and ESL Programs.
3. All eligible students will be enrolled in a math enrichment programs and a Reading to assist with language development to improve abilities with word problems and higher order math problems.
4. Family Math sessions will be held in the fall and the spring for eligible students and their parents in all elementary schools.
5. After school tutoring programs will be available to assist students with math.
6. After school, evening, and summer technology training courses will be available for students and parents to elevate technology literacy.
7. Staff will continue to restructure and implement a curriculum that promotes child-initiated activities.
8. The administration will work to assure that there is continuity across grade levels and offer grade level math professional development.
9. Staff will continue to receive diversity training to better prepare lessons that appeal to diverse cultures and all learning modalities.
11. Parents of ESL students will participate in evening literacy programs and will become familiar with word problems.
12. The LEA will collaborate with CP Free Public Library to offer family literacy programs.
13. ESL and math software will be provided in classrooms.
14. PT translators will be hired to communicate with parents and to translate notices.
15. Integrate technology into all lessons and especially in the math classroom.
16. Offer during school and after school programs to address “wellness” of students and prevent substance abuse.
17. Continue to collaborate with partners to offer hands on project based learning activities.
Parental Involvement
CPSD recognizes that parents are the first and most important teachers of their children. Therefore, we welcome your partnership and will be inviting you to important parent training sessions throughout the year. Please check our web site or watch for flyers about free technology training programs and other important educational programs for parents.
Link for homework tips for parents
http://www.ed.gov/parents/academic/involve/homework/homeworktips.pdf